In:Second Language Acquisition Theory: The legacy of Professor Michael H. Long
Edited by Alessandro G. Benati and John W. Schwieter
[Bilingual Processing and Acquisition 14] 2022
► pp. 274–277
Index
Published online: 11 August 2022
https://doi.org/10.1075/bpa.14.index
https://doi.org/10.1075/bpa.14.index
A
- accessibility hierarchy 147, 175
- accuracy 32, 34, 72, 102, 105, 117, 122, 126, 136, 142, 203, 205, 209, 213–217, 219–221, 227, 231, 233, 241, 266–267, 269
- age
xii, xiv, xvi, xxiii, 2, 5–7, 11, 15–17, 20, 24–25, 30, 52, 96, 163, 169, 173, 177–179, 183–186, 188, 190, 192–199, 201–210, 239, 265
- effects xii, xiv, xvi, xxiii, 6, 177–179, 183, 188, 197–198, 201–202, 206–207, 209
- of acquisition 177–178, 183, 193, 195–196, 207, 209
- of arrival 183, 185, 199
- agent-based model 5, 29, 43–44, 52, 74
- analytic syllabus 235, 239
- aptitude
xv–xvi, xxii–xxiv, 5, 15–17, 20, 24–25, 95–96, 129, 137, 141–142, 193–194, 198, 201–202, 204–209
- aptitude-treatment interaction xxiv, 137, 204
- artificial intelligence (AI)29
- attainment 5, 11, 15–18, 20, 24–25, 96, 119, 141, 143, 177–178, 192–194, 200–201, 204–205, 207–210, 259, 261–262
- attention
xvi, 1–2, 23–24, 55, 77, 79–82, 84–85, 87–88, 90, 93–94, 96, 98–99, 105, 116, 118–120, 122, 124, 127–130, 136, 147, 178, 180, 182, 191–192, 195, 201, 213, 215, 218, 220, 224, 227, 229, 239, 242, 258–260, 262–264, 267
- attention allocation 79, 84, 87, 90, 93, 182
- attentional resources 79, 91–92, 129, 134–135, 213, 215, 221–223, 229, 263
- limited attentional capacity 214, 232
- autonomy115
B
- backward transition probabilities105
- bad choice hypothesis 40, 42–43, 52
- bibliometric analyses13
- bi-directional transfer158
- bilingualism xix, xxii–xxiv, 27, 72, 98, 174–175, 184, 186, 190–195, 200, 209
- blocking 84–85
C
- categorisation 180–181, 184–185, 189, 192
- chaos 44–45, 47, 49–50, 72, 74
- citation analysis 15, 17
- classroom xvii–xviii, 1–4, 6–7, 21, 23, 26, 79, 99, 114, 119, 123, 130, 142, 187, 197–199, 202, 204–206, 232, 238–239, 241–242, 253, 257–259, 261–263, 269, 271
- clustering38
- cognitive
- maturity204
- processes 79, 81, 104, 130, 135–137, 180
- restructuring 6, 177–178, 186
- communication xvi, xxii, xxiv, 3, 77, 79–81, 84, 113, 115–117, 119–120, 122–124, 127–129, 131–132, 134–135, 138–142, 196, 217, 222–223, 225, 228–229, 232, 240, 243–245, 247
- communicative
- context 33, 133, 257, 270
- language teaching 237, 255
- task 125, 127, 132
- competence 5, 13, 26, 52, 72, 78, 83–84, 88, 101, 103–106, 108–110, 116–117, 125, 209, 228
- complexity xiii, xviii, 5, 22–23, 41–42, 44, 72–74, 102, 107, 173, 213–221, 223–224, 227, 231–233, 246
- comprehensibility 4, 82, 98, 125, 128
- comprehensible input 4, 7, 11, 26, 98, 141
- computational resources163
- computer-assisted language learning139
- conceptualisation 192, 211–215, 221
- conscious knowledge 107, 260
- conscious learning83
- constraints xxi, 4, 7, 11, 16, 26, 36, 60, 72, 74, 96, 123, 143, 173, 175, 178, 194, 208, 210, 222, 224, 267–269
- constructed salience 85–86
- context xiii, xvi, 4, 14, 30–34, 38–39, 41–42, 45, 52, 57, 67, 70, 77, 79, 82, 85, 87, 91, 109, 113, 116–121, 127–129, 131, 133, 135, 139, 150–151, 155, 158, 171, 179, 185, 196, 198, 204–206, 209, 211, 229, 240, 242, 255, 257, 270
- conversational interaction 2, 17, 127–128, 142
- corrective feedback xxii, 40, 80, 113–114, 116–118, 120–126, 137, 139–142
- critical period xii, xv–xvi, 6, 16, 24, 26, 174, 191, 193–194, 196–198, 206–210
- cultural learning 116, 236
D
- data collection 12, 51, 62, 67, 69, 200, 239–240, 247–248
- declarative learning202
- decoding ability163
- detection 5, 77, 81–82, 86–87, 89, 93–94, 264
- developmental dynamics 36, 42, 52
- developmental lock model41
- developmentally moderated transfer hypothesis146
- discontinuity hypothesis 5, 101, 103
- dynamical systems theory 29, 35, 44, 71
E
- efficiency xiv, 144, 173
- ellipsis 147, 152, 173–174
- emergence criterion 32–34, 70
- Emergentism xxiii, 143–144, 174–175
- encoded 180, 182, 185–186, 264
- end-state 29, 40, 43
- enhanced incidental learning xv, 5, 77–78, 81–82, 87, 89, 93–95
- entrenchment
41–42, 55, 58–60, 67, 70–71, 74–76, 146, 188–189, 194–195
- punishment58
- expertise ix, xi–xii, 115, 120
- explicit
- instruction 1, 77, 79, 81–84, 92, 94, 96, 122, 249, 269
- knowledge 77–79, 83–84, 87–89, 93–94, 96, 99, 136–137, 139–140, 200, 202, 205, 260–262, 267–268, 270
- learning xv–xvi, 79, 82–83, 86, 96, 140, 198, 201–202, 204–205, 258, 269
- rules 258, 260
- exposure 186, 189–190, 202
- external influences237
F
- face-to-face 127, 130–132
- facilitative role259
- familiarity 93, 97, 117, 142, 211, 213, 218, 230, 244
- feedback
xvi, xxii, 2, 5–6, 16, 21, 35, 40, 80, 113–114, 116–118, 120–142, 185, 212
- delayed feedback xvi, 6, 127, 129–140
- negative feedback 2, 6, 16, 21, 35, 118, 127–130, 132–135, 139
- timing 6, 127, 129–132, 136, 138, 140
- filler-gap dependency145
- fluency 72, 78, 116, 202, 213, 215–217, 219, 221, 223–224, 231, 233
- focus on form xvi, 1–2, 4–7, 21, 23, 26, 40, 77, 113–114, 116, 118–126, 128, 134, 140–143, 198, 204, 206, 254, 257–265, 267–270
- focus on forms 1, 4, 118, 128, 134, 237, 257–260
- foreigner talk 16, 26, 55, 71, 81
- forgetting 55–60, 69–71, 220
- form-and-meaning approach258
- form-meaning connections 259–260, 262, 264–265, 267
- formulation xiii, 6, 72, 180, 211–215, 218–219, 221–222
- fossilization xiv–xv, 4–5, 16, 29–31, 34–35, 40, 43, 70, 73
- freedom 36, 217, 223–226, 228–229
- frequency
15, 80, 82, 84, 89, 93, 98–99, 101, 103, 105, 108–111, 178, 187, 218, 247, 261, 263
- of daily usage 178, 187, 218
G
- gapping 147–150, 152–153, 173–174
- generative entrenchment 42, 58, 67, 74
- google scholar 9–12, 16, 26
- grammar 4, 36, 40–41, 43, 72, 78, 87, 91–93, 100, 106, 108–111, 125–126, 128, 141, 144, 173–175, 199, 202, 207–208, 237, 247, 257–258, 270
- grammatical learning xviii, xxii, 103, 111–112
- group work 11, 16, 23, 26
H
- h-index 12–13
I
- immediacy 130, 144–145, 148–149, 153–155, 158–162, 166, 170–172, 224
- immediate feedback 130–136, 139–140
- immersion 178, 185–186, 195, 198, 200, 204–206
- immigrants xxii, 198–199, 202, 204, 206
- implicational table38
- implicit
xv–xvi, xxii, 5, 16, 43, 70, 77–89, 92–94, 96, 98–99, 101, 104, 111, 122, 128–129, 135–142, 181, 198, 201–202, 204–205, 210, 260–262, 267–270
- competence 78, 83–84, 88, 101
- knowledge 5, 77–89, 92–94, 136, 142, 205, 210, 260–262, 267–268, 270
- learning xxii, 79, 83–84, 86–87, 89, 94, 98, 198, 201–202, 205
- negative feedback 128–129
- incidental
- conditions 81, 91
- learning xv, xxi, 5, 77–79, 81–82, 87, 89–95, 99
- individual style224
- inductive rule109
- information structure 211, 233
- innatism 109–110
- input
xiv, xvi, xix–xx, 1–5, 7, 11, 15–24, 26, 40, 49, 56, 58, 77–78, 80–90, 93–101, 108–109, 115, 128, 130, 133–135, 141, 143, 146, 200, 204–206, 217–219, 225–226, 228, 237, 253, 259–271
- comprehensibility128
- enhancement 5, 77–78, 80–82, 84, 86–87, 89, 93–97, 99–100, 261, 271
- flood 80, 88, 99, 260–261
- limited input 204, 206
- processing 261, 263–265, 269–270
- instructed second language acquisition xxiv, 7, 113–114, 121–122, 124–125, 197, 233, 253–255, 269
- instruction
xiv, 1–4, 7, 11, 21, 26, 30, 77–79, 81–84, 87–88, 92, 94–99, 122, 125, 129, 140, 147, 173, 198, 202–209, 212, 225, 249, 257–263, 266–271
- amount of 94, 202–203
- intentional learning 80–81, 88–89, 93
- interaction
xiv, xvi, xxi–xxiv, 2–6, 11, 13, 15–20, 22–24, 26, 40, 43, 46, 60, 81–82, 113–114, 116–117, 119–128, 130–133, 137–138, 140–144, 157, 171, 192, 201, 204, 206–207, 212, 224, 232, 237, 239, 253–254, 263
- enhancement 113–114, 119–122, 125
- interaction hypothesis 2, 4, 6, 23, 127–128, 143
- interactionist 235, 237, 252
- interactive tasks 224, 226
- modified interaction128
- intercultural competence 116, 125
- interface xxi, 52–54, 82–84, 95–96, 111, 210
- interlanguage xiv–xv, 3–5, 11, 23, 26, 31, 33–34, 37–39, 60, 67, 71, 74, 101, 105, 111, 121, 124, 141, 174, 228
- irrationalism110
K
- knowability 103, 108
- knowledge-driven109
L
- L2 competence 5, 103, 108
- language aptitude xxiv, 16, 25, 96, 129, 141–142, 193–194, 201, 208–209
- language tandem113
- leader251
- learnability 257, 268
- learning context 116–117
- lemmas 218, 220, 223, 226
- lexiconsee mental lexicon
- lexis 24, 177–178, 213, 215–216, 231, 233, 237
- linguistic relativity 6, 177–181, 183–184, 191–193, 196
- linguistic simplification 5, 29, 52, 55
- logistic map 44, 46–47, 49–51, 57
M
- manner 24, 34, 180–185, 188–190, 192, 194, 213, 228
- mathematics 35, 44–45
- maturational constraints 4, 7, 11, 16, 26, 96, 143, 178, 194, 208, 210
- maximal input204
- meaningful communication 135, 138
- mechanical practice 257, 260
- mental lexicon (second language) 213, 218, 222, 229
- methodological principles xiii, 21–22, 26, 119, 124
- modality 91, 105, 132, 247
- modifications 2, 23, 77, 82, 95, 98, 120
- monitoring 92, 115, 136, 142, 213, 219, 231
- morphology 2, 32–33, 35, 103, 128
- morphosyntax 24, 103, 108–109, 177, 199–200
- motion xxiii, 57–58, 180, 182–184, 188–190, 192, 194–195
- m-quotient12
- multidimensional model 32, 35
- multilingualism xix, xxiii, 96, 183, 208
N
- needs analysis xiv, xxiv, 3, 6–7, 15, 22, 27, 143, 235, 253–255
- negation 153, 169, 171–174
- negative evidence128
- negative feedbacksee feedback
- negotiation for meaning xvi, 2, 23, 82
- no-interface position83
- non-verbal behaviour179
- noticeable 84–86, 259
- noticing 2, 5, 77, 80–82, 85–87, 89, 93–97, 99, 121, 134–135, 137, 232, 262
- null arguments164
O
- operation 44, 145, 162, 164, 171
- output 2–3, 18, 24–25, 95–96, 120, 130, 233, 253, 257–259, 263–264, 266, 269
P
- parallel mode of speech6
- path 37, 41, 61, 181–185, 188–192, 224, 226
- pattern-sensitive device109
- pedagogic procedures119
- pedagogical intervention 1, 4, 82, 86, 258–260
- perceptual salience 5, 77, 80, 85
- performance
xviii, xxiv, 3, 6, 34, 62–64, 92, 132, 139, 144, 174, 185, 187, 195–196, 205, 211–217, 219–223, 226–228, 230–233
- performance science 103, 106–108, 112
- performance (second language) 195, 211, 232–233
- phonology 24, 147, 177–178, 199–200, 218
- planning xiii, 211, 213, 215–220, 223–228, 230–233, 238, 253
- post-modernism110
- preparation 223, 226, 230
- pre-verbal message 218–219, 221, 225, 228
- primacy of meaning principle264
- probability107
- processing
xiv–xv, xvii, xix, xxi, xxiii, 3, 6, 32, 35–37, 40–41, 43–44, 52, 72–73, 84, 86, 91, 95–97, 99, 103–105, 112, 118, 134–137, 139–141, 143–147, 152–153, 156, 158, 163, 171–175, 178–179, 181, 189, 200, 208, 210, 219, 222–223, 227–228, 230, 232–233, 259, 261–271
- cost xv, 145–147, 153, 156, 158, 171
- processability theory xiv, xx–xxi, 32, 35, 72–73, 146, 175, 269
- processable 37, 82, 259
- processable leeway37
- process-oriented approach3
- proficiency 93, 99, 106, 115–116, 121, 125, 141, 164, 175, 177–178, 184, 186, 199–202, 204–205, 207, 209, 218, 227–228, 230–231, 233, 242
- psychological state 118, 134
Q
- qualitative 48, 83, 102–104, 217, 223, 240
- quantifier 153, 157–158, 173–175
- quantitative 98, 102, 104, 115, 217, 240, 270
R
- rational inquiry 102, 110
- rationalism xvi, 101–102, 110
- reasoning demands216
- recast 131, 134
- reciprocity115
- repetition xiii, 104, 131, 211, 213, 216–219, 223, 225–228, 230, 232–233, 253
- revision 104, 144, 148, 153, 159, 170
S
- salience 5, 77, 80, 82, 84–86, 94, 96, 142, 201, 207
- scopus 9–10, 16–18, 23, 26
- sensitive period(s) 16, 24–25, 96, 141, 177, 186, 194, 196, 208–210
- serial mode of speech 211, 223
- simplifying 2, 38–40, 55, 58, 68
- stabilization 4, 29–30, 34–35, 37, 40, 43, 45, 50–51, 60, 70, 73
- statistical learning 86, 88, 96, 103
- steadiness 34–35
- strong-interface position83
- structural domain 34, 70
- structured input xiv, xix, 259, 264–267, 269
- syllabus
- design 6, 11, 21, 235–238, 254
- synthetic syllabus 118, 236–237, 252
T
- tandem learning xvii, 113–126
- task
xiii–xiv, xviii, xxii, xxiv, 2–7, 9, 11, 15–18, 21–22, 25–27, 32, 34, 61, 77, 92, 97, 119–120, 122–125, 127, 130–133, 136–137, 142–143, 151, 157, 167, 170, 184–187, 192, 200, 211–221, 223–224, 226–228, 230–233, 235–236, 238–239, 242, 245–247, 250–255, 258, 264, 266, 270
- characteristics 6, 211, 213, 216, 228, 233
- conditions xiii, 6, 211, 213–214, 221, 227–228, 230
- design 120, 122, 233, 245
- task-based
- language teaching xiii, xviii, xxii, 3, 5, 7, 15, 17–18, 25–27, 77, 97, 119, 124, 143, 232, 235, 253–254, 270
- needs analysis235
- learning xxiv, 7, 212, 231, 233
- technology xxii, 25, 27, 80, 114–116, 122–126, 139–141
- temporal overlay maps18
- thinking-
- after-speaking 182, 184
- before-speaking182
- during-speaking182
- for-speaking 6, 177, 179, 181, 183, 191–192, 194
- time
- perspective 216, 233
- pressure 213, 217, 219–220, 225, 229, 233
- tipping points 29, 43–44, 52, 58, 74
- training paradigms187
- transfer
xv, xxiii, 6, 35, 143–151, 153–158, 160–164, 167–172, 175, 183, 195, 213, 217, 268–269
- transfer calculus 146–151, 153–156, 158, 160–164, 167–168, 171–172
- typographical enhancement 86–90, 93
- typology 35, 144–145, 173, 182–183, 189, 195
U
- ultimate attainment 11, 15–18, 20, 24, 119, 143, 178, 192, 200–201, 204–205, 207–208, 261–262
- uncertainty xvi, 5, 101, 103, 106–107, 110
- unconscious learning 79, 82
V
- variability 30, 32, 34–35, 71–72, 183, 210
- verbal behaviour179
- visual perception181
- vocational
- education training xxiv, 236, 243
- skills training programs244
W
- weakness corollary 163–164, 167–168
- web of science 9–10, 16–17, 26
- web-based communication technology122
- working memory 93, 98, 129–130, 141–142, 144, 163, 227–228
- wrong track pathway model52
