Declarative and procedural determinants of second languages / / Michel Paradis

• Record Nr.: UNINA9910822569103321
• Autore: Paradis Michel
• Pubbl/distr/stampa: Amsterdam ; ; Philadelphia, : John Benjamins Pub., c2009
• ISBN: 1-282-10473-X; 9786612104732; 90-272-9040-7
• Edizione: [1st ed.]
• Descrizione fisica: 1 online resource (234 p.)
• Collana: Studies in bilingualism, , 0928-1533 ; ; v. 40
• Disciplina: 404/.2019
• Soggetti: Bilingualism - Physiological aspects; Bilingualism - Psychological aspects; Neurolinguistics; Second language acquisition
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Bibliographic Level Mode of Issuance: Monograph
• Nota di bibliografia: Includes bibliographical references (p. [191]-215) and index.
• Nota di contenuto: Declarative and Procedural Determinants of Second Languages -- Editorial page -- Title page -- LCC data -- Table of contents -- Preface -- Chapter 1. Key concepts, framework, and clarifications -- 1. Definition of key concepts -- 1.1 Definitions of "implicit" -- 1.2 Automaticity -- 1.3 Proficiency, accuracy, fluency, and other measures -- 2. Clarifications about the framework -- 2.1 Serendipity or the birth of the application of the declarative/procedural distinction to language representation and processing -- 2.2 Declarative/procedural models -- 2.3 Why vocabulary and lexicon differ -- 2.4 Degree of availability of procedural memory -- 2.5 There is no continuum from automatic to controlled processing -- 2.6 The content of metalinguistic knowledge and implicit competence -- 2.7 Interference, variability, and other indicators of explicitness -- 2.8 Macro-anatomical and micro-anatomical levels of representation -- 3. Conclusion -- Chapter 2. Consciousness in L2 appropriation -- 1. Only specific types of representations can become conscious - others cannot -- 1.1 Only a subset of explicit representations are active at any given time -- 1.2 The threshold of consciousness -- 1.3 Consciousness of input and ; output but not of implicit processes in between -- 1.4 Consciousness and working memory -- 2. Perception, attention and noticing -- 2.1 Attention in second language acquisition and learning -- 3. Explicit input is not implicit intake -- 3.1 The double implicitness of intake -- 4. Neurobiological and neurochemical bases of consciousness -- 5. Conclusion -- Chapter 3. The disintegration of the explicit/implicit interface debate (or interface newspeak?) -- 1. The meaning of interface -- 1.1 The premises: Learning and acquisition are distinct -- explicit knowledge is not transformed into implicit competence.; 2. The so-called "dynamic interface" is no interface -- 2.1 No interface but switching from one to the other -- 3. Consciousness cannot possibly be the interface -- 4. An indirect influence is not an interface -- 5. None of the proposed characterizations are compatible with an interface -- 6. Illusory and untenable would-be evidence -- 6.1 From seeds to trees -- 6.2 Tuning -- 6.3 Proceduralization -- 6.4 Ambiguities -- 6.5 Inapplicable analogies and metaphors -- 7. Description of explicit phenomena contributing to metalinguistic knowledge -- 8. Why adults should need explicit metalinguistic knowledge -- 9. Indirect influence of metalinguistic knowledge on acquisition not denied -- 10. How explicit knowledge benefits implicit acquisition - indirectly -- 11. The contexts of learning and acquisition -- 12. Conclusion -- Chapter 4. Ultimate attainment in L2 proficiency -- 1. Ultimate attainment in L1 and L2 -- 2. The optimal period -- 3. Optimal window of opportunity -- 4. The optimal period is restricted to implicit linguistic competence -- 4.1 Inter-individual variability in attainment -- 4.2 The impact of working memory and level of education -- 4.3 The success in semantics relative to syntax and phonology -- 4.4 The decline in L2 performance with increasing age -- 4.5 The ease of appropriation and use of L1 vs. L2 -- 4.6 You don't learn L2 the way you acquired L1, do you? How come? -- 5. Optimal period and the right hemisphere -- 6. Evidence adduced against a critical period -- 7. Factors invoked in lieu of a neurobiological critical period to account for poor performance in L2 are actually the consequences of an optimal period -- 7.1 Effects due to age are a consequence of brain processes -- 7.2 Native language entrenchment -- 8. Conclusion -- Chapter 5. The pervasive relevance of the distinction between implicit competence and explicit knowledge.; 1. Implications of the declarative/procedural distinction for laterality studies -- 2. Implications of the declarative/procedural distinction for imaging studies -- 2.1 Words of caution about the interpretation of neuroimaging studies -- 2.2 Consequences of not distinguishing word studies from sentence studies -- 2.3 The nature of the additional cortical resources reported to be recruited for L2 -- 3. Procedural and declarative language switching and mixing -- 3.1 Types of switches and consequences -- 3.2 Switching data from neuroimaging studies -- 3.3 Switching data from clinical studies -- 3.4 Conscious and automatic control mechanisms in language switching -- 4. Data from clinical studies -- 4.1 Data from bilingual neuropsychiatric disorders -- 4.2 Data from bilingual aphasia -- 4.3 Data from other cerebral accidents/conditions -- 5. The declarative/procedural distinction and the subsystems hypothesis -- 6. Declarative and procedural translation strategies -- 7. Further indications of declarative/procedural relevance -- 7.1 Variability in appropriation in L2 vs. systematicity in L1 -- 7.2 L2 accent changes faster than L1 accent when speakers relocate to an area where a different variety is spoken -- 7.3 Additional evidence for L1 implicit procedural memory and L2 explicit declarative memory -- 8. ; Conclusion -- Summary of key proposals -- References -- Subject index -- The series Studies in Bilingualism (SiBil).
• Sommario/riassunto: This volume is the outcome of the author's observations and puzzlement over seventeen years of teaching English and French as second languages, followed by 30 years of research into the neurolinguistic aspects of bilingualism. It examines, within the framework of a neurolinguistic theory of bilingualism (Paradis, 2004), the crucial and pervasive contributions made by declarative and procedural memory to the appropriation, representation and processing of a second language. This requires careful consideration of a number of concepts associated with issues pertaining to second language research: consciousness, interface, modularity, automaticity, proficiency, accuracy, fluency, intake, ultimate attainment, switching, implicit linguistic competence and explicit metalinguistic knowledge. It is informed by data from a variety of domains, including language pathology, neuroimaging, and, from each side of the fence, practical classroom experience. This book introduces four further proposals within the framework of a neurolinguistic theory of bilingualism: (1) There are two sets of cerebral representations, those that are capable of reaching consciousness and those that are not; implicit grammar is inherently not capable of reaching consciousness. (2) The increased activation observed in neuroimaging studies during the use of a second language is not devoted to the processing of implicit linguistic competence. (3) Intake is doubly implicit. (4) Given the premise that metalinguistic knowledge cannot be converted into implicit competence, there can be no possible interface between the two.