REFLECTIONS ON FREQUENCY EFFECTS IN LANGUAGE PROCESSING

By Nick C. Ellis. Studies in Second Language Acquisition, 2002

208 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/5b126a3d59242728d615213584efe699c8f09bfa

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Citations in the corpus

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).”
Assessing syntactic sophistication in L2 writing: A usage-based approach (2017, methodology): “By the early 2000s, usage-based perspectives began to gain traction in the field of second language (L2) acquisition as well (Ellis, 2002a, 2002b).”
Acquisition of second-language speech: Effects of visual cues, context, and talker variability (2003, background): “Although adaptive training can facilitate learners’ noticing of the critical features distinguishing two sounds and subsequent awareness of the contrast (Ellis, 2002), the question remains as to the generalizability and retention of improvements in accuracy as a result of brief periods of training w”
INTERACTION AND SYNTACTIC PRIMING: English L2 Speakers' Production of Dative Constructions (2006, background): “…to how frequently a specific verb occurs in the double-object dative form+ In usage-based approaches to acquisition ~see Tomasello, 2000, and N+ Ellis, 2002a, for reviews!, development proceeds from formulaic expressions to a limited-scope pattern and, finally, to abstract representations+…”
Language Acquisition as Rational Contingency Learning (2006, background): “…of bigrams (Hasher and Chromiak 1977), to tune our processing system to those other sequential dependencies of language, and to recognize the interpretations (outcomes) that are most relevant to particular formal constructions (cues), with no cue being totally unambiguous (Ellis 2002a, 2003).”
An Academic Formulas List: New Methods in Phraseology Research (2010, background): “Psycholinguistic analyses demonstrate that they process collocations and formulas with greater facility than ‘equivalent’ more open constructions (Bybee and Hopper 2001; Ellis 2002a, 2002b; Jurafsky 2002; Bod et al. 2003; Schmitt 2004; Ellis et al. 2008, 2009).”
Formulaic Language and Language Teaching (2012, background): “As learners have been shown to be sensitive to input frequency (N. C. Ellis, 2002a, 2002b, 2003), the quantity and quality of the input that learners get in instructed SLA is thus of paramount importance.”
Adult learners’ retention of collocations from exposure (2010, background): “This is knowledge of which they may not be consciously aware, but which is evident in their performance in language use and in psycholinguistic experiments (Ellis, 2002).”
Selective Attention and Transfer Phenomena in L2 Acquisition: Contingency, Cue Competition, Salience, Interference, Overshadowing, Blocking, and Perceptual Learning (2006, background): “Yet these same items have other properties which moderate their acquisition (N. C. Ellis 2002b).”
Cognitive Perspectives on SLA: The Associative-Cognitive CREED (2006, background): “…1987; Tomasello 2003, 1998), formulaic language processing (Ellis 1996; Pawley & Syder 1983; Wray 2002), and Psycholinguistic analyses of frequency effects in language processing and SLA (Bod, Hay, & Jannedy 2003; Bybee & Hopper 2001; Ellis 2002a, 2002b; Jurafsky 2002; Jurafsky & Martin 2000).”
THE BOUNDS OF ADULT LANGUAGE ACQUISITION (2010, background): “These demonstrations of learned attention and blocking in SLA do not deny the importance of frequency effects in tuning the implicit language system (N. C. Ellis, 2002a , 2006c ).”
Language emergence: Implications for applied linguistics - Introduction to the special issue (2006, background): “There are different forms of language learning, broadly, the implicit tallying NICK C. ELLIS and DIANE LARSEN-FREEMAN 569 and chunking that take place during usage (Ellis 2002a, 2002b) and the explicit learning in the classroom and that follows communication breakdown (Ellis 2005, sections 3–4).”