Automaticity and Second Languages

By N. Segalowitz. 2008

311 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/583e093fc200e2eb50d9d9f571ef675e1653d719

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In Developmental and Educational Psychology

In Language and Linguistics

In Literature and Literary Theory

Citations in the corpus

Effects of Form-Focused Instruction and Corrective Feedback on L2 Pronunciation Development of /ɹ/ by Japanese Learners of English (2012, background): “…more psycholinguistically motivated instructional options in pronunciation teaching that would include tasks which are not only extensive and repetitive but also authentically communicative (Celce-Murcia et al., 1996; Pennington, 1996; Segalowitz, 2003; Trofimovich & Gatobonton, 2006).”
Measuring Second Language Vocabulary Acquisition (2009, unknown): “This, in turn, leads Segalowitz et al. (2004) to suggest that”
Grammatical processing in language learners (2006, background): “Secondly, language learners may process the target language less rapidly than adult native speakers, possibly reflecting a lack of automaticity (Segalowitz, 2003).”
Cognition, Language Contact, and the Development of Pragmatic Comprehension in a Study‐Abroad Context (2008, background): “Research has found that cognitive variables such as lexical access skill, working memory, and attention control directly affect processing capacity (Skehan, 1995, 1998; Robinson, 2003, 2005; Segalowitz, 2003).”
Exposure and input in bilingual development (2017, background): “…tell us something about the child’s grammars (and ultimately about the operation of learning mechanisms) only to the extent that they cannot be attributed to performance factors like attention and automaticity of control of processing procedures (Bialystok, 1994; Döpke, 2000; Segalowitz, 2003).”
Selective Integration of Linguistic Knowledge in Adult Second Language Learning (2007, background): “As pointed out by many researchers (e.g., N. Ellis, 1993; Hulstijn, 2001; Segalowitz, 2003; Segalowitz, Segalowitz, & Wood, 1998), the ultimate goal of L2 learning and teaching is to develop the ability to use the target language spontaneously and efficiently.”
Structural Priming and Second Language Learning. (2012, background): “If this assessment is correct, implicit learning could play a role in enhancing L2 proficiency: Implicit learning can facilitate automatic processing and promote L2 production (Segalowitz, 2003), and it progresses along the usual route of learning from formulas through limited scope patterns to crea”