Cognitive Perspectives on SLA: The Associative-Cognitive CREED

By Nick C. Ellis. 2006

198 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/8530f07f8d5d928a80775f0113e83262476f93f0

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Citations in the corpus

Phonological short-term memory, working memory and foreign language performance in intensive language learning * (2008, background): “If language learning is regarded be fundamentally similar to any other kind of learning (for the most recent discussion of this position see Ellis, 2006), it is perhaps more reasonable to seek the explanation for differential success in language learning in general cognitive abilities than to posit…”
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,…”
LEARNED ATTENTION IN ADULT LANGUAGE ACQUISITION (2011, background): “At least to some extent, limited adult language attainment is grounded in L1 entrenchment, learned attention, and transfer, rather than in age or biology per se (Ellis, 2006c ).”
Constructing a second language: Analyses and computational simulations of the emergence of linguistic constructions from usage. (2009, background): “…or their value in discourse construction (Celce-Murcia & Larsen-Freeman, 1999; Larsen-Freeman, 2002a, 2003); factors relating to the contingency of form and meaning and use; and factors relating to learner attention, such as automaticity, transfer, and blocking (Ellis, 2002, 2003, 2006b, 2008b).”
THE EFFECTS OF INPUT ENHANCEMENT ON GRAMMAR LEARNING AND COMPREHENSION (2013, background): “However, this last hypothesis—that there would be a trade-off effect—runs counter to many current learning theories that suggest that increased cognitive effort is effective for both comprehension and restructuring (DeKeyser & Juffs, 2005 ; Ellis, 2006 ; Segalowitz, 2010 ).”
THE BOUNDS OF ADULT LANGUAGE ACQUISITION (2010, background): “Cues of low physical salience or low reliability of cue-interpretation mapping can go unnoticed even after thousands of encounters (N. C. Ellis, 2006d ), as can cues that, as a result of prior experience and blocking, have low psychological salience: What we attend to is determined by our prior…”
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).”