Learn More
This paper outlines current cognitive perspectives on second language acquisition (SLA). The Associative-Cognitive CREED holds that SLA is governed by the same principles of associative and cognitive learning that underpin the rest of human knowledge. The major principles of the framework are that SLA is Construction based , Rational, Exemplar-driven,(More)
  • Nick C Ellis, Michael Swan, Karen Roehr, Anne Feryok, Tamar Keren
This paper considers how implicit and explicit knowledge are disso-ciable but cooperative. It reviews various psychological and neuro-biological 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(More)
This article outlines an emergentist account whereby the limited end-state typical of adult second language learners results from dynamic cycles of language use, language change, language perception, and language learning in the interactions of members of language communities. In summary, the major processes are: 1. Usage leads to change: High frequency use(More)
  • Nick C Ellis, Chris Butler, Kim Ellis, Gabe Ellis, Ginny Gathercole, Sue Gathercole +4 others
  • 2008
This paper provides an overview of sequencing in SLA. It contends that much of language acquisition is in fact sequence learning (for vocabulary, the phonological units of language and their phonotactic sequences: for discourse, the lexical units of language and their sequences in clauses and collocations). It argues that the resultant long-term knowledge(More)
This article considers effects of construction frequency, form, function, and prototypicality on second language acquisition (SLA). It investigates these relationships by focusing on naturalistic SLA in the European Science Foundation corpus (Perdue, 1993) of the English verb–argument constructions (VACs): verb locative (VL), verb object locative (VOL), and(More)
This paper weighs the implications of Second Language Acquisition (SLA) research and practice for Speech and Language Technology in Education (SLaTE). It describes the different psychological processes of implicit learning, explicit learning, and explicit instruction, and reviews educational research into the benefits and limitations of each. It considers(More)
This research creates an empirically derived, pedagogically useful list of formulaic sequences for academic speech and writing, comparable to the Academic Word List (Coxhead 2000), called the Academic Formulas List (AFL). The AFL includes formulaic sequences identified as (1) frequent recurrent patterns in corpora of written and spoken language, which (2)(More)