A cognitive approach to language learning

By David Baca. 2006

622 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/940c9f2483f3e4ebdcf0fd428f10828161b2bfea

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Citations in the corpus

Language aptitude and its relationship to instructional effectiveness in second language acquisition (2005, methodology): “…0.7279 (M 19.97, SD 4.77). b Language analytic ability: The Words and Sentences subtest of the MLAT (Carroll and Sapon, 1959) is a commonly used measure of language analytic ability.1 Skehan (1989) reports that it is one of the most robust subtests that have been used in language aptitude testing.”
Task Design and Second Language Performance: The Effect of Narrative Type on Learner Output (2008, methodology): “In this article we hesitate to add another definition of task to the list, but for our purposes, the most suitable definition is something of a distillation of Nunan (1989) and Skehan (1998).”
Assessing Lexical Proficiency Using Analytic Ratings: A Case for Collocation Accuracy (2014, background): “Collocations are also likely stored as chunks in speakers’ memory and thus are easier to retrieve and likely lead to more fluent language production, especially under real-time conditions such as speaking (Skehan 1998).”
Teachers Exploring Tasks in English Language Teaching (2005, methodology): “…that relate to both effective communication (fluency and accuracy) and to facilitating progress and development of the L2 (complexity): ‘These [principles] … offer some prospects for the systematic development of underlying interlanguage and effective communicative performance’ (Skehan 1998: 129).”
Task Complexity, Focus on L2 Constructions, and Individual Differences: A Classroom-Based Study. (2011, background): “Although there are theoretical reasons to believe that the effects identified for speech production (Robinson, 2005; Skehan, 1998) and interactional patterns can affect L2 development (e.”
The Development of Complexity, Accuracy, and Fluency in Second Language Performance: A Longitudinal Study (2017, background): “RQ2: Does development reveal competitive or supportive CAF relationships? With conflicting results being reported from studies with different tasks and different measures, I made hypotheses based on the theoretical assumption of learners’ limitations in attentional resources (Skehan 1998) or attenti”
INTERPRETING RECASTS AS LINGUISTIC EVIDENCE: The Roles of Linguistic Target, Length, and Degree of Change (2007, background): “–native speaker ~NS! exchange in Japanese+ Learners therefore might not always attend to the feedback function of recasts ~e+g+, Carpenter, Jeon, MacGregor, & Mackey, 2006; Lyster, 1998a, 1998b, 2004; Lyster & Ranta, 1997!+ ~1!”