Featured Linguist!

Jost Gippert: Our Featured Linguist!

"Buenos dias", "buenas noches" -- this was the first words in a foreign language I heard in my life, as a three-year old boy growing up in developing post-war Western Germany, where the first gastarbeiters had arrived from Spain. Fascinated by the strange sounds, I tried to get to know some more languages, the only opportunity being TV courses of English and French -- there was no foreign language education for pre-teen school children in Germany yet in those days. Read more



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What is English? And Why Should We Care?

By: Tim William Machan

To find some answers Tim Machan explores the language's present and past, and looks ahead to its futures among the one and a half billion people who speak it. His search is fascinating and important, for definitions of English have influenced education and law in many countries and helped shape the identities of those who live in them.


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Medical Writing in Early Modern English

Edited by Irma Taavitsainen and Paivi Pahta

This volume provides a new perspective on the evolution of the special language of medicine, based on the electronic corpus of Early Modern English Medical Texts, containing over two million words of medical writing from 1500 to 1700.


Academic Paper


Title: At the interface: Dynamic interactions of explicit and implicit language knowledge
Author: Nick C. Ellis
Institution: University of Michigan
Linguistic Field: Language Acquisition
Abstract: This paper considers how implicit and explicit knowledge are dissociable but cooperative. It reviews various psychological and neurobiological processes by which explicit knowledge of form-meaning associations impacts upon implicit language learning. The interface is dynamic: It happens transiently during conscious processing, but the influence upon implicit cognition endures thereafter. The primary conscious involvement in SLA is the explicit learning involved in the initial registration of pattern recognizers for constructions that are then tuned and integrated into the system by implicit learning during subsequent input processing. Neural systems in the prefrontal cortex involved in working memory provide attentional selection, perceptual integration, and the unification of consciousness. Neural systems in the hippocampus then bind these disparate cortical representations into unitary episodic representations. These are the mechanisms by which Schmidt's (1990) noticing helps solve Quine's (1960) problem of referential indeterminacy. Explicit memories can also guide the conscious building of novel linguistic utterances through processes of analogy. Formulas, slot-and-frame patterns, drills, and declarative pedagogical grammar rules all contribute to the conscious creation of utterances whose subsequent usage promotes implicit learning and proceduralization. Flawed output can prompt focused feedback by way of recasts that present learners with psycholinguistic data ready for explicit analysis. Other processes of acquisition from output include differentiation, analysis, and preemption. These processes of conscious construction in working memory underpin relationships between individual differences in working memory capacities and language learning aptitude.

CUP at LINGUIST

This article appears in Studies in Second Language Acquisition Vol. 27, Issue 2, which you can read on Cambridge's site or on LINGUIST .



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