Constructions, Chunking, and Connectionism: The Emergence of Second Language Structure

By Nick C. Ellis. 2008

453 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/e9248f4233608fa920a9d9a2b97327a16abe84ec

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Language and Linguistics

Citations in the corpus

THE BOUNDS OF ADULT LANGUAGE ACQUISITION (2010, background): “…views of language acquisition maintain that short-term effects lead to long-term effects (Barlow & Kemmer, 2000 ; Collins & Ellis, 2009 ; N. C. Ellis, 1998 , 2003 ; Ellis & Cadierno, 2009 ) as the individual increments of learning integrate over time to form the processes, representations,…”
Statistical Measures for Usage‐Based Linguistics (2015, unknown): “…significance in the comprehension of the overall utterance, prototypicality, generality, and redundancy; factors relating to the contingency of form and function; and factors relating to learner attention, such as automaticity, transfer, overshadowing, and blocking (Ellis, 2002, 2003, 2006, 2008).”
Language Acquisition as Rational Contingency Learning (2006, background): “…of bigrams (Hasher and Chromiak 1977), to tune our processing system to those other sequential dependencies of language, and to recognize the interpretations (outcomes) that are most relevant to particular formal constructions (cues), with no cue being totally unambiguous (Ellis 2002a, 2003).”
Formulaic Language and Language Teaching (2012, background): “As learners have been shown to be sensitive to input frequency (N. C. Ellis, 2002a, 2002b, 2003), the quantity and quality of the input that learners get in instructed SLA is thus of paramount importance.”
Essentials of a Theory of Language Cognition (2019, background): “…the influence of frequency of experience upon learning and representation (N. Ellis, 2002), of connectionist and statistical learning mechanisms (N. Ellis, 1998, 2003; MacWhinney, 1997; Rebuschat & Williams, 2012), and of the importance of implicit language cognition (N. Ellis, 1994; Rebuschat,…”
Formulaic Language in Native and Second Language Speakers: Psycholinguistics, Corpus Linguistics, and TESOL (2008, background): “…and, as the American Council on the Teaching of Foreign Languages (ACTFL, 1999) guidelines demonstrate, their being central in novice adult learners’ second language, too (Ellis, 1996, 2003), advanced learners of second language have great difficulty with nativelike collocation and idiomaticity.”
Formulaic Language in Learner Corpora (2012, background): “in foreign language learning and teaching (Ellis, 2003; Howarth, 1998; Lewis, 1993; Nattinger & DeCarrico, 1992).”
Adult learners’ retention of collocations from exposure (2010, background): “…is recursive, with chunks themselves subsequently available for combination into still larger units, enabling language users to encode progressively greater amounts of information in short-term memory, so increasing the efficiency (and therefore the fluency) of communication (Ellis, 2001: 38–40).”
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.)”
An operational definition of the emergence criterion (2007, background): “…of productive use and the importance they attribute to memorized chunks in later stages of acquisition, but they all recognize that after a certain point learners are able to generalize beyond the examples they have been exposed to and create novel constructions (Weinert 1995; Ellis 2002, 2003).”
When is a First Language More Emotional? Psychophysiological Evidence from Bilingual Speakers (2006, background): “Indeed, they are recognized as one of the types of models that are particularly useful for understanding second language acquisition (Ellis, 2002).”
Doing Planning and Task Performance in Second Language Acquisition: An Ethnomethodological Respecification (2013, background): “A cognitive definition of planning is proposed by Ellis (2005b), who views planning as:”