By Norman Segalowitz
Winner of the 2011 Kenneth W. Mildenberger Prize
Exploring fluency from a number of vantage issues that jointly represent a cognitive technology point of view, this publication examines learn in moment language acquisition and bilingualism that issues to promising avenues for figuring out and selling moment language fluency. Cognitive Bases of moment Language Fluency covers crucial issues resembling devices of research for measuring fluency, the relation of moment language fluency to normal cognitive fluidity, social and motivational members to fluency, and neural correlates of fluency. The writer offers transparent and available summaries of foundational empirical paintings on speech creation, automaticity, lexical entry, and different problems with relevance to moment language acquisition theory. Cognitive Bases of moment Language Fluency is a necessary reference for students in SLA, cognitive psychology, and language educating, and it could actually additionally function an awesome textbook for complex classes in those fields.
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Extra info for Cognitive Bases of Second Language Fluency (Cognitive Science and Second Language Acquisition Series)
14). Ward (2002) presents other examples of dynamical systems approaches to language and cognition that seem, in principle, to be applicable to L2 processing phenomena. These approaches lend themselves to testing and falsification insofar as they specify expected patterns of, say, response times or of evoked potentials that can be observed in real time. Again, this contrasts with the framework proposed in this book, which does not directly address real time processing. Dörnyei (2009a, p. 104) also noted that at present the contribution of dynamic systems theory to L2 acquisition theory seems to be more conceptual than methodological.
Towell, Hawkins, and Bazergui (1996) reported research that took the study of temporal factors in L2 oral fluency one step further. These authors attempted to explicitly address processes and mechanisms underlying oral fluency, as revealed in speech performance. They proceeded from the perspective of Anderson’s (1983) ACT theory that skilled—and, in our terms, one could say fluent—performance involves the conversion of declarative knowledge into procedural knowledge. , the ability to apply grammatical rules without thinking explicitly about what one is doing).
For example, it will be important to establish what categories of external influences the system is open to, what the details are regarding how a dynamic equilibrium supporting fluency is achieved, and so on. The important conclusion at this point is that it is possible to view the behavior of a speaker attempting to communicate fluently in the L2 as behavior supported by a complex, dynamical system. , beliefs) that might not otherwise have been considered. The dynamical system framework will be retained throughout this book as the chief perspective for identifying and integrating issues.