The automatization of verbal morphology in instructed second language acquisition

Rodgers, Daryl M.

doi:10.1515/iral.2011.016

Cited by 22 publications

(25 citation statements)

References 12 publications

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“…Akamatsu, 2008;Lim & Godfroid, 2015;Solovyeva & DeKeyser, 2018), other studies failed to replicate this pattern (e.g. Hulstijn, van Gelderen & Schoonen, 2009;Rodgers, 2011).…”

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confidence: 98%

Variability and its limits in bilingual word recognition

Clahsen

Jessen

2020

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Abstract This study examines the processing of morphologically complex words focusing on how morphological (in addition to orthographic and semantic) factors affect bilingual word recognition. We report findings from a large experimental study with groups of bilingual (Turkish/German) speakers using the visual masked-priming technique. We found morphologically mediated effects on the response speed and the inter-individual variability within the bilingual participant group. We conclude that the grammar (qua morphological parsing) not only enhances speed of processing in bilingual language processing but also yields more uniform performance and thereby constrains variability within a group of otherwise heterogeneous individuals.

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“…Akamatsu, 2008;Lim & Godfroid, 2015;Solovyeva & DeKeyser, 2018), other studies failed to replicate this pattern (e.g. Hulstijn, van Gelderen & Schoonen, 2009;Rodgers, 2011).…”

mentioning

confidence: 98%

Variability and its limits in bilingual word recognition

Clahsen

Jessen

2020

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“…In fact, past studies have shown no or little effect on the order of language forms' acquisition (Long, 1983). It is, however, important to notice that, within this "natural language environment," students feel more comfortable speaking in the target language because they are more willing to take risks and make mistakes (Gatbonton & Segalowitz, 2005), which allows students to have more opportunities to practice their language skills (Rodgers, 2011).…”

Section: Content-drivenmentioning

confidence: 98%

“…This two for one approach (Lightbown & Spada, 2006) or Content Based Instruction (CBI) helps students to view the language as a tool, rather than an end to itself (Shier, 1990). Studies have shown that teaching content and form together increases language authenticity by providing a "natural environment" where students experience the language as natives (Card, 2012;Cross, 2012;Gatbonton & Segalowitz, 2005) and have more opportunities to practice their language skills (Rodgers, 2011). However, this useful approach is not much used in language classrooms because teachers mostly focus on language skills at the expense of content matter (e.g., Dalton-Puffer, 2007;Hoare & Kong, 2008;Kong, in press;Pessoa et al, 2007, as referenced in Lyster, 2011.…”

Section: Background and Theoretical Frameworkmentioning

confidence: 99%

“…There is, for example, tension among high school teachers who hold firmly to their beliefs of teaching explicit grammatical rules (Phipps & Borg, 2009) and teachers who embrace a more holistic approach to language incorporating grammar lessons to culturally relevant reading materials (Titone, Plummer & Kieler, 2012). Although grammar instruction, or the focus-on form approach, has been reconsidered in the last decade as an important component in language teaching and learning (Rodgers, 2011), culturally imbedded language lessons not only help students' language acquisition but they also increase students' learning motivation and self-esteem (Titone et al, 2012). Furthermore, when teachers help students make a connection between the cultural content depicted in the teaching materials and the students' own realities, (language) learning becomes of much greater significance (Perrone, 1991) because "what is taught is physically, spiritually, morally, and historically connected" to students' lives (p. 16).…”

Section: Specific Motivational Issues For World Language Studentsmentioning

confidence: 99%

“…Teaching content and form (language) together increases language authenticity by providing a "natural language environment" where students are more willing to take risks and make mistakes (Gatbonton & Segalowitz, 2005). It also provides students with a variety of opportunities to practice their language skills (Rodgers, 2011). The CBI approach supports the assumption that students learn better when the language is contextualized in a meaningful and motivating way (Rodgers, 2014).…”

Section: Student Writing Samplesmentioning

confidence: 99%

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The Use of Visual Arts in World Language Instruction to Increase Student Motivation and Attitude

Martello¹

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Because of the complexity and changeability that characterize languages, language learners face a number of various factors in their quest to acquire a new language. Nevertheless, it is the level of motivation and personal attitude toward language learning that will determine their rate of success (Dörnyei & Csizér, 1998). The purpose of this study was to find out (1) whether there was a relationship between the use of visual art in world language instruction and student motivation, and (2) whether student writing skills improved when visual art was used for Content Based Instruction. The study used a mixed method research design to quantitatively analyze student questionnaires, student writing samples and End of Course (EOC) exams, and semiqualitatively analysis of open-ended student surveys. Results from two-way repeated measures ANOVA on the first three instruments did not confirm the existence and significance of any relationship between the use of visual art in language instruction and student motivation toward learning a new language. The student survey, however, showed that most students liked class activities that taught them content matter and required their active participation, such as dialogue presentations and student-produced videos, indicating language instructional activities using the CBI approach were much more effective in increasing student motivation than visual art instruction per se.

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Word-Level and Sentence-Level Automaticity in English as a Foreign Language (EFL) Learners: A Comparative Study

Zhang

2017

J Psycholinguist Res

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The present study aimed to investigate second language (L2) word-level and sentence-level automatic processing among English as a foreign language students through a comparative analysis of students with different proficiency levels. As a multidimensional and dynamic construct, automaticity is conceptualized as processing speed, stability, and accuracy which are indexed by reaction time, coefficient variation and accuracy rate. Sixty students (39 undergraduate students and 21 graduate students) who majored in English participated in this study. They completed the lexical semantic classification task, the sentence construction task, the sentence verification task under two different modalities (visually- and aurally-presented situations). Multivariate analyses were conducted to examine the differences between the students with different proficiency levels pertaining to their L2 performance. The results indicated that the processing speed was not found to be a good indicator of automatic language processing. Moreover, both levels of students appeared to reach a plateau in word-level processing but there were some variations in students' sentential processing. Finally, the findings showed that automatic language processing seemed to be module-specific and non-sharable across different modalities and skills.

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The automatization of verbal morphology in instructed second language acquisition

Cited by 22 publications

References 12 publications

Variability and its limits in bilingual word recognition

Variability and its limits in bilingual word recognition

The Use of Visual Arts in World Language Instruction to Increase Student Motivation and Attitude

Word-Level and Sentence-Level Automaticity in English as a Foreign Language (EFL) Learners: A Comparative Study

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