WHAT MAKES LEARNING SECOND-LANGUAGE GRAMMAR DIFFICULT? AREVIEW OF ISSUES

By R. Dekeyser. 2005

558 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/6583d78a728abe727cc59cbd565d0ac9454471cb

How researchers see this paper

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

In Developmental and Educational Psychology

1. Kazuya Saito
2. R. Lyster
3. R. Ellis
4. N. Spada
5. Masatoshi Sato
6. S. Loewen
7. K. Rajagopalan
8. Younghee Sheen

In Language and Linguistics

1. Kazuya Saito
2. R. Lyster
3. R. Ellis
4. N. Spada
5. Masatoshi Sato
6. Younghee Sheen
7. S. Montrul
8. S. Loewen

Citations in the corpus

• The Routledge handbook of English language teaching (2018, background): “It is necessary to note that while some cognitive linguists define a ‘construction’ as “any linguistic structure that is analysable into component parts” (Taylor, 2002: 561), others do not consider a construction to be entirely analysable because “aspects of its form or function is not strictly…”
• Prompts and recasts: Differential effects on second language morphosyntax (2008, background): “The over-reliance on this type of measurement tools, according to them, might have biased the findings by disfavouring more implicit treatments, claims that have been reiterated by Doughty (2003). Since then, there has been a tendency to use oral tasks, mainly oral picture description tasks, as depe”
• Is the heritage language like a second language (2012, background): “It is widely known that inflectional morphology is difficult to master in second language acquisition (DeKeyser, 2005; Prévost & White, 2000; Slabakova, 2008), and several studies of heritage speakers have also uncovered that inflectional morphology is highly vulnerable in heritage language…”
• THE ROLES OF PHONOLOGICAL SHORT-TERM MEMORY AND WORKING MEMORY IN L2 GRAMMAR AND VOCABULARY LEARNING (2012, background): “Speidel suggested that PSTM would be especially important for learning material not easily learned through meaningful imagery, such as abstract function words and morphemes (DeKeyser, 2005).”
• Effects of written corrective feedback and language aptitude on verb tense accuracy (2019, background): “As put forth by DeKeyser (2005, 2016), the complexity of an L2 structure and the difficulty it presents for learners can stem from a combination of factors including abstractness or novelty in meaning, the number of choices involved in choosing the correct morphemes for each form, and lack of…”
• Morphological Structure in Native and Nonnative Language Processing (2010, background): “One reason for this could be that Smolka et al.'s visual experiment did not include an Identity condition, making it impossible to identify the contrast between full priming (for regular) and partial priming (for irregular participles) that was seen in both the cross-modal and the masked priming…”
• On the Relationships Between the Grammatical Genders of Inanimate Nouns and Their Co-Occurring Adjectives and Verbs (2020, background): “Indeed, adult language learners often have particular difficulty mastering the grammatical genders of inanimate nouns (Franceschina 2005, Ch.4, DeKeyser 2005; Montrul et al. 2008), which suggests that their meanings are not straightforward.”
• Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching (2009, background): “Individual differences in cognitive and affective aptitudes, learning context and age are all identified as contributing factors to relative success in language acquisition among adult learners (DeKeyser, 2005).”
• Defining and operationalising L2 complexity (2012, background): “As shown in Figure 1, structural complexity itself can be further broken down into distinct subtypes, such as the formal and functional complexity of an L2 feature ( DeKeyser 2005; Doughty & Williams 1998; Housen et al. 2005).”
• Interactions between Type of Instruction and Type of Language Feature: A Meta-Analysis. (2010, background): “DeKeyser (2005) claimed that there are at least three factors involved in determining linguistic difficulty: complexity of form, complexity of meaning, and complexity of form-meaning mapping.”
• Evaluating the effectiveness of explicit instruction on implicit and explicit L2 knowledge (2012, background): “But the fundamental issue regarding the role of instruction in developing non-salient L2 forms continues to be debated (DeKeyser, 2005; R. Ellis, 2002, 2008; Krashen, 2003).”
• Temporal dynamics of late second language acquisition: evidence from event-related brain potentials (2009, background): “First, they affect final attainment in L2 rather than rate of learning (e.g. DeKeyser, 2005; Krashen et al., 1979).”
• Beyond form-focused instruction: Reflections on past, present and future research (2010, background): “While the use of other criteria might lead to different results, this would not take care of another issue raised by DeKeyser (2005), which is that objective measures of difficulty do not take into consideration characteristics of the learner, and the fact that what may be difficult for one learner…”