Selective Attention and Transfer Phenomena in L2 Acquisition: Contingency, Cue Competition, Salience, Interference, Overshadowing, Blocking, and Perceptual Learning

By Nick C. Ellis. 2006

588 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/7c512ae1e84a01b1e7d129bfd7dcf4bb0a2ff91f

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In Experimental and Cognitive Psychology

In Language and Linguistics

Citations in the corpus

Evaluating the effectiveness of explicit instruction on implicit and explicit L2 knowledge (2012, background): “Structures such as English articles are non-salient or fragile features (N. Ellis, 2006) that are not readily perceived by mere exposure to the language alone.”
Formulaic Sequences: Are They Processed More Quickly than Nonformulaic Language by Native and Nonnative Speakers? (2008, background): “(See Hopper 1998; MacWhinney 1999; and Ellis 2003, 2006a, 2006b for more on this approach to language acquisition.)”
Language Acquisition as Rational Contingency Learning (2006, background): “In my companion article (Ellis 2006) to appear in the next issue of this journal, I take Schmidt's lead concerning the role of attention in IL development, illuminating the language acquisition phenomena and explaining in more detail how attention becomes tuned by the psychological learning…”
The acquisition of tense-aspect: Converging evidence from corpora and telicity ratings (2009, methodology): “…not only sensitive to raw cooccurrence frequencies but that they also use contingency statistics to quantify the reliability of form–function mappings and the degree to which a form is distinctive of a particular function (Ellis, 2006a, 2006b; Gries & Stefanowitsch, 2004; MacWhinney, 1987).”
ATTENTION, AWARENESS, AND INDIVIDUAL DIFFERENCES IN LANGUAGE LEARNING (2012, background): “The dominant interpretation of these studies is that people unconsciously tally these probabilities (Ellis, 2006), and since subjects have no sense of doing so, the learning is unconscious in that sense.”
Review article: Instructed second language vocabulary learning (2008, background): “One reason that people can learn their L1 so easily is that the mind becomes attuned to the features and regularities in the L1 input (Doughty, 2003; Ellis, 2006).”
Towards a modular language curriculum for using tasks (2019, background): “Subsequently, R. Ellis (2006) emphasized these indirect roles and downplayed (1), which he saw having little relevance to language teaching because there is insufficient information about which features are developmental and non-developmental and because of the impracticality of establishing…”
Individual differences in L2 acquisition of English phonology: The relation between cognitive abilities and phonological processing☆ (2015, background): “We call this phenomenon “L1-based processing”, characterized by interference or transfer from L1 phonological knowledge during non-native or L2 processing (see Ellis, 2006).”
Language emergence: Implications for applied linguistics - Introduction to the special issue (2006, methodology): “…being tuned by their native language experience) play a large role in explaining the limited success typical of naturalistic L2 acquisition (Ellis 2006a, 2006b, 2006c), the 'Basic Variety' (Klein 1998) of interlanguage, which, although sufficient for everyday communicative purposes,…”
Effects of input properties, vocabulary size, and L1 on the development of third person singular –s in child L2 English (2012, unknown): “…not have such schemas from their L1 lack prior knowledge that can help them identifying 3SG –s. Transfer in a usage-based framework may also have to do with attention and perception, that is, with cognitive mechanisms for processing language that might be honed to L1 properties (Ellis, 2006, 2008).”
What Do We (Think We) Know About Formulaic Language? An Evaluation of the Current State of Play (2012, background): “…of recall for a moment, this implies that one could observe processing advantages for frequent items compared with less frequent ones if the latter are not salient, as well as for salient items that are not frequent, as Ellis (2006), particularly concerned with perceptual salience, suggested.”
Usage‐Based Language: Investigating the Latent Structures That Underpin Acquisition (2013, background): “They are central in psycholinguistic theories of language acquisition (Ellis, 2006a, 2006b, 2008b; Gries & Wulff, 2005; MacWhinney, 1987).”
The Dynamics of Second Language Emergence: Cycles of Language Use, Language Change, and Language Acquisition (2008, background): “The language foundation of an adult learner is not a tabula rasa, but a tabula repleta (N. C. Ellis, 2006a, 2006c).”