IMPACT OF LITERACY ON ORAL LANGUAGE PROCESSING: IMPLICATIONS FOR SECOND LANGUAGE ACQUISITION RESEARCH

By E. Tarone, Martha Bigelow. Annual Review of Applied Linguistics, 2005

101 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/c6fd35d9262978d86833a35e4df434d518bf9d2f

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

In Language and Linguistics

Citations in the corpus

Research into practice: Grammar learning and teaching (2015, unknown): “Indeed, the efficacy of certain practices may be determined by a host of factors, such as learners’ literacy (Tarone & Bigelow 2005), their proficiency (Ammar & Spada 2006), or their goals (Larsen-Freeman 2006).”
Orthographic input and second language phonology (2008, background): “…onset of literacy seems to coincide with a quantitative or qualitative change in phonological awareness, or that preliterate children and illiterate adults cannot perform some metalinguistic tasks (for overviews, see Castro-Caldas and Reis, 2003; Cook and Bassetti, 2005; Tarone and Bigelow, 2005).”
Enhancing learning of children from diverse language backgrounds: Mother tongue-based bilingual or multilingual education in the early years (2010, background): “Populations without fi rst language literacy have been overlooked in second language acquisition research literature (Tarone & Bigelow, 2005) – this includes very young children, as well as illiterate older children and adults.”
The Dynamics of Second Language Emergence: Cycles of Language Use, Language Change, and Language Acquisition (2008, background): “Written language affects L2 acquisition (Tarone & Bigelow, 2005).”
Sampling Bias and the Problem of Generalizability in Applied Linguistics (2020, unknown): “This is illustrated by Tarone and Bigelow (2005), who argued that the influential noticing hypothesis (Schmidt, 1990, 1994) may need reconsideration in light of evidence showing that illiterate learners typically do no exhibit noticing where literate learners do.”