Processing Instruction and Discourse

Processing Instruction is an approach to grammar instruction for second language learning, contrasting with traditional grammar instruction in its focus on structured input rather than learners' outpu

Processing Instruction is an approach to grammar instruction for second language learning, contrasting with traditional grammar instruction in its focus on structured input rather than learners' outpu

This new book, Processing Instruction: Theory, Research, and Commentary, edited by Bill VanPatten--a pioneer in processing instruction (PI)--is a refreshing presentation of 10 related and not widely a

This new book, Processing Instruction: Theory, Research, and Commentary, edited by Bill VanPatten--a pioneer in processing instruction (PI)--is a refreshing presentation of 10 related and not widely a

Benati (U. of Greenwich, UK) and Lee (U. of New South Wales, Sydney, Australia) investigate transfer-of-training effects, both secondary and cumulative, of Processing Instruction (PI). The authors rev

In this interdisciplinary discussion on mental models, researchers from various areas in cognitive science tackle the following questions: What is a mental model? What are the prospects and limitation

This edited book is about the rationale, practice and classroom implementation of English-medium instruction courses in Chinese universities. It specifically focuses on classroom discourse analysis ac

Natural Language Processing (NLP) is a scientific discipline which is found at the intersection of fields such as Artificial Intelligence, Linguistics, and Cognitive Psychology. This book presents in

Processing instruction (PI) is an approach to grammar instruction for second language learning. In this book, Lee (Spanish and Latin American Studies, University of New South Wales, Australia) and Ben

This book provides an alternative to the "grammar debate" in second language acquisition theory and teaching. Accepting that language acquisition is at least partially input dependent, the author asks

This exciting new text examines how knowledge is socially constructed and shared through discursive interactions within the classroom community. The contributors discuss the meaning of the cognitive,

This volume includes eleven papers pertaining to different areas of linguistics and organised into three sections. Part I contains diachronic studies which cover data from Middle English to Present-Da

With the advent and increasing popularity of Computer Supported Collaborative Learning (CSCL) and e-learning technologies, the need of automatic assessment and of teacher/tutor support for the two tig

This book constitutes the refereed proceedings of the 7th Discourse Anaphora and Anaphor Resolution Colloquium, DAARC 2009, held in Goa, India, in November 2009.The 10 revised full papers presented we

The influence of cognitive processing on second language acquisition (SLA), and on the development of second language (SL) instruction, has always been a subject of major interest to both SLA research

This textbook provides engineering students with instruction on processing signals encountered in speech, music, and wireless communications using software or hardware by employing basic mathematical

Readings in Japanese Natural Language Processing surveys a wide range of texts that explore Japanese morphology and syntactic analysis, discourse, and natural language process applications. Presenting

In industry, miscommunication can cause frustration, create downtime, and even trigger equipment failure. By providing a common ground for more effective discourse, the Dictionary of Oil, Gas, and Pet

Authored by a geophysicist with more than 50 years of experience in research and instruction, Reflection Seismology: Theory, Data Processing and Interpretation provides a single source of foundational

Ngo (curriculum and instruction, U. of Minnesota) reports findings from an ethnographic study conducted during the 2001-2002 academic year, exploring the various discourses and practices that inform a

The research we present in this book establishes a unique line of research within the Processing Instruction model by assessing the transfer-of-training effects of this approach to grammar instruction

What biological factors make human communication possible? How do we process and understand language? How does brain damage affect these mechanisms, and what can this tell us about how language is organized in the brain? The field of neurolinguistics seeks to answer these questions, which are crucial to linguistics, psychology and speech pathology alike. This textbook, first published in 2007, introduces the central topics in neurolinguistics: speech recognition, word and sentence structure, meaning, and discourse - in both 'normal' speakers and those with language disorders. It moves on to provide a balanced discussion of key areas of debate such as modularity and the 'language areas' of the brain, 'connectionist' versus 'symbolic' modelling of language processing, and the nature of linguistic and mental representations. Making accessible over half a century of scientific and linguistic research, and containing extensive study questions, it will be welcomed by all those interested in

Our classrooms are filled with curious, innovative minds that our current instructional practices aren’t embracing. When educators provide explicit instruction, guidance, and feedback to students and

Language lies at the heart of the way we think, communicate and view the world. Most people on this planet are in some sense multilingual. The Multilingual Mind explores, within a processing perspective, how languages share space and interact in our minds. The mental architecture proposed in this volume permits research across many domains in cognitive science to be integrated and explored within one explanatory framework, recasting compatible insights and findings in terms of a common set of terms and concepts. The MOGUL framework has already proven effective for shedding light on the relationship between processing and learning, metalinguistic knowledge, consciousness, optionality, crosslinguistic influence, the initial state, 'UG access', ultimate attainment, input enhancement, and even language instruction. This groundbreaking work will be essential reading for linguists working in language acquisition, multilingualism, and language processing, as well as for those working in relat

A study of the Psalter's influence on the language of prescription and proscription, injunction, command, censure, reproof, and other ethical instruction in late medieval England, as well as exegesis

This edited book is about the rationale, practice and classroom implementation of English-medium instruction courses in Chinese universities. It specifically focuses on classroom discourse analysis ac

The book explores young Arabic-speaking children’s English language learning. Through classroom-based research and learner work samples, the book analyses the interplay between cultural norms and the critical role that teachers play in orchestrating classroom discourse through skillful use of available instructional materials, questioning strategies and feedback to learners. The author shows the potential of instructional materials to influence young learners’ vocabulary, reading comprehension, and written production, as well as the way they acquire the academic literacies needed in school subjects taught in English. She reviews the spread of the practice of teaching English to young and very young children and the increasing demand for English-medium instruction in the Arabic-speaking region, with a particular focus on the negative transfer from Arabic to English spelling and grammar. The book also discusses the importance of story narratives, arguing they are an ideal medium for lang

The linguistic study of Chinese, with its rich morphological, syntactic and prosodic/tonal structures, its complex writing system, and its diverse socio-historical background, is already a long-established and vast research area. With contributions from internationally renowned experts in the field, this Handbook provides a state-of-the-art survey of the central issues in Chinese linguistics. Chapters are divided into four thematic areas: writing systems and the neuro-cognitive processing of Chinese, morpho-lexical structures, phonetic and phonological characteristics, and issues in syntax, semantics, pragmatics, and discourse. By following a context-driven approach, it shows how theoretical issues in Chinese linguistics can be resolved with empirical evidence and argumentation, and provides a range of different perspectives. Its dialectical design sets a state-of-the-art benchmark for research in a wide range of interdisciplinary and cross-lingual studies involving the Chinese langua

Nineteenth-century German classical philology underpins many structures of the modern humanities. In this book, Constanze Güthenke shows how a language of love and a longing for closeness with a personified antiquity have lastingly shaped modern professional reading habits, notions of biography, and the self-image of scholars and teachers. She argues that a discourse of love was instrumental in expressing the challenges of specialisation and individual formation (Bildung), and in particular for the key importance of a Platonic scene of learning and instruction for imagining the modern scholar. The book is based on detailed readings of programmatic texts from, among others, Wolf, Schleiermacher, Boeckh, Thiersch, Dilthey, Wilamowitz and Nietzsche. It makes a case for revising established narratives, but also for finding new value in imagining distance and an absence of nostalgic longing for antiquity.

This Cambridge Element examines the role and nature of focus on form in second language acquisition. An overall assessment of the role of instruction and the nature of language is provided. Instruction might have a facilitative role in the rate of acquisition. The Element briefly reviews empirical research examining the relative effects of different types of focus on form and presents some of the key implications for second language learning and teaching. An effective focus on form type is one that is input and meaning oriented. Manipulating input to facilitate language processing and form-meaning connections might enhance second language acquisition.

Language contact occurs when speakers of different languages interact and their languages influence one another. Drawing on the author's own first-hand observations of child and adult bilingualism, this book combines his original research with an up-to-date introduction to key concepts, to provide a holistic, original theory of contact linguistics. Going beyond a descriptive outline of contact phenomena, it introduces a theory of contact-induced language change, linking structural change to motivations in discourse and language processing. Since the first edition was published, the field has rapidly grown, and this fully revised edition covers all of the most recent developments, making it an invaluable resource for researchers and advanced students in linguistics.

Language contact occurs when speakers of different languages interact and their languages influence one another. Drawing on the author's own first-hand observations of child and adult bilingualism, this book combines his original research with an up-to-date introduction to key concepts, to provide a holistic, original theory of contact linguistics. Going beyond a descriptive outline of contact phenomena, it introduces a theory of contact-induced language change, linking structural change to motivations in discourse and language processing. Since the first edition was published, the field has rapidly grown, and this fully revised edition covers all of the most recent developments, making it an invaluable resource for researchers and advanced students in linguistics.

A new, thought-provoking book on the theory of grammar and language processing, based on the analysis of authentic speech produced in real time. Drawing on insights from cognitive psychology, neurology and conversation analysis, the author offers a fascinating, easy-to-follow account of why spoken English is structured the way it is. The traditional product-based approach to grammar is given up in favour of a speaker-based, dynamic perspective that integrates language-structural, neurocognitive and dialogic aspects of speech production. Based on fresh empirical research Haselow argues that grammatical knowledge rests upon two cognitive principles of linearization called 'microgrammar' and 'macrogrammar', which are shown to interact in various ways. The book discusses a broad range of speech phenomena under an integrated framework, such as the omnipresence of 'unintegrated' constituents (e.g. discourse markers), ellipses, or the allegedly 'fragmented' character of syntax, and explains t

Nineteenth-century German classical philology underpins many structures of the modern humanities. In this book, Constanze Güthenke shows how a language of love and a longing for closeness with a personified antiquity have lastingly shaped modern professional reading habits, notions of biography, and the self-image of scholars and teachers. She argues that a discourse of love was instrumental in expressing the challenges of specialisation and individual formation (Bildung), and in particular for the key importance of a Platonic scene of learning and instruction for imagining the modern scholar. The book is based on detailed readings of programmatic texts from, among others, Wolf, Schleiermacher, Boeckh, Thiersch, Dilthey, Wilamowitz and Nietzsche. It makes a case for revising established narratives, but also for finding new value in imagining distance and an absence of nostalgic longing for antiquity.

A comprehensive look at the key theoretical principles, concepts, and research findings about learning, with special attention paid to how these concepts and principles can be applied in today’s classrooms. This widely used and respected resource introduces readers to the key theoretical principles, concepts, and research findings about learning and helps them see how to apply that theory and research as educators. Learning Theories begins with a discussion of the relationship between learning theory and instruction. It then looks at the neuroscience of learning. Six chapters cover the major theories of learning — behaviorism, social cognitive theory, information processing theory, cognitive learning processes, and constructivism. The following three chapters cover key topics related to learning — motivation, self-regulated learning, and contextual influences. And the final chapter, Next Steps, helps students consolidate their views about learning. The 8th Edition has been significantl

This open access book provides new methodological and theoretical insights into temporal reference and its linguistic expression, from a cross-linguistic experimental corpus pragmatics approach. Verbal tenses, in general, and more specifically the categories of tense, grammatical and lexical aspect are treated as cohesion ties contributing to the temporal coherence of a discourse, as well as to the cognitive temporal coherence of the mental representations built in the language comprehension process. As such, it investigates the phenomenon of temporal reference at the interface between corpus linguistics, theoretical linguistics and pragmatics, experimental pragmatics, psycholinguistics, natural language processing and machine translation.

A new, thought-provoking book on the theory of grammar and language processing, based on the analysis of authentic speech produced in real time. Drawing on insights from cognitive psychology, neurology and conversation analysis, the author offers a fascinating, easy-to-follow account of why spoken English is structured the way it is. The traditional product-based approach to grammar is given up in favour of a speaker-based, dynamic perspective that integrates language-structural, neurocognitive and dialogic aspects of speech production. Based on fresh empirical research Haselow argues that grammatical knowledge rests upon two cognitive principles of linearization called 'microgrammar' and 'macrogrammar', which are shown to interact in various ways. The book discusses a broad range of speech phenomena under an integrated framework, such as the omnipresence of 'unintegrated' constituents (e.g. discourse markers), ellipses, or the allegedly 'fragmented' character of syntax, and explains t

The most authoritative resource for students and researchers, The Cambridge Handbook of Child Language has been thoroughly updated and extended. Enhancements include new chapters on the acquisition of words, processing deficits in children with specific language impairments, and language in children with Williams syndrome, new authors for the bilingualism and autism chapters, a refocused discourse chapter on written narratives, and a new section on reading and reading disorders, cementing the handbook's position as the best study of the subject available. In a wide-ranging survey, language development is traced from prelinguistic infancy to adolescence in typical and atypical contexts; the material is intuitively grouped into six thematic sections, enabling readers to easily find specific in-depth information. With topics as varied as statistical learning, bilingualism, and the neurobiology of reading disorders, this multidisciplinary Handbook is an essential reference for students and