Effects Of Frequency In Classroom Second Language Learning

The view of exemplar-based second language learning emphasizes the importance of frequency in learning grammar. According to this view, type frequency rather than token frequency contributes to learning generalized knowledge beyond item-based constructions. This book investigates how frequency in experiencing exemplars affects the learning of the English primary verb be by junior high school students in Japan. The study consists of a quasi-experiment and stimulated-recall analysis of the data. The quasi-experiment compares three kinds of output practice: practice with increased type frequency, practice with increased token frequency, and practice without increased frequency. The experiment also explores how the frequency effects relate to the extent of explicit knowledge about the target structures. In the stimulated-recall analysis, learners engaging in the type frequency practice and those engaging in the token frequency practice are compared in terms of thought processes employed while practicing. The book discusses how frequency promotes classroom second language learning by taking the role of awareness of form-meaning connections into consideration.

Based on a state-of-the-art review of prior research in all related domains, this book makes precise predictions about the expected effects of specific type and token frequency distributions in input floods and tests these in the second language classroom context.

Based on a state-of-the-art review of prior research in all related domains, this book makes precise predictions about the expected effects of specific type and token frequency distributions in input floods and tests these in the second language classroom context.

The Routledge Handbook of Second Language Research in Classroom Learning is a comprehensive psycholinguistic approach to the issue of instructed language learning that is uniquely theoretical, methodological, empirical, pedagogical, and curricular. Bringing together empirical studies with theoretical underpinnings, this handbook focuses on conceptual replications/extensions of, and new research on, classroom learning or Instructed SLA (ISLA). In chapters from leading experts, the Handbook reports on the tenets of several models that have postulated the roles of cognitive processes in the L2 learning process and also covers two major methodological data-elicitation procedures to be employed in addressing learner cognitive processes (think-aloud protocols and eye-tracking). With a dedicated interest in the role of this research in pedagogical ramifications, this handbook strives for deeper understanding of how L2 learners process L2 data in instructional settings.

This handbook brings together 50 leading international figures in the field to produce a state-of-the-art overview of second language acquisition.

This volume focuses on 'practice' from a theoretical perspective and includes implications for the classroom.

The volume consists of articles on issues relating to the morphosyntactic development of foreign language learners from different L1 backgrounds, in many cases involving languages which are typologically distant from English, such has Polish, Greek and Turkish. It highlights areas which may be expected to be especially transfer-prone at both the interlingual and intralingual levels. The articles in the first part report empirical studies on word morphology and sentence patterns and also look at the interface of lexis and grammar in the discourse and syntactic processing of foreign language learners. The second part elaborates on pedagogical issues concerning the acquisition of difficult grammatical features such as the English article system or the ‘s’ ending in the third person singular. It also comments more generally on the way pedagogic grammar functions in the learning of the L2.

Frequency is a critical factor in shaping emerging linguistic systems, be it in first or second language learning, or in the historical or social dimensions of language change. This volume comprises studies that show how and which patterns are abstracted from the language speakers hear, and what makes them adopt new usages or constructions.