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Style, Mediation, and Change

Edited by Janus Mortensen, Nikolas Coupland, and Jacob Thogersen

Style, Mediation, and Change "Offers a coherent view of style as a unifying concept for the sociolinguistics of talking media."


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Intonation and Prosodic Structure

By Caroline Féry

Intonation and Prosodic Structure "provides a state-of-the-art survey of intonation and prosodic structure."


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Academic Paper


Title: Declarative and procedural memory as individual differences in second language acquisition
Author: Kara Morgan-Short
Email: click here TO access email
Institution: University of Illinois at Chicago
Author: Mandy L Faretta-Stutenberg
Email: click here TO access email
Homepage: https://niu.academia.edu/MandyFarettaStutenberg
Institution: University of Illinois at Chicago
Author: Katherine A. Brill-Schuetz
Institution: University of Illinois at Chicago
Author: Helen Carpenter
Institution: Upper-Story Consulting
Author: Patrick C. M. Wong
Institution: Chinese University of Hong Kong
Linguistic Field: Language Acquisition; Syntax
Abstract: This study examined how individual differences in cognitive abilities account for variance in the attainment level of adult second language (L2) syntactic development. Participants completed assessments of declarative and procedural learning abilities. They subsequently learned an artificial L2 under implicit training conditions and received extended comprehension and production practice using the L2. Syntactic development was assessed at both early and late stages of acquisition. Results indicated positive relationships between declarative learning ability and syntactic development at early stages of acquisition and between procedural learning ability and development at later stages of acquisition. Individual differences in these memory abilities accounted for a large amount of variance at both stages of development. The findings are consistent with theoretical perspectives of L2 that posit different roles for these memory systems at different stages of development, and suggest that declarative and procedural memory learning abilities may predict L2 grammatical development, at least for implicitly trained learners.

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This article appears IN Bilingualism: Language and Cognition Vol. 17, Issue 1.

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