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Author: Edith Kaan
Publisher: John Benjamins Publishing Company
ISBN: 9027258945
Category : Language Arts & Disciplines
Languages : en
Pages : 250
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Book Description
There is ample evidence that language users, including second-language (L2) users, can predict upcoming information during listening and reading. Yet it is still unclear when, how, and why language users engage in prediction, and what the relation is between prediction and learning. This volume presents a collection of current research, insights, and directions regarding the role of prediction in L2 processing and learning. The contributions in this volume specifically address how different (L1-based) theoretical models of prediction apply to or may be expanded to account for L2 processing, report new insights on factors (linguistic, cognitive, social) that modulate L2 users’ engagement in prediction, and discuss the functions that prediction may or may not serve in L2 processing and learning. Taken together, this volume illustrates various fruitful approaches to investigating and accounting for differences in predictive processing within and across individuals, as well as across populations.
Author: Edith Kaan
Publisher: John Benjamins Publishing Company
ISBN: 9027258945
Category : Language Arts & Disciplines
Languages : en
Pages : 250
Get Book Here
Book Description
There is ample evidence that language users, including second-language (L2) users, can predict upcoming information during listening and reading. Yet it is still unclear when, how, and why language users engage in prediction, and what the relation is between prediction and learning. This volume presents a collection of current research, insights, and directions regarding the role of prediction in L2 processing and learning. The contributions in this volume specifically address how different (L1-based) theoretical models of prediction apply to or may be expanded to account for L2 processing, report new insights on factors (linguistic, cognitive, social) that modulate L2 users’ engagement in prediction, and discuss the functions that prediction may or may not serve in L2 processing and learning. Taken together, this volume illustrates various fruitful approaches to investigating and accounting for differences in predictive processing within and across individuals, as well as across populations.
Author: Judit Fazekas
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Author: Dagmar Divjak
Publisher: Cambridge University Press
ISBN: 1107085756
Category : Language Arts & Disciplines
Languages : en
Pages : 343
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Book Description
Re-examines frequency, entrenchment and salience, three foundational concepts in usage-based linguistics, through the prism of learning, memory, and attention.
Author: Valerie Keppenne
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
In contexts of first language (L1) acquisition, prediction and adaptation are often viewed as fundamental to the learning process (Rabagliati et al., 2016). One mechanism that has been proposed to specifically account for such adaptive behavior is error-based implicit learning (e.g., Chang et al., 2006). According to this account, speakers constantly predict upcoming language input. When these predictions are not met, it leads to adjustments in the linguistic system in order to avoid future errors, i.e., speakers learn. To what extent similar mechanisms apply in L2 learning is uncertain, as the degree to which L2 learners have been shown to predict upcoming input is modulated by grammatical structure, proficiency, and other individual variables (for a review, see Kaan, 2014; Kaan & Grüter, 2021). Generating fewer predictions means that opportunities for prediction error, and consequently for learning, may be compromised (Phillips & Ehrenhofer, 2015). Despite this, there is evidence that learning from prediction error can occur, particularly when learners are forced to make predictions (Grüter et al., 2021). However, it is unclear whether error-based learning is possible when the target structure is novel to L2 learners, especially in lower-proficiency learners, as some baseline knowledge of the target structure may be necessary (McDonough & Fulga, 2015; but see Bovolenta & Marsden, 2022; Brod, 2021). Largely separate from frameworks of error-based learning, many studies investigating the differential effects of corrective feedback on L2 learning have shown that, like prediction, the effectiveness of corrective feedback can be modulated by factors such as the target structure and L2 proficiency (e.g., Ammar, 2008; Ammar & Spada, 2006; Li, 2014). An understanding of how learners process feedback and compute prediction error may potentially explain why certain types of feedback are more beneficial than others, pointing towards the need to study error-based learning and corrective feedback in tandem to better understand the mechanisms underlying L2 learning. In two experiments, this dissertation unites classroom-based corrective feedback research and psycholinguistic research on predictive processing to study error-based learning in order to advance our understanding of the underlying learning mechanisms in late L2 acquisition. By encouraging learners to predict and by tracking their linguistic development, this dissertation sheds light on the role of prediction for L2 learning at different proficiencies, and how learners process feedback and use prediction errors to update their developing L2 linguistic system. Experiment 1 aimed to investigate the role of two different types of implicit feedback after prediction for the learning of German present perfect in learners of different proficiencies, since previous studies have shown both prediction and feedback effects to be modulated by target structure and learner proficiency. In German, the present perfect is formed with one of two auxiliary verbs: haben 'to have' is used with transitive verbs, such as essen 'to eat', while sein 'to be' is used with verbs that involve movement from A to B, such as laufen 'to run', or a change in state. The alternation thus has a semantic component that is difficult for L2 learners to acquire. The training task administered to participants created a context that encouraged them to engage in prediction in conjunction with receiving feedback to learn this alternation and the targeted past participles. In a pretest/posttest/delayed posttest design in a remote, web-based setup, L2 German learners (N=46) of different proficiencies completed two training blocks in which they predicted a past action based on the auxiliary in a sentence fragment. For instance, they read Tina hat gestern Abend spät ___. 'Tina has ___ late last night.' and chose between two pictures that either matched or mismatched the fragment (based on the auxiliary). They then completed the sentence by typing the participle of the corresponding main verb, and received semantic- or form-focused feedback (regardless of response correctness). No explicit instruction was provided. Alongside the pre-, immediate, and delayed posttests, an interim test was administered between training blocks. These outcome measures included a written picture description task and a picture matching task to target production and comprehension of the present perfect. The results indicated that participants generally increased in auxiliary and participle accuracy over the course of the training, and that feedback ordering had little effect on accuracy or the trajectory of learning. The results also showed that learners of intermediate proficiency increased most in accuracy across testing times. On the other hand, analyses of auxiliary accuracy split by learners with and without prior knowledge of the target feature show that guessing -- creating weak expectations based on no prior knowledge -- paired with implicit feedback did not lead to significant learning. In Experiment 2, I expanded on the findings of Experiment 1 by investigating the developmental trajectory of whether and how learners predictively process the auxiliary online, how they process feedback, and how they compute prediction error online during learning. Beginning to intermediate L2 German learners (N=13) with previous exposure to the target structure completed a similar training task as in Experiment 1, including four training blocks with feedback. During the auditory presentation of sentence fragments during training, as well as during feedback presentation, participants' eye movements and pupil dilation were recorded to track the emergence of predictive looks towards target pictures as well as the evolving processing of feedback and prediction error. Training was preceded by a pretest and followed by immediate and delayed posttests, including the same outcomes measures as in Experiment 1. The results showed that participants improved on productive measures of auxiliary and participle accuracy, but not on receptive measures of auxiliary accuracy, neither during training nor on the outcome measure targeting comprehension. Furthermore, the tracking of eye movements during training did not reveal the emergence of predictive looks to target images. On the other hand, the time course of the pupil response during feedback presentation did evolve over the course of the training task, and pupil responses differed depending on the correctness of learners' predictions. Taken together, the results of these two experiments suggest that error-based learning is possible in L2 learning, albeit with some constraints related to the target linguistic feature, general L2 proficiency, and prior knowledge of the target feature. Furthermore, the importance of online predictive processing for learning in error-based learning frameworks is put into question, as learning occurred even in the absence of predictive looks during training. Finally, the usefulness of pupillometry to investigate feedback processing and its evolution over the course of a learning task is demonstrated. As such, this dissertation significantly contributes to investigations of L2 learning mechanisms and has a few pedagogical implications as well.
Author: David Shannon
Publisher: Scholastic Inc.
ISBN: 0545530032
Category : Juvenile Fiction
Languages : en
Pages : 42
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Book Description
In this off-beat book perfect for reading aloud, a Caldecott Honor winner shares the story of a duck who rides a bike with hilarious results. One day down on the farm, Duck got a wild idea. “I bet I could ride a bike,” he thought. He waddled over to where the boy parked his bike, climbed on, and began to ride. At first, he rode slowly and he wobbled a lot, but it was fun! Duck rode past Cow and waved to her. “Hello, Cow!” said Duck. “Moo,” said Cow. But what she thought was, “A duck on a bike? That’s the silliest thing I’ve ever seen!” And so, Duck rides past Sheep, Horse, and all the other barnyard animals. Suddenly, a group of kids ride by on their bikes and run into the farmhouse, leaving the bikes outside. Now ALL the animals can ride bikes, just like Duck! Praise for Duck on a Bike “Shannon serves up a sunny blend of humor and action in this delightful tale of a Duck who spies a red bicycle one day and gets “a wild idea” . . . Add to all this the abundant opportunity for youngsters to chime in with barnyard responses (“M-o-o-o”; “Cluck! Cluck!”), and the result is one swell read-aloud, packed with freewheeling fun.” —Publishers Weekly “Grab your funny bone—Shannon . . . rides again! . . . A “quackerjack” of a terrific escapade.” —Kirkus Reviews
Author: Martin J. Pickering
Publisher: Cambridge University Press
ISBN: 110847361X
Category : Language Arts & Disciplines
Languages : en
Pages : 303
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Book Description
Using a novel model, this book investigates the psycholinguistics of dialogue, approaching language use as a social activity.
Author: Moshe Bar
Publisher: Oxford University Press
ISBN: 0199840954
Category : Psychology
Languages : en
Pages : 398
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Book Description
When one is immersed in the fascinating world of neuroscience findings, the brain might start to seem like a collection of "modules," each specializes in a specific mental feat. But just like in other domains of Nature, it is possible that much of the brain and mind's operation can be explained with a small set of universal principles. Given exciting recent developments in theory, empirical findings and computational studies, it seems that the generation of predictions might be one strong candidate for such a universal principle. This is the focus of Predictions in the brain. From the predictions required when a rat navigates a maze to food-caching in scrub-jays; from predictions essential in decision-making to social interactions; from predictions in the retina to the prefrontal cortex; and from predictions in early development to foresight in non-humans. The perspectives represented in this collection span a spectrum from the cellular underpinnings to the computational principles underlying future-related mental processes, and from systems neuroscience to cognition and emotion. In spite of this diversity, they share some core elements. Memory, for instance, is critical in any framework that explains predictions. In asking "what is next?" our brains have to refer to memory and experience on the way to simulating our mental future. But as much as this collection offers answers to important questions, it raises and emphasizes outstanding ones. How are experiences coded optimally to afford using them for predictions? How do we construct a new simulation from separate memories? How specific in detail are future-oriented thoughts, and when do they rely on imagery, concepts or language? Therefore, in addition to presenting the state-of-the-art of research and ideas about predictions as a universal principle in mind and brain, it is hoped that this collection will stimulate important new research into the foundations of our mental lives.
Author: Patricia J. Brooks
Publisher: SAGE Publications
ISBN: 1483389774
Category : Language Arts & Disciplines
Languages : en
Pages : 1471
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Book Description
The progression from newborn to sophisticated language user in just a few short years is often described as wonderful and miraculous. What are the biological, cognitive, and social underpinnings of this miracle? What major language development milestones occur in infancy? What methodologies do researchers employ in studying this progression? Why do some become adept at multiple languages while others face a lifelong struggle with just one? What accounts for declines in language proficiency, and how might such declines be moderated? Despite an abundance of textbooks, specialized monographs, and a couple of academic handbooks, there has been no encyclopedic reference work in this area--until now. The Encyclopedia of Language Development covers the breadth of theory and research on language development from birth through adulthood, as well as their practical application. Features: This affordable A-to-Z reference includes 200 articles that address such topic areas as theories and research tradition; biological perspectives; cognitive perspectives; family, peer, and social influences; bilingualism; special populations and disorders; and more. All articles (signed and authored by key figures in the field) conclude with cross reference links and suggestions for further reading. Appendices include a Resource Guide with annotated lists of classic books and articles, journals, associations, and web sites; a Glossary of specialized terms; and a Chronology offering an overview and history of the field. A thematic Reader’s Guide groups related articles by broad topic areas as one handy search feature on the e-Reference platform, which includes a comprehensive index of search terms. Available in both print and electronic formats, Encyclopedia of Language Development is a must-have reference for researchers and is ideal for library reference or circulating collections. Key Themes: Categories Effects of language on cognitive development Fundamentals, theories and models of language development Impairments of language development Language development in special populations Literacy and language development Mechanisms of language development Methods in language development research Prelinguistic communicative development Social effects in language acquisition Specific aspects of language development
Author: Kara Morgan-Short
Publisher: Taylor & Francis
ISBN: 1003816460
Category : Language Arts & Disciplines
Languages : en
Pages : 712
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Book Description
The Routledge Handbook of Second Language Acquisition and Neurolinguistics provides a comprehensive discussion of a wide range of neurocognitive and neurobiological scientific research about learning second or additional languages. It is a one-of-a-kind centralized resource that brings together research that is typically found in disperse publication venues. Eminent global scholars from various disciplines synthesize and cross-fertilize current and past neural research about second language through systematic, in-depth, and timely chapters that discuss cores issues for understanding the neurocognition of second language learning, representation, and processing. Handbook sections provide overviews of extant and emerging neuroscience methods, syntheses of neurocognitive research on second language syntax, morphosyntax, lexicon, phonology, and pragmatics, and up-to-date descriptions of theoretical approaches of the neural basis of second language learning. The volume provides additional sections that synthesize research on a variety of topics including factors that affect the neurocognition of second language, the neural mechanisms underlying second language learning, individual differences in the neurocognition of second language, as well as research on understudied languages and populations, such as sign language, child second language learners, and individuals with aphasia. This handbook will be an indispensable resource to scholars and students across a wide range of disciplines, including those interested in second language acquisition, applied linguistics, cognitive science, psychology, neuroscience, and research methodology. It should facilitate transformative connections between ideas and disciplines and lead to informative and productive paths for future research.
Author: Roel M. Willems
Publisher: Cambridge University Press
ISBN: 1107042011
Category : Computers
Languages : en
Pages : 305
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Book Description
Contributors to this book argue that we should study the brain basis of language as used in our daily lives.
