A Neurolinguistic Theory of Bilingualism

By M. Paradis. 2004

1,065 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/593fd03b00dc094b1b361da5cacca27aeb88a7d4

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In Cognitive Neuroscience

Citations in the corpus

AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE (2005, background): “…speeded-up processing+ Thus, fluency is not necessarily evidence of implicit competence because fluency might reflect speeded-up controlled processes ~Paradis, 2004, pp+ 40, 50–53!+ The third effect is chunking: Adjacent perceptual and behavioral sequences become more strongly bound the more we…”
PEER INTERACTION AND CORRECTIVE FEEDBACK FOR ACCURACY AND FLUENCY DEVELOPMENT (2012, background): “…developing knowledge of and skills in the second language” (DeKeyser, 2007 , p. 1), has shown its positive impact on L2 development in neurocognitive and neurolinguistic research as well (Paradis, 2004 , 2009 ; Ullman, 2001 , 2005 ), and some researchers have adapted the theory to CF effectiveness.”
Bilingual language production: The neurocognition of language representation and control (2007, background): “Production in L2 compared to L1 will be mediated by ARTICLE IN PRESS explicit, metalinguistic knowledge rather than by implicit grammatical competence that is procedurally represented (Paradis, 1994, 2004; Ullman, 2001, 2004).”
Language attrition at the crossroads of brain, mind, and society (2007, background): “Inhibition and activation have been linked in cognitive models of language processing, within unilingual (see Berg & Schade 1992 for an overview) and bilingual models alike (e.g. Green 1986, 1998b; Paradis 2004, this volume).”
Is the heritage language like a second language (2012, background): “Implicit knowledge is recalled and used automatically, without conscious awareness of the specific grammatical rules involved (Paradis, 2004, 2009).”
Crosslinguistic influence in the acquisition of a third language: The Linguistic Proximity Model (2017, background): “…experimental evidence suggesting that implicit linguistic competence and explicit metalinguistic knowledge are neurolinguistically distinct and have different memory sources (Paradis, 2004, 2009), the former being sustained by procedural memory and the latter by declarative memory (Ullmann, 2001).”
The effect of multilingualism, sociobiographical, and situational factors on communicative anxiety and foreign language anxiety of mature language learners (2007, background): “From this we can infer that Yaprak Uygur’s L2 production is not yet proceduralized (i.e., relying on implicit linguistic competence) and therefore relies heavily on explicit, declarative knowledge (Paradis, 2004).”
Bilingual brain training: A neurobiological framework of how bilingual experience improves executive function (2012, background): “…is that language is underpinned by two processes with distinct neural instantiations: a semantic representation system (which involves the cortex) and a grammatical (or rule composition) system (which involves subcortical structures: e.g., Paradis, 2004; Ullman 2001a, 2001b; Ullman et al., 1997).”
Language control in bilinguals: Monolingual tasks and simultaneous interpreting (2006, background): “SEQUENTIAL RECOVERY (where one language only begins to reappear after the other one has been restored) and DIFFERENTIAL RECOVERY (where recovery of the one language is accompanied by recovery of the other language but the two languages do not progress equally) may be caused by temporary inhibition a”
Brain Potentials Reveal Discrete Stages of L2 Grammatical Learning (2010, background): “Similarly, some neurocognitive models dissociate memorized declarative knowledge and productive procedural knowledge, where learners first rely on declarative knowledge and then develop procedural knowledge for processing L2 grammar (Ullman, 2001, 2005; cf. Paradis, 1994, 2004).”
Research into practice: Grammar learning and teaching (2015, positive): “Paradis (2004) bolstered the non-interface position by presenting evidence to suggest that implicit and explicit knowledge are neurolinguistically distinct.”
MORPHOLOGICAL ERRORS IN SPANISH SECOND LANGUAGE LEARNERS AND HERITAGE SPEAKERS (2011, background): “In contrast, theoretical approaches that recognize the two types of knowledge (De Keyser, 2003 ; Ellis, 2005 ; Paradis, 2004 , 2009 ; Ullman, 2001 ) do not assume a modular theory of language, and so it is diffi cult to see under these accounts how the two types of knowledge are organized or how…”