Synthesis:Transdisciplinary perspectives on second language acquisition: exploration versus explanation

The relationship between psycholinguistics and SLA is put in historical, metatheoretical perspective: from 1910 to 1960, from 1960 to 2000, and from 2000 to the present day. The potential of a transdisciplinary perspective on SLA is discussed from the perspective of critical rationalism (Popper). The bottom line is that transdiciplinarity is not a goal in itself. Exploration must be followed by explanation, explanatory claims must be falsifiable, and empirical research must be conducted with scientific rigor. The chapter ends with directions for future research

The Enhanced Literate Mind Hypothesis

In the present paper we describe the Enhanced Literate Mind (ELM) hypothesis. As individuals learn to read and write, they are, from then on, exposed to extensive written-language input and become literate. We propose that acquisition and proficient processing of written language (‘literacy’) leads to, both, increased language knowledge as well as enhanced language and non-language (perceptual and cognitive) skills. We also suggest that all neurotypical native language users, including illiterate, low literate, and high literate individuals, share a Basic Language Cognition (BLC) in the domain of oral informal language. Finally, we discuss the possibility that the acquisition of ELM leads to some degree of ‘knowledge parallelism’ between BLC and ELM in literate language users, which has implications for empirical research on individual and situational differences in spoken language processing

Beyond paradigm : The ‘what’ and the ‘how’ of classroom research

This article reviews studies in second language classroom research from a cross-theoretic perspective, arguing that the classroom holds the potential for bringing together researchers from opposing theoretical orientations. It shows how generative and general cognitive approaches share a view of language that implicates both implicit and explicit knowledge, and that holds a bias towards implicit knowledge. Arguing that it is implicit knowledge that should be the object of research, it proposes that classroom research would benefit from incorporating insights from a generative understanding of language. Specifically, there is a need for a more nuanced view of the complexity of language in terms of linguistic domain, and the interaction between those domains. Generative second language acquisition research that shows developmental differences in terms of both linguistic domain and interface is reviewed. The core argument is a call for more attention to the ‘what’ of language development in classroom research and, by implication, teaching practice. As such, the language classroom is seen to offer potential for research that goes beyond paradigm to address both the ‘what’ and the ‘how’ of language development

Neural dynamics of error processing in medial frontal cortex.

Adaptive behavior requires an organism to evaluate the outcome of its actions, such that future behavior can be adjusted accordingly and the appropriate response selected. During associative learning, the time at which such evaluative information is available changes as learning progresses, from the delivery of performance feedback early in learning to the execution of the response itself during learned performance. Here, we report a learning-dependent shift in the timing of activation in the rostral cingulate zone of the anterior cingulate cortex from external error feedback to internal error detection. This pattern of activity is seen only in the anterior cingulate, not in the pre-supplementary motor area. The dynamics of these reciprocal changes are consistent with the claim that the rostral cingulate zone is involved in response selection on the basis of the expected outcome of an action. Specifically, these data illustrate how the anterior cingulate receives evaluative information, indicating that an action has not produced the desired result. © 2005 Elsevier Inc. All rights reserved

Reading comprehension level and development in native and language minority adolescent low achievers:Roles of linguistic and metacognitive knowledge and fluency

In a longitudinal design, we measured 50 low-achieving adolescents’ reading comprehension development from Grades 7 to 9. There were 24 native Dutch and 26 language minority students. In addition, we assessed the roles of (a) linguistic knowledge, (b) metacognitive knowledge, and (c) reading fluency in predicting both the level and growth of reading comprehension. Students improved in reading comprehension, the language minority students more so than the native Dutch students. We can explain the level of reading comprehension by linguistic and metacognitive knowledge, whereas most fluency-related predictors appeared to be of minor importance. We can hardly explain the growth in reading comprehension by the predictors. Nevertheless, we found a significant interaction indicating that growth in vocabulary explained growth in reading comprehension for the language minority students. This finding seems to suggest that language minority students profit from gains in vocabulary, more so than native students