FREQUENCY EFFECTS IN LANGUAGE PROCESSING

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

1,182 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/61bfbe1e25b26ad7e49fdafe240729e432a16e15

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Citations in the corpus

Selective Attention and Transfer Phenomena in L2 Acquisition: Contingency, Cue Competition, Salience, Interference, Overshadowing, Blocking, and Perceptual Learning (2006, background): “Ellis (2006) reviewed how fluent language users are rational in their language processing, their unconscious language representation systems optimally prepared for comprehension and production, how language learners are intuitive statisticians, and how acquisition can be understood as contingency le”
More than words: Frequency effects for multi-word phrases (2010, background): “Taken together, these findings show that language users are sensitive to detailed distributional information on many levels of linguistic analysis (see Diessel (2007) and Ellis (2002) for reviews).”
Not just ‘small potatoes’: Knowledge of the idiomatic meanings of collocations (2017, background): “The proponents of usage-based models suggest that frequency plays the central role in language acquisition at all levels, from individual words to phrases (e.g. Ellis, 2002; Tomasello, 2003).”
An operational definition of the emergence criterion (2007, background): “Hence the acquisition of a new structure may be characterized, on the one hand, as a path from ‘formula’ to ‘low scope pattern’ to ‘productive use’ (Ellis 2002), on the other, as a path from ‘invariant default forms’ to ‘non-functional allomorphic variation’ to ‘distributional restructuring,…”
The Development of Polysemy and Frequency Use in English Second Language Speakers (2010, background): “The quick acquisition of linguistic skills is argued to be based on the distribution of frequent linguistic forms and is grounded on the notion that frequent forms are more likely to be comprehended, processed, and produced more often (N. Ellis, 2002).”
FREQUENCY OF INPUT AND L2 COLLOCATIONAL PROCESSING (2013, background): “(p. 164; see also Ellis, 2002a , 2002b ) Anecdotally speaking, it is not hard to see that L2 acquisition typically follows a different trajectory than L1 acquisition and that nativelike competence in a L2 is much more the exception than the norm.”
Lexical Sophistication as a Multidimensional Phenomenon: Relations to Second Language Lexical Proficiency, Development, and Writing Quality (2018, positive): “Frequency information has been extensively examined under the notion that words that are frequently heard and read by L2 learners tend to be learned earlier than words that are infrequently heard and read (Ellis, 2002; Gries & Ellis, 2015).”
AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE (2005, methodology): “…constructions that allow the learner, eventually, to understand and produce sentences of the given type automatically+ Although VanPatten ~1996! and I ~N+ Ellis, 2002a, 2002b! agree that it is via processing that implicit mechanisms are tuned, the degree of influence of metalinguistic…”
Dispersions and adjusted frequencies in corpora: further explorations (2010, background): “One laudable exception is the recent work by Ellis (2002a, 2002b), which shows that range has significant predictive power above and beyond raw frequency of occurrence, and it is this kind of evidence we must provide in order to show our efforts are more than devising clever equations.”
Individual differences in child English second language acquisition Comparing child-internal and child-external factors (2011, background): “This is because such approaches strongly emphasize the role of input properties, i.e., external factors, as determinants of the language acquisition process (Bybee, 2001, 2008; Ellis, 2002, 2008; Tomasello, 2003).”
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).”