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    Older Learners in SLA Research: A First Look at Working Memory, Feedback, and L2 Development

    Mackey, Alison, Sachs, Rebecca
    Language Learning, September 2012, Vol.62(3), pp.704-740 [Revue évaluée par les pairs]

    • Dissertation
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    Individual differences and the effectiveness of visual feedback on reflexive binding in L2 Japanese

    Sachs, Rebecca
    ProQuest Dissertations and Theses
    © ProQuest LLC All rights reserved, ProQuest Dissertations & Theses Global: The Humanities and Social Sciences Collection, ProQuest Dissertations and Theses Global A&I: The Humanities and Social Sciences Collection, Publicly Available Content Database, ProQuest Dissertations & Theses Full Text, ProQuest Dissertations & Theses A&I, ProQuest Dissertations & Theses: Global, ProQuest Central (new), ProQuest Central Korea, ProQuest Central Essentials, ProQuest One Academic
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    Titre: Individual differences and the effectiveness of visual feedback on reflexive binding in L2 Japanese
    Auteur: Sachs, Rebecca
    Contributeur: Mackey, Alison (advisor); Leow, Ronald (committee member); Revesz, Andrea (committee member)
    Editeur: ProQuest Dissertations Publishing
    Date: 2011
    Sujet: Linguistics ; Foreign Language ; Linguistics ; Foreign Language ; Education ; Language, Literature and Linguistics ; Aptitude ; Feedback ; Individual Differences ; Japanese ; Japanese As a Second Language ; Reflexives ; Second Language Learning
    Description: Second language acquisition research into the effects of corrective feedback has investigated a variety of learning targets using a wide range of implicit and explicit feedback types (Li, 2010). To date, however, its linguistic focus has been limited to theoretically noticeable surface features (Carroll, 2001; Schmidt, 2001), and researchers have only recently begun to explore how individual differences might influence the effectiveness of particular feedback techniques (Robinson, 2005). This dissertation examines whether metalinguistic feedback presented in a visual format can help English-speaking learners improve their accuracy in interpreting the Japanese reflexive zibun (‘self’), whose binding behavior involves structural characteristics (e.g., c-command, subjecthood) not overtly represented in surface morphosyntax. Both positive and negative evidence may be necessary since, unlike English himself, Japanese zibun allows long-distance antecedents while disallowing non-subject antecedents...
    Fait partie de: ProQuest Dissertations and Theses
    Identifiant: 978-1-124-60222-6 (ISBN)

    • Dissertation
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    Development of conscious knowledge during early incidental learning of L2 syntax

    Hamrick, Phillip
    ProQuest Dissertations and Theses
    © ProQuest LLC All rights reserved, ProQuest Dissertations & Theses Global: The Humanities and Social Sciences Collection, ProQuest Dissertations & Theses Global: The Sciences and Engineering Collection, Linguistics and Language Behavior Abstracts, ProQuest Dissertations and Theses Global A&I: The Humanities and Social Sciences Collection, ProQuest Dissertations and Theses Global A&I: The Sciences and Engineering Collection, Linguistics Database, ProQuest Dissertations & Theses Full Text, ProQuest Dissertations & Theses A&I, Linguistics & Language Behavior Abstracts (LLBA), ProQuest Social Sciences Premium Collection, ProQuest Dissertations & Theses: Global, Linguistics Collection, ProQuest Central (new), ProQuest Central Korea, Social Science Premium Collection, ProQuest One Academic
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    Titre: Development of conscious knowledge during early incidental learning of L2 syntax
    Auteur: Hamrick, Phillip
    Contributeur: Mackey, Alison (advisor); Rebuschat, Patrick (committee member); Sachs, Rebecca (committee member); Sanz, Cristina (committee member)
    Editeur: ProQuest Dissertations Publishing
    Date: 2013
    Sujet: Linguistics ; Cognitive Psychology ; Linguistics ; Cognitive Psychology ; Language, Literature and Linguistics ; Psychology ; Awareness ; Explicit Knowledge ; Incidental Learning ; Memory ; Second Language Acquisition ; Syntax
    Description: Second language acquisition (SLA) researchers have a long-standing interest in the effectiveness of providing learners with conscious knowledge (CK) through explicit instruction (e.g., Sanz & Morgan-Short, 2004); however, little is known about how CK develops under incidental learning conditions, without pedagogical intervention. In two experiments, the present dissertation addresses this gap by exploring the development of conscious knowledge of L2 syntax under incidental learning conditions, focusing on: (a) the mechanisms of L2 syntactic development and (b) the development of conscious knowledge of L2 syntax over time. Experiment 1 addressed the mechanisms supporting L2 syntactic development under incidental learning conditions. Computational simulations of behavioral results indicated that Experimental participants who read sentences from a semiartificial language with probabilistic syntax in a moving-window paradigm learned via chunking mechanisms. Experiment 2 extended these findings,...
    Fait partie de: ProQuest Dissertations and Theses
    Identifiant: 978-1-303-02955-4 (ISBN)

    • Plusieurs versions

    Book Review

    Mackey, Alison, Sachs, Rebecca
    Language and Education, 15 July 2005, Vol.19(4), pp.355-357 [Revue évaluée par les pairs]
    Taylor & Francis (Taylor & Francis Group)