The discontinuity model: Statistical and grammatical learning in adult second-language acquisition

Rastelli, Stefano

doi:10.1080/10489223.2019.1571594

Cited by 22 publications

(3 citation statements)

References 140 publications

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“…; the expressions of L2 proficiency by the learner in the form of utterances or contributions to conversations), discontinuities are best observable in the most frequently occurring L2-levels at any moment in time (the "typical" level at a particular moment in time). This simulation result is directly in line with findings on L2 development by Rastelli [13,26]. Rastelli explains the occurrence of discontinuities by the combination of statistical and grammatical learning in L2.…”

Section: Figure 11supporting

confidence: 91%

“…These degrees of characteristicness or typicality are represented by a weight function or membership function (if one uses the tools of fuzzy logic), which, in practice, boil down to the probability of a particular level of proficiency being actualized at a particular moment in time. If the potentiality distribution at time t is unimodal, the top of the distribution corresponds with the most typical, and probably also the most likely level of proficiency at time t. If it is multimodal, i.e., if it has more than one local peak, it corresponds with more than one typical proficiency level and potential discontinuities in the learning process (e.g., [13]). During a specific communicative interaction, which yields a particular expression of linguistic proficiency of a learner in a specific, momentary communicative context, this potentiality distribution collapses into a considerably narrower region of actual, performed proficiency (similar to a point value).…”

Section: L2 Learning As a Complex Systemmentioning

confidence: 99%

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Some thoughts on dynamic systems modeling of L2 learning

Geert

2023

Front. Phys.

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The aim of this article is to present a very basic dynamic systems model of L2 learning based on a number of basic principles 1) at any moment in time, a learner’s L2 proficiency is a distribution of potentialities (possible levels of L2 production), 2) the distribution changes as a result of experienced L2-events such as conversations, 3) L2 proficiency and L2 events are represented on the same underlying array of linguistic proficiency (from 0, i.e., inexistent, to 1, i.e., maximal under the currently available linguistic resources); 4) learning processes are “normative” in the sense that they are governed by a process of convergence on the language spoken by a particular L2 community, this process depends on an optimum between familiarity and novelty; 5) the parameters governing the systems dynamic differ among individual learners and L2 learning contexts (e.g., highly adaptive versus non-adaptive communicative interactions with native L2 speakers).

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Section: Figure 11supporting

confidence: 91%

Section: L2 Learning As a Complex Systemmentioning

confidence: 99%

Some thoughts on dynamic systems modeling of L2 learning

Geert

2023

Front. Phys.

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“…The "basic" works of such scientists as Atkinson [1], Erikson [2], and Nisbett [3] have become important for understanding the essence of the mediatic function of language. Modern research on the mechanisms of switching language codes has helped to identify and describe the algorithm for introducing an intermediary language into the educational process; especially it is important to note the works of Yow, Patrycia, & Flynn [4]; Ruiz-felter, Cooperson, Bedore, & Peña [5]; MacSwan [6]; Kraemer, & Fabiano-Smith [7]; Green [8]; Bogulski, Bice, & Kroll [9]; Montanari, Ochoa, & Subrahmanyam [10]; Rastelli [11].…”

Section: Methodsmentioning

confidence: 99%

Intermediary languages at the stage of pre-university training

et al. 2021

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The article considers the intermediary function of languages used at the stage of preparation of foreign applicants for admission to Russian universities. In a situation when the majority of foreigners’ proficiency of the Russian language is not satisfactory, the process of studying special disciplines is significantly slowed down, and the lack of subject knowledge does not allow foreign students to successfully master their chosen specialty. In order to overcome these difficulties and solve the problem of providing students with initial subject knowledge, various forms of presentation of the material are used, but often they can be effective only if an intermediary language is used in the classroom – a common language that is more or less familiar to all the participants in the educational process. For this purpose, English is more often used in modern education. The choice of English as an intermediary language is explained by the role it plays in international communication and its wide representation in the educational process. Since there are different views in linguodidactics on the ways, methods, and “order” of introducing foreign language knowledge, special attention is paid to the expediency –inexpediency of using an intermediary language at different stages of teaching Russian in groups with heterogeneous ethnic composition. The conclusion is made about the importance of the designated problem and the need for its further development within the framework of ethnolinguistics and linguodidactics.

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Bilingual Processing and Acquisition

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The discontinuity model: Statistical and grammatical learning in adult second-language acquisition

Cited by 22 publications

References 140 publications

Some thoughts on dynamic systems modeling of L2 learning

Some thoughts on dynamic systems modeling of L2 learning

Intermediary languages at the stage of pre-university training

Bilingual Processing and Acquisition

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