Towards a unified account of the representation, processing and acquisition of second language knowledge

Second Language Research

Volumn 18, Issue 3, 2002, Pages 193-223

  Hulstijn, Jan ^a  

^a UNIVERSITY OF AMSTERDAM   (Netherlands)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84992905115     PISSN: 02676583     EISSN: None     Source Type: Journal    
DOI: 10.1191/0267658302sr207oa     Document Type: Article

References (130)

1. Anderson, J. R. 2000: Learning and memory: an integrated approach. Revised edition. New York: John Wiley.
2. Anderson, J. R. and Lebiere, C. 1998: The atomic components of thought. Mahwah, NJ: Erlbaum.
3. Aslin, R. N., Saffran, J. R. and Newport, E. L. 1999: Statistical learning in linguistic and nonlinguistic domains. In MacWhinney, B., editor, The emergence of language. Mahwah, NJ: Erlbaum, 359-380.
4. Berry, D. C. and Broadbent, D. E. 1984: on the relationship between task performance and associated verbalizable knowledge. The Quarterly Journal of Experimental Psychology 36A, 209-231.
5. Bialystok, E. and Bouchard Ryan, E. 1985: A metacognitive framework for the development of first and second language skills. In Forrest-Pressley, D. L., MacKinnon, G. E. and Waller, T. G., editors, Metacognition, cognition, and human performance, Volume 1. New York: Academic Press, 207-252.
6. Broeder, P. and Plunkett, K. 1994: Connectionism and second language acquisition. In Ellis, N., editor, Implicit and explicit learning of languages. London: Academic Press, 421-453.
7. Broeder, P. and Plunkett, K. editors, 2000: Models of language acquisition. Cambridge: Cambridge University Press.
8. Brown, C. M. and Hagoort, P., editors, 1999: The neurocognition of language. Oxford: Oxford University Press.
9. Brown, H. D. 2001: Teaching by principles: an interactive approach to language pedagogy. Revised edition. London: Longman.
10. Buchner, A. and Wippich, W. 1998: Differences and commonalities between implicit learning and implicit memory. In Stadler, M. A. and Frensch, P. A., editors, Handbook of implicit learning. Thousand Oaks, CA: Sage, 3-46.
11. Carpenter, P. A. and Just, M. A. 1999: Computational modeling of high-level cognition versus hypothesis testing. In Sternberg, R. J., editor, The nature of cognition. Cambridge, MA: MIT Press, 245-293.
12. Carroll, S. E. 1995: The hidden dangers of computer modeling: remarks on Sokolik and Smith's connectionist learning model of French gender. Second Language Research 11, 193-205.
13. Carroll, S. E. 1999: Putting ‘input’ in its proper place. Second Language Research 15, 337-388.
14. Carroll, S. E. 2000: Input and evidence: the raw material of second language acquisition. Amsterdam: Benjamins.
15. Carston, R. 1996: The architecture of the mind: modularity and modularization. In Green, D. et al. Cognitive science: an introduction. Cambridge, MA: Blackwell, 53-83.
16. Chomsky, N. 1982: Noam Chomsky on the generative enterprise. Dordrecht: Foris.
17. Chomsky, N. 1986: Knowledge of language: its nature, origin and use. New York: Praeger.
18. Clahsen, H. 1984: The acquisition of German word order: a test case for cognitive approaches to L2 development. In Andersen, R., editor, Second languages: a cross-linguistic perspective. Rowley, MA: Newbury House, 219-242.
19. Cook, V. 1993: Linguistics and second language acquisition. London: Macmillan.
20. Cook, V. 1997: The consequences of bilingualism for cognitive processing. In De Groot, A. M. B. and Kroll, J. F., editors, Tutorials in bilingualism. Mahwah, NJ: Erlbaum, 279-300.
21. Cruse, D. A. 1986: Lexical semantics. Cambridge: Cambridge University Press.
22. Daelemans, W. and de Smedt, K. 1996: Computational modelling in artificial intelligence. In Dijkstra, T. and de Smedt, K., editors, Computational psycholinguistics. London: Taylor and Francis, 24-48.
23. Deacon, T. W. 1997: The symbolic species: the co-evolution of language and the brain. New York: Norton.
24. DeKeyser, R. M. 1998: Beyond focus on form: cognitive perspectives on learning and practising second language grammar. In Doughty, C. and Williams, J., editors, Focus on form in classroom second language acquisition. New York: Cambridge University Press, 42-63.
25. DeKeyser, R. M. 2000: The robustness of critical period effects in second language acquisition. Studies in Second Language Acquisition 22, 499-533.
26. Dijkstra, T. and de Smedt, K. 1996: Computer models in psycholinguistics: an introduction. In Dijkstra, T. and de Smedt, editors, Computational psycholinguistics. London: Taylor and Francis, 3-23.
27. Doughty, C. and Williams, J., editors, 1998: Focus on form in classroom second language acquisition. Cambridge: Cambridge University Press.
28. Ellis, N. 1994: Implicit and explicit language learning: an overview. In Ellis, N. C., editor, Implicit and explicit learning of languages. London: Academic Press, 1-32.
29. Ellis, N. 1998: Emergentism, connectionism and language learning. Language Learning 48, 631-664.
30. Ellis, N. 2001: Memory for language. In Robinson, P., editor, Cognition and second language instruction. Cambridge: Cambridge University Press, 33-68.
31. Ellis, N. to appear: Connectionist learning, chunking, and construction grammar: the emergence of second language structure. In Doughty, C. and Long, M. H., editors, Handbook of second language acquisition. Oxford: Blackwell.
32. Ellis, N. 2002: Frequency effects in language processing: a review with implications for theories of implicit and explicit language acquisition. Studies in Second Language Acquisition 24, 143-188.
33. Ellis, R. 1993: The structural syllabus and second language acquisition. TESOL Quarterly 27, 91-113.
34. Ellis, R. 1994: The study of second language acquisition. Oxford: Oxford University Press.
35. Ellis, R. 2000a: Task-based research and language pedagogy. Language Teaching Research 4, 193-220.
36. Ellis, R. 2000b: The representation and measurement of L2 explicit knowledge. Paper read at the conference on ‘Language in the mind’, held at the National University of Singapore, 4-6 September 2000.
37. Elman, J. L. 1999: The emergence of language: a conspiracy theory. In MacWhinney, B., editor, The emergence of language. Mahwah, NJ: Erlbaum, 1-28.
38. Elman, J. L., Bates, E. A., Johnson, M. H., Karmiloff-Smith, A., Parisi, D. and Plunkett, K. 1996: Rethinking innateness: a connectionist perspective on development. Cambridge, MA: MIT Press.
39. Fabbro, F. 1999: The neurolinguistics of bilingualism:an introduction. Hove: Psychology Press.
40. Fodor, J. A. 1983: The modularity of mind. Cambridge, MA: MIT Press.
41. Fodor, J. A. and Pylyshyn, Z. W. 1988: Connectionism and cognitive architecture: a critical analysis. Cognition 28, 3-71.
42. Gazzaniga, M., editor, 2000: The new cognitive neurosciences. Cambridge, MA: MIT Press.
43. Goldberg, A. E. 1998: Patterns of experience in patterns of language. In Tomasello, M., editor, The new psychology of language. Mahwah, NJ: Erlbaum, 203-220.
44. Goldberg, A. E. 1999: The emergence of the semantics of argument structure constructions. In MacWhinney, B., editor, The emergence of language. Mahwah, NJ: Erlbaum, 197-212.
45. Gray, P. 1999: Psychology. Third edition. New York: Worth.
46. Grainger, J. and Jacobs, A. M. 1998: on localist connectionism and psychological science. In Grainger, J. and Jacobs, A. M., editors, Localist connectionist approaches to human cognition. Mahwah, NJ: Erlbaum, 1-38.
47. Green, D., editor, 2001:The cognitive neuroscience of bilingualism. Special issue of Bilingualism: Language and Cognition.
48. Green, D. et al. 1996: Cognitive science: an introduction. Cambridge, MA: Blackwell.
49. Gregg, K. R. 1984: Krashen's Monitor and Occam's Razor. Applied Linguistics 5, 79-100.
50. Gregg, K. R. 1996: The logical and developmental problems of second language acquisition. In Ritchie, W. C. and Bhatia, T. K., editors, Handbook of second language acquisition. San Diego, CA: Academic Press, 49-81.
51. Gupta, P. and Dell, G. S. 1999:The emergence of language from serial order and procedural memory. In MacWhinney, B., editor, The emergence of language. Mahwah, NJ: Erlbaum, 447-481.
52. Harrington, M. 2001: L2 sentence processing. In Robinson, P., editor, Cognition and second language instruction. Cambridge: Cambridge University Press, 91-124.
53. Hulstijn, J. H. 1990: A comparison between the information-processing and the analysis/control approaches to language learning. Applied Linguistics 11, 30-45.
54. Hulstijn, J. H. 1997: Second-language acquisition research in the laboratory: possibilities and limitations. Studies in Second Language Acquisition 19, 131-143.
55. Hulstijn, J. H. 2001: Intentional and incidental second language vocabulary learning: a reappraisal of elaboration, rehearsal and automaticity. In Robinson, P., editor, Cognition and second language instruction. Cambridge: Cambridge University Press, 258-286.
56. Hulstijn, J. H. to appear: Incidental and intentional learning. In Doughty, C. and Long, M. H., editors, Handbook of Second Language Acquisition. Oxford: Blackwell
57. Hulstijn, J.H. and De Graaff, R. 1994: Under what conditions does explicit knowledge of a second language facilitate the acquisition of implicit knowledge? A research proposal. AILA Review 11, 97-112.
58. Jackendoff, R. 1999: The representational structures of the language faculty and their interactions. In Brown, C. M. and Hagoort, P., editors, The neurocognition of language. Oxford: Oxford University Press, 37-79.
59. Jacoby, L. L. 1983: Remembering the data: analysing interactive processes of reading. Journal of Verbal Learning and Verbal Behavior 22, 485-508.
60. Jensen, K. A. and Ulbaek, I. 1994: The learning of the past tense of Danish verbs: language learning in neural networks. Applied Linguistics 15, 15-35.
61. Just, M. A. and Carpenter, P. A. 1992: A capacity theory of comprehension: individual differences in working memory. Psychological Review 99, 122-149.
62. Karmiloff-Smith, A. 1994: Precis of beyond modularity: a developmental perspective on cognitive science. Behavioral and Brain Sciences 17, 693-706.
63. Kempe, V. and MacWhinney, B. 1998: The acquisition of case marking by adult learners of Russian and German. Studies in Second Language Acquisition 20, 543-587.
64. Kempe, V. and MacWhinney, B. 1999: Processing of morphological and semantic cues in Russian and German. Language and Cognitive Processes 14, 129-171.
65. Klein, W. and Perdue, C. 1997: The basic variety or: Couldn’t natural languages be much simpler ? Second Language Research 13, 301-348.
66. Kramsch, C. 1998: Language and culture. Oxford: Oxford University Press.
67. Krashen, S. D. 1981: Second language acquisition and second language learning. Oxford: Pergamon.
68. Krashen, S. D. 1982: Principles and practice in second language acquisition. New York: Pergamon.
69. Krashen, S. D. 1985: The input hypothesis. Beverly Hills, CA: Laredo.
70. Krashen, S. D. 1999: Seeking a role for grammar: a review of some recent studies. Foreign Language Annals 32, 244-257.
71. Lantolf, J., editor, 2000: Socio-cultural theory and second language learning. Oxford: Oxford University Press.
72. Larsen-Freeman, D. 2001: Techniques and principles in language teaching. Revised edition. New York: Oxford University Press.
73. Larsen-Freeman, D. and Long, M. H. 1991: An introduction to second language acquisition research. London: Longman.
74. Levelt, W. J. M. 1989: Speaking: from intention to articulation. Cambridge, MA: MIT Press.
75. Levelt, W. J. M., Roelofs, A. and Meyer, A. S. 1999: A theory of lexical access in speech production. Behavioral and Brain Sciences 22, 1-75.
76. Lightbown, P. M. and Spada, N. 1999: How languages are learned. Revised edition. New York: Oxford University Press.
77. MacWhinney, B., editor, 1999: The emergence of language. Mahwah, NJ: Erlbaum.
78. Mandler, G. 1999: Emotion. In Bly, B. M. and Rummelhart, D. E., editors, Cognitive science. San Diego, CA: Academic Press, 367-384.
79. Marcus, G. F. 1999: Language acquisition in the absence of explicit negative evidence: can simple recurrent networks obviate the need for domain-specific learning devices ? Cognition 73, 293-296.
80. McLeod, P., Plunkett, K. and Rolls, E. T. 1998: Introduction to connectionist modeling of cognitive processes. Oxford, UK: Oxford University Press.
81. Mehler, J. and Christophe, A. 2000: Acquisition of languages: infant and adult data. In Gazzaniga, M. S., editor, The new cognitive neurosciences. Cambridge, MA: MIT Press, 897-908.
82. Miller, G. A. and Chomsky, N. 1963: Finitary models of language users. In Luce, D. R., Bush, R. R. and Galanter, E., editors, Handbook of mathematical psychology, Vol. 2. New York: Wiley, 419-492.
83. Miller, G. A., Galanter, E. and Pribram, K. H. 1960: Plans and the structure of behavior. New York: Holt Rinehart and Winston.
84. Mitchell, R. and Myles, F. 1998: Second language learning theories. London: Arnold.
85. Murre, J. M. M. and Goebel, R. 1996: Connectionist modelling. In Dijkstra, T. and de Smedt, K., editors, Computational psycholinguistics. London: Taylor and Francis, 49-81.
86. Nelson, T. O. 1999: Cognition versus metacognition. In Sternberg, R. J., editor, The nature of cognition. Cambridge, MA: MIT Press, 625-641.
87. Nissen, M. J. and Bullemer, P. 1987: Attentional requirements of learning from performance measures. Cognitive Psychology 19, 1-23.
88. Norris, J. M. and Ortega, L. 2000: Effectiveness of L2 instruction: a research synthesis and quantitative meta-analysis. Language Learning 50, 417-528.
89. Paradis, M. 1994: Neurolinguistic aspects of implicit and explicit memory: implications for bilingualism and SLA. In Ellis, N., editor, Implicit and explicit learning of languages. London: Academic Press, 393-419.
90. Paradis, M. 2000: Awareness of observable input and output - not of linguistic competence. Paper read at the International Symposium on Language Awareness. University of Odense, Denmark, 28 April 2000.
91. Perani, D., Paulesu, E., Galles, N. S., Dupoux, E., Dehaene, S., Bettinardi, V., Cappa, S. F., Fazio, F. and Mehler, J. 1998: The bilingual brain: proficiency and age of acquisition of the second language. Brain 121, 1841-1852.
92. Piaget, J. 1955: The child's construction of reality. London: Routledge and Keagan Paul.
93. Pienemann, M. 1998a: Developmental dynamics in L1 and L2 acquisition: processability theory and generative entrenchment. Bilingualism: Language and Cognition 1, 1-20.
94. Pienemann, M. 1998b: Language processing and second language development: processability theory. Amsterdam: John Benjamins.
95. Pinker, S. 1997: How the mind works. New York: Norton.
96. Rayner, K. and Pollatsek, A. 1989: The psychology of reading. Englewood Cliffs, NJ: Prentice Hall.
97. Reber, A. A. 1967: Implicit learning of an artificial grammar. Journal of Verbal Learning and Verbal Behavior 6, 855-863.
98. Reber, A. S., Allen, R. and Reber, P. J. 1999: Implicit versus explicit learning. In Sternberg, R. J., editor, The nature of cognition. Cambridge, MA: MIT Press, 475-513.
99. Richards, J. C. and Rodgers, T. S. 2001: Approaches and methods in language teaching. Revised edition. Cambridge: Cambridge University Press.
100. Robinson, P. 2001: Task complexity, cognition and second language syllabus design: a triadic framework for examining task influences on SLA. In Robinson, P., editor, Cognition and second language instruction. Cambridge University Press, 287-318.
101. Rohde, D. L. T. and Plaut, D. C. 1999a: Language acquisition in the absence of explicit negative evidence: how important is starting small ? Cognition 72, 67-109.
102. Rohde, D. L. T. and Plaut, D. C. 1999b: Simple recurrent networks can distinguish non-occurring from ungrammatical sentences given appropriate task structure: reply to Marcus. Cognition 73, 297-300.
103. Rumelhart, D. and McClelland, J. 1986: on learning the past tense of English verbs. In Rumelhart, D. E. and McClelland, J. L., editors, Parallel distributed processing: explorations in the microstructure of cognition, Volume 2: Psychological and biological models. Cambridge, MA: MIT Press, 272-326.
104. Schacter, D. L. 1987: Implicit memory: history and current status. Journal of Experimental Psychology: Learning, Memory, and Cognition 13, 501-518.
105. Schmidt, R. 1992: Psychological mechanisms underlying second language fluency. Studies in Second Language Acquisition 14, 357-385.
106. Schmidt, R. 1994a: Deconstructing consciousness in search of useful definitions for applied linguistics. AILA Review 11, 11-26.
107. Schmidt, R. 1994b: Implicit learning and the cognitive unconscious: of artificial grammars and SLA. In Ellis, N. C., editor, Implicit and explicit learning of languages. London: Academic Press, 165-210.
108. Schmidt, R. 2001: Attention. In Robinson, P., editor, Cognition and second language instruction. Cambridge: Cambridge University Press, 3-32.
109. Schumann, J. H. 1998: The neurobiology of affect in language. Language Learning 48, Supplement 1.
110. Segalowitz, N. 2000a: Automaticity and attentional skill in fluent performance. In Riggenbach, H., editor, Perspectives on fluency. Ann Arbor, MI: University of Michigan Press, 200-219.
111. Segalowitz, N. 2000b: on the bridge between psychology and linguistics. Plenary article presented at the 2000 Annual Conference of the American Association for Applied Linguistics, Vancouver, March 11-14, 2000.
112. Segalowitz, N. and Hulstijn, J. (in press): Automaticity in second language learning. In J. F. Kroll and De Groot, A.M.B., editors, Handbook of bilingualism: psycholinguistic approaches. Oxford: Oxford University Press.
113. Segalowitz, N. S. and Segalowitz, S. J. 1993: Skilled performance, practice, and the differentiation of speed-up from automatization effects: evidence from second language word recognition. Applied Psycholinguistics 14, 369-385.
114. Sharwood Smith, M. 1994: Second language learning: theoretical foundations. London: Longman.
115. Simon, H. A. 1992: What is an ‘explanation’ of behavior ? Psychological Science 3, 150-161.
116. Skehan, P. 1998: A cognitive approach to language learning. Oxford: Oxford University Press.
117. Skehan, P. and Foster, P. 2001: Cognition and tasks. In Robinson, P., editor, Cognition and second language instruction. Cambridge University Press, 183-205.
118. Smolensky, P. 1999: Grammar-based connectionist approaches to language. Cognitive Science 23, 589-613.
119. Sokolik, M. E. and Smith, M. E. 1992: Assignment of gender to French nouns in primary and secondary language: a connectionist model. Second Language Research 8, 39-58.
120. Spolsky, B. 1989: Conditions for second language learning. Oxford: Oxford University Press.
121. Squire, L. R. and Knowlton, B. J. 2000: The medial temporal lobe, the hippocampus, and the memory systems of the brain. In Gazzaniga, M. S., editor, The new cognitive neurosciences. Cambridge, MA: MIT Press, 765-779.
122. Stern, H. H. 1992: Issues and options in language teaching. Book posthumously edited by Allen, P. and Harley, B. Oxford: Oxford University Press.
123. Sun, R., Merrill, E. and Peterson, T. 2001: From implicit skills to explicit knowledge: a bottom-up model of skill learning. Cognitive Science 25, 203-244.
124. Thelen, E. and Smith L. B. 1994: A dynamic systems approach to the development of cognition and action. Cambridge, MA: MIT Press.
125. Towell, R. and Hawkins, R. 1994: Approaches to second language acquisition. Clevedon: Multilingual Matters.
126. Ullman, M. T. 2001: The neural basis of lexicon and grammar in first and second language: the declarative/procedural model. Bilingualism: Language and Cognition 4, 105-122.
127. Vaid, J. in press: Bilingualism. In Ramachandran, V. S., editor, Encyclopedia of the human brain. San Diego, CA: Academic Press.
128. van Patten, B. 1996: Input processing and grammar instruction. Norwood, NJ: Ablex.
129. Weber-Fox, C. M. and Neville, H. J. 1999: Functional neural subsystems are differentially affected by delays in second language immersion: ERP and behavioral evidence in bilinguals. In Birdsong, D., editor, Second language acquisition and the critical period hypothesis. Mahwah, NJ: Erlbaum, 23-38.
130. Willingham, D. B., and Goedert-Eschmann, K. 1999: The relation between implicit and explicit learning: evidence for parallel development. Psychological Science 10, 531-534.