Handbook of Cognitive Linguistics and Second Language Acquisition

By Peter Robinson, Nick C. Ellis. 2008

606 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/2a7d38af33c9280d2e353110ae998c724eb3bd9e

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In Experimental and Cognitive Psychology

Citations in the corpus

L1 transfer in the acquisition of manner and path in Spanish by native speakers of English (2012, neutral): “However, scholars working in cognitive linguistics have a long standing tradition of studying meaning and conceptual structure (Langacker 1999; see Robinson & Ellis, 2008 for an overview).”
THE BOUNDS OF ADULT LANGUAGE ACQUISITION (2010, background): “How the L1 maps onto experience infl uences expectations and learning of a L2; there are large effects of crosslinguistic transfer on SLA (MacWhinney, 1997 ; Odlin, 1989 ; Robinson & Ellis, 2008 ).”
The effect of gestures on second language memorisation by young children (2008, background): “Keywords: teaching gestures, memorisation, second language acquisition, children The effect of gestures on second language memorisation by young children Several studies have emphasised the role of gestures in second language (L2) acquisition (for an overview, see Gullberg, 2008).”
Conceptual transfer: Crosslinguistic effects in categorization and construal* (2010, background): “…within the framework of cognitive linguistics (and which could therefore be described as studies of conceptual transfer) have so far been grounded in either theories of concepts (e.g., Jarvis, 1998; Pavlenko, 2003) or theories of conceptualist semantics (e.g., Cadierno, 2008; Inagaki, 2001).”
Formulaic Language in Native and Second Language Speakers: Psycholinguistics, Corpus Linguistics, and TESOL (2008, background): “…of language consequently analyze how frequency and repetition affect, and ultimately bring about, form in language, and how this knowledge affects language comprehension and production (Bod, Hay, & Jannedy, 2003; Bybee & Hopper, 2001; Ellis, 2002b, 2008b; Hoey, 2005; Robinson & Ellis, 2008).”
Body in mind: How gestures empower foreign language learning (2011, background): “Interdisciplinary research on gestures in foreign language teaching and learning has mainly focused on spontaneous gestures produced by teachers and learners (Gullberg, 2008; Gullberg & Indefrey, 2006; Gullberg & McCafferty, 2008).”
Statistical Measures for Usage‐Based Linguistics (2015, background): “These are form–meaning mappings that relate particular patterns of lexical, morphological, syntactic and/or prosodic form with particular semantic, pragmatic, and discourse functions (Bates & MacWhinney, 1989; Goldberg, 2006; Robinson & Ellis, 2008; Tomasello, 2003; Trousdale & Hoffmann, 2013).”
Cognitive Linguistic approaches to teaching vocabulary: Assessment and integration (2011, background): “Nor are studies included that did not involve a comparison group (Tyler 2008), that is, a group that engaged with the target items for a similar amount of time as the CL-instructed group but was guided by a different kind of instruction.”
Constructing a second language: Analyses and computational simulations of the emergence of linguistic constructions from usage. (2009, neutral): “…particularly constructionist perspectives (e.g., Bates & MacWhinney, 1987; Goldberg, 1995, 2003, 2006; Lakoff, 1987; Langacker, 1987; Ninio, 2006; Robinson & Ellis, 2008; Tomasello, 2003), corpus linguistics (Biber, Conrad, & Reppen, 1998; Sinclair, 1991, 2004), and psychological theories of…”
Language Proficiency in Native and Nonnative Speakers: An Agenda for Research and Suggestions for Second-Language Assessment (2011, neutral): “There is no need to postulate a language-speciﬁc faculty of mind; language knowledge is acquired with domain-general mechanisms (e.g., Bybee, 2006; Croft, 1995; Evans & Levinson, 2009; MacWhinney, 1999, 2008; Tomasello, 2008).”
The Routledge handbook of English language teaching (2018, background): “Such a practice is difficult to deal with pedagogically, when noun-ness is assumed to be inherent to the things being named rather than the product of the way they are construed (Langacker, 1999; Taylor, 2002).”