Information-Processing Approaches to Research on Second Language Acquisition and Use

McLaughlin, Barry; Heredia, Roberto R.

doi:10.1016/b978-012589042-7/50009-8

Cited by 55 publications

(54 citation statements)

References 34 publications

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“…Another proposal is that more complex structures may be less likely to be learned than simpler ones because complex structures demand more attention (possibly creating a cognitive overload) in sentence processing and these attentional constraints may have a negative impact on L2 learning (e.g. McLaughlin & Heredia, 1996). Results of empirical studies of attention and the learning of complex versus simple grammatical structures are also divided, arguably owing in part to the lack of consensus in how to conceptualise complexity and also from the inconsistency in its operationalisation (Housen, Pierrard, & Van Daele, 2005;Spada & Tomita, 2010).…”

Section: Previous Researchmentioning

confidence: 99%

Differential effects of explicit form-focused instruction on morphosyntactic development

Lyster

2014

Language Awareness

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This study explores whether and to what degree explicit form-focused instruction (FFI) facilitates the use of morphosyntactic forms in second language oral production and also whether it has differential effects on morphosyntactic forms with different linguistic variables. Twenty-seven university-level Chinese EFL participants were randomly assigned to a control group and an experimental group. While the control group watched a television episode in English, the experimental group completed two form-focused activities (rule review and self-correction) designed to draw their attention to noun plural, past tense, and third-person singular in English in their oral production. All participants completed oral production pre-and post-test measures, the results of which showed that explicit FFI promoted the use of the target forms and that the facilitative effects were dependent on the complexity and regularity of the morphosyntactic forms. Regular (as opposed to irregular) and more complex morphosyntactic forms appeared to benefit more significantly from explicit FFI.

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Section: Previous Researchmentioning

confidence: 99%

Differential effects of explicit form-focused instruction on morphosyntactic development

Lyster

2014

Language Awareness

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“…By means of such automaticity, learners reduce the time pressure and cognitive load (McLaughlin & Heredia, 1996) and thus increase their speaking fluency (Wood, 2001;Wood, 2004;Zhou & Wang, 2007).…”

Section: While-speaking Activitiesmentioning

confidence: 99%

Developing Accuracy and Fluency in Spoken English of Chinese EFL Learners

Wang¹

2014

ELT

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Chinese EFL learners may have difficulty in speaking fluent and accurate English, for their speaking competence are likely to be influenced by cognitive, linguistic and affective factors. With the aim to enhance those learners' oral proficiency, this paper first discusses three effective models of teaching English speaking, and then proposes a four-step pedagogical method in which activities are carried out through four stages: Pre-speaking, while-speaking, post-speaking and extension practice.Keywords: speaking accuracy and fluency, Chinese EFL learners, three models of teaching English speaking, a suggested four-step pedagogical method

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“…They are included, however, in the index of the volume edited by Ritchie and Bhatia (1996), referring to the chapter written by McLaughlin and Heredia (1996), quoted in note 12 of this chapter, who use incidental and intentional in their methodological senses. 8 Schmidt (1994b, p. 173) acknowledges the importance that many L2 learners themselves attribute to the incidental learning of grammar rules, but dismisses incidental learning as a viable construct in the explanation of grammar acquisition.…”

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confidence: 99%