Chapter 1. Introduction: The Changing L1 in the L2 User’s Mind

By V. Cook. 2003

161 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/608352b90da9c79bdd5a2d2dd8248f2926d6baee

How researchers see this paper

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

In Language and Linguistics

1. Holger Hopp
2. Barbara Köpke
3. Monika S. Schmid
4. Panos Athanasopoulos
5. Steve Walsh
6. E. Loh
7. V. Cook
8. Miho Sasaki

In Literature and Literary Theory

1. Monika S. Schmid
2. Holger Hopp
3. Barbara Köpke
4. Steve Walsh
5. E. Loh
6. Panos Athanasopoulos
7. V. Cook
8. N. Kelly

Citations in the corpus

• Perceived foreign accent in first language attrition and second language acquisition: The impact of age of acquisition and bilingualism (2011, methodology): “, Cook, 2003). That notwithstanding, investigations of L2 effects on L1 have so far usually focused on speakers who have experienced long-term immersion in an L2 environment and concomitant reductions in L1 use (for an overview, see Köpke & Schmid, 2004; Schmid, forthcoming). Although there has been”
• Bilingualism and attrition (2007, background): “The proficiency of L2 learners was compared to that of native speakers, and was perceived to fall short of the target (Cook 2003).”
• Neurolinguistic aspects of attrition (2004, background): “The concept of a fluctuating linguistic multi-competence (Cook, 1992, 2003a; Grosjean, 1985, 1989)—which arises from taking into account the dynamics of language processing—thus seriously questions the mere existence of something like ‘ultimate attainment’ in language learning and perhaps the…”
• Do bilinguals have different concepts? The case of shape and material in Japanese L2 users of English (2006, background): “These four possibilities represent different points on the integrative continuum for relating the languages in the L2 user’s mind (Cook, 2003), which have been substantiated for syntax, the lexicon, and phonology.”
• CONCEPTUALISING CLASSROOM INTERACTIONAL COMPETENCE (2012, background): “What Kramsch seems to be saying here is that much foreign language teaching adopts what Cook (2003) terms a ‘deficit’ model, where second language speakers are perceived as being in some way inferior to first language speakers, and where the performance of second language speakers is somehow…”
• What we know about expectancy-value theory, and how it helps to design a sustained motivating learning environment (2019, background): “The extent of such discrepancies will then determine the learning difficulty and the time to attain professional L2 proficiency (Cook, 2003).”
• The role of L1 use for L1 attrition (2007, background): “Cook 2005; Paradis, this volume). There is, however, little direct evidence that the degree to which a language system will attrite is dependent on the amount to which the language is being used in everyday life. Only two studies report that those subjects who used their L1 on an extremely infrequen”
• Cognitive representation of colour in bilinguals: The case of Greek blues* (2009, background): “…to address a crucial question in the field of L2 acquisition and bilingualism: does learning a second set of categorical divisions lead to cognitive restructuring in the mind of the bilingual person and, if so, to what extent, and why (Cook, 1997, 2002, 2003; Green, 1998; Pavlenko, 1999, 2005a)?”