Memory for language

By Nick C. Ellis. 2001

367 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/1757b0382e80530fdfba2434c18a636d4f31178c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

In Experimental and Cognitive Psychology

Citations in the corpus

A framework for developing EFL reading vocabulary (2005, background): “…the past decade a number of writers have argued that a great deal of linguistic knowledge is based on chunks of language in long-term memory and knowledge of the probability of particular lexis occurring together (Ellis, 1996, 2001; Nattinger and DeCarrico, 1992; Sinclair, 1991).”
L2 output, reformulation and noticing: Implications for IL development (2003, background): “…between working memory and learning from interaction has been found in recent empirical work (Mackey et al., 2002a; Mackey et al., 2002b) and working memory capacity has been included as a factor in models of forms-processing (Doughty, 2001) and of lexical knowledge acquisition (Ellis, 2001).”
How much collocation knowledge do L2 learners have?: the effects of frequency and amount of exposure (2015, result): “These results are indirectly supported by a study into 3-, 4-, and 5-word academic formulas, where Ellis et al. (2008) found that for natives, it is predominately the MI of a formulaic sequence which determines processability, while for nonnatives, it is predominately the frequency.”
The influence of first language on the processing of wh-movement in English as a second language (2005, background): “The first is phonological short-term memory (STM), usually measured, by the ability to repeat in exact order a sequence of digits, words or nonsense syllables (e.g., Baddeley et al., 1998; for a discussion of this type of WM in second language acquisition research, see Ellis, 2001).”
Strategies for Language Learning and for Language Use: Revising the Theoretical Framework (2006, neutral): “For example, Beaton, Gruneberg, and Ellis (1995)”
Adult learners’ retention of collocations from exposure (2010, background): “…is recursive, with chunks themselves subsequently available for combination into still larger units, enabling language users to encode progressively greater amounts of information in short-term memory, so increasing the efficiency (and therefore the fluency) of communication (Ellis, 2001: 38–40).”
Not just ‘small potatoes’: Knowledge of the idiomatic meanings of collocations (2017, positive): “It might be that the relatively higher frequency of individual words (compared to the relative frequency of most collocations) is sufficient to drive acquisition in a usage-based (Ellis, 2002) manner. Conversely, the relatively lower frequency of most collocations may not be enough to push acquisiti”
The effects of cultural familiarity on reading comprehension (2009, background): “The difference between the two groups’ performances in comprehension suggested a strong possibility that the students who read the nativized version of the story possessed relevant cultural background knowledge, which reduced the cognitive load imposed by the complex reading procedures (Perfetti, 19”
Aspects of working memory in L2 learning (2011, background): “The relationship between attentional demands in L2 tasks and WM capacity is receiving increasing attention by L2 researchers (Ellis 2001; Mackey 2006b; Rai et al. in press).”