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Interface Position
The interface position is a concept in second language acquisition that describes the various possible theoretical relationships between implicit and explicit knowledge in the mind of a second language learner., "Interface". Tacit knowledge is language knowledge that learners possess intuitively but are not able to put into words; explicit knowledge is language knowledge that learners possess and are also able to verbalize., "Implicit knowledge". For example, native speakers of Spanish intuitively know how to conjugate verbs (implicit knowledge), but may be unable to articulate how these grammatical rules work. Conversely, a non-native student of Spanish may be able to explain how Spanish verbs are conjugated (explicit knowledge), but may not yet be able to use these verbs in naturalistic, fluent speech. The nature of the relationship between these two types of knowledge in second language learners has received considerable attention in second language acquisition research. There ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Second Language Acquisition
Second-language acquisition (SLA), sometimes called second-language learning—otherwise referred to as L2 (language 2) acquisition, is the process of learning a language other than one's native language (L1). SLA research examines how learners develop their knowledge of second language, focusing on concepts like ''interlanguage'', a transitional linguistic system with its own rules that evolves as learners acquire the target language. SLA research spans cognitive, social, and linguistic perspectives. Cognitive approaches investigate memory and attention processes; sociocultural theories emphasize the role of social interaction and immersion; and linguistic studies examine the innate and learned aspects of language. Individual factors like age, motivation, and personality also influence SLA, as seen in discussions on the critical period hypothesis and learning strategies. In addition to acquisition, SLA explores language loss, or second-language attrition, and the impact of ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Declarative Knowledge
Declarative knowledge is an awareness of facts that can be expressed using declarative sentences. It is also called theoretical knowledge, descriptive knowledge, propositional knowledge, and knowledge-that. It is not restricted to one specific use or purpose and can be stored in books or on computers. Epistemology is the main discipline studying declarative knowledge. Among other things, it studies the essential components of declarative knowledge. According to a traditionally influential view, it has three elements: it is a belief that is true and justified. As a belief, it is a subjective commitment to the accuracy of the believed claim while truth is an objective aspect. To be justified, a belief has to be rational by being based on good reasons. This means that mere guesses do not amount to knowledge even if they are true. In contemporary epistemology, additional or alternative components have been suggested. One proposal is that no contradicting evidence is present. Oth ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Form-focused Instruction
Focus on form (FonF), also called form-focused instruction, is an approach to language education in which learners are made aware of linguistic forms – such as individual words and conjugations – in the context of a communicative activity. It is contrasted with ''focus on forms'', in which forms are studied in isolation, and ''focus on meaning'', in which no attention is paid to forms at all. For instruction to qualify as ''focus on form'' and not as ''focus on forms'', the learner must be aware of the meaning and use of the language features before the form is brought to their attention. ''Focus on form'' was proposed by Michael Long in 1988.. This paper was originally presented at the European-North-American Symposium on Needed Research in Foreign Language Education, Bellagio, Italy, in 1988. Background The concept of ''focus on form'' was motivated by the lack of support for the efficacy of ''focus on forms'' on the one hand, and clear advantages demonstrated by instruct ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Artificial Language
Artificial languages are languages of a typically very limited size which emerge either in computer simulations between artificial agents, robot interactions or controlled psychological experiments with humans. They are different from both constructed languages and formal languages in that they have been consciously devised by an individual or group but are the result of (distributed) conventionalisation processes, much like natural languages. Opposed to the idea of a central ''designer'', the field of artificial language evolution in which artificial languages are studied can be regarded as a sub-part of the more general cultural evolution studies. Origin The idea of creation of artificial language arose in 17th and 18th century as a result of gradually decreasing international role of Latin. The initial schemes were mainly aimed at the development of a rational language free from inconsistence of living language and based on classification of concepts. The material of living la ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Nick Ellis
Nick Ellis is a Welsh psycholinguist, professor of psychology, and research scientist at the University of Michigan. Known for applied linguistics, particularly second language, his research focuses acquisition and language learning, Education and early career Ellis earned his Bachelor of Arts degree in psychology from the University of Oxford in 1974. He went on to complete his PhD in psychology at the University College of North Wales (now Bangor University) in 1978. Following his doctoral studies, Ellis began a career in academia, specializing in psycholinguistics and applied linguistics. Scientific career Ellis conducts research on second language acquisition and contributed to the field of applied linguistics through publications and studies that explore these topics. His work has provided insights into how individuals acquire and process language, both in native and non-native contexts. Ellis served as the editor of the ''Language Learning Language acquisitio ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Rod Ellis
Rod Ellis is a Kenneth W. Mildenberger Prize-winning British linguist. He is currently a research professor in the School of Education, at Curtin University in Perth, Australia. He is also a professor at Anaheim University, where he serves as the Vice president of academic affairs. Ellis is a visiting professor at Shanghai International Studies University as part of China’s Chang Jiang Scholars Program and an emeritus professor of the University of Auckland. He has also been elected as an honorary fellow of the Royal Society of New Zealand. Education Ellis began his post-secondary education at Nottingham University where he obtained an undergraduate degree. He received a Master of Arts from the University of Leeds, a Master of Education from the University of Bristol, and a doctorate from the University of London. Career After obtaining his undergraduate degree, Ellis moved to Spain where he taught at a Berlitz language school before returning to London to teach at an e ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Robert DeKeyser
The name Robert is an ancient Germanic given name, from Proto-Germanic "fame" and "bright" (''Hrōþiberhtaz''). Compare Old Dutch ''Robrecht'' and Old High German ''Hrodebert'' (a compound of '' Hruod'' () "fame, glory, honour, praise, renown, godlike" and ''berht'' "bright, light, shining"). It is the second most frequently used given name of ancient Germanic origin.Reaney & Wilson, 1997. ''Dictionary of English Surnames''. Oxford University Press. It is also in use as a surname. Another commonly used form of the name is Rupert. After becoming widely used in Continental Europe, the name entered England in its Old French form ''Robert'', where an Old English cognate form (''Hrēodbēorht'', ''Hrodberht'', ''Hrēodbēorð'', ''Hrœdbœrð'', ''Hrœdberð'', ''Hrōðberχtŕ'') had existed before the Norman Conquest. The feminine version is Roberta. The Italian, Portuguese, and Spanish form is Roberto. Robert is also a common name in many Germanic languages, including Eng ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Rapid Automatized Naming
Rapid automatized naming (RAN) is a task that measures how quickly individuals can name aloud objects, pictures, colors, or symbols (letters or digits). Variations in rapid automatized naming time in children provide a strong predictor of their later ability to read, and is independent from other predictors such as phonological awareness, verbal IQ, and existing reading skills. Importantly, rapid automatized naming of pictures and letters can predict later reading abilities for pre-literate children. History The concept of rapid automatized naming began with a study by Geshwind and Fusillo in 1966. They found some adults who had had a stroke were later unable to name colors despite being able to color match and having no evidence of color blindness. These individuals however were able to spell and write, indicating that their brain structures were intact and that they could generate the pathway from spoken words to visual and kinaesthetic representations. This visual-verbal discon ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Procedural Knowledge
Procedural knowledge (also known as know-how, knowing-how, and sometimes referred to as practical knowledge, imperative knowledge, or performative knowledge) is the knowledge exercised in the performance of some task. Unlike descriptive knowledge (also known as declarative knowledge, propositional knowledge or "knowing-that"), which involves knowledge of specific facts or propositions (e.g. "I know that snow is white"), procedural knowledge involves one's ability to ''do'' something (e.g. "I know how to change a flat tire"). A person does not need to be able to verbally articulate their procedural knowledge in order for it to count as knowledge, since procedural knowledge requires only knowing how to correctly perform an action or exercise a skill. The term ''procedural knowledge'' has narrower but related technical uses in both cognitive psychology and intellectual property, intellectual property law. Overview Procedural knowledge (i.e., knowledge-how) is different from descrip ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Input Hypothesis
The input hypothesis, also known as the monitor model, is a group of five hypotheses of second-language acquisition developed by the linguist Stephen Krashen in the 1970s and 1980s. Krashen originally formulated the input hypothesis as just one of the five hypotheses, but over time the term has come to refer to the five hypotheses as a group. The hypotheses are the input hypothesis, the acquisition–learning hypothesis, the monitor hypothesis, the natural order hypothesis and the affective filter hypothesis. The input hypothesis was first published in 1977. The hypotheses put primary importance on the comprehensible input (CI) that language learners are exposed to. Understanding spoken and written language input is seen as the only mechanism that results in the increase of underlying linguistic competence, and language output is not seen as having any effect on learners' ability. Furthermore, Krashen claimed that linguistic competence is only advanced when language is subconsc ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Mind
The mind is that which thinks, feels, perceives, imagines, remembers, and wills. It covers the totality of mental phenomena, including both conscious processes, through which an individual is aware of external and internal circumstances, and unconscious processes, which can influence an individual without intention or awareness. The mind plays a central role in most aspects of human life, but its exact nature is disputed. Some characterizations focus on internal aspects, saying that the mind transforms information and is not directly accessible to outside observers. Others stress its relation to outward conduct, understanding mental phenomena as dispositions to engage in observable behavior. The mind–body problem is the challenge of explaining the relation between matter and mind. Traditionally, mind and matter were often thought of as distinct substances that could exist independently from one another. The dominant philosophical position since the 20th century has ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Stephen Krashen
Stephen D. Krashen (born May 14, 1941) is an American linguist, educational researcher and activist known for developing the input hypothesis, a group of five hypotheses of second-language acquisition. He is Emeritus Professor of Education at the University of Southern California. He moved from the linguistics department to the faculty of the School of Education in 1994. Work Stephen Krashen received a Ph.D. in Linguistics from the University of California, Los Angeles in 1972. Krashen has among papers (peer-reviewed and not) and books, more than 486 publications, contributing to the fields of second-language acquisition, bilingual education, and reading. He introduced various hypotheses related to second-language acquisition, including the acquisition-learning hypothesis, the input hypothesis, the monitor hypothesis, the affective filter, and the natural order hypothesis. Most recently, Krashen promotes the use of '' free voluntary reading'' during second-language acquisiti ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
