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Hayakawa, Sayuri; Bartolotti, James; Marian, Viorica – Applied Linguistics, 2021
According to the US Department of State, a native English speaker can learn Spanish in about 600 h, but would take four times as long to learn Japanese. While it may be intuitive that similarity between a foreign language and a native tongue can influence the ease of acquisition, what is less obvious are the specific cognitive and emotional…
Descriptors: Native Language, Native Speakers, Second Language Learning, Learning Strategies
Ender, Andrea – Applied Linguistics, 2016
Studies on vocabulary acquisition in second language learning have revealed that a large amount of vocabulary is learned without an overt intention, in other words, incidentally. This article investigates the relevance of different lexical processing strategies for vocabulary acquisition when reading a text for comprehension among 24 advanced…
Descriptors: Vocabulary Development, Cognitive Processes, Language Acquisition, Incidental Learning

Palfreyman, David – Applied Linguistics, 2003
Responds to a paper titled "Learner Development in Language Learning," that offered an insider's view of a particular movement in language education in which the learner is seen more as a cognitive rather than social being. (VWL)
Descriptors: Cognitive Processes, Educational Change, Learning Strategies, Metacognition

Faerch, Claus; Kasper, Gabriele – Applied Linguistics, 1987
Defines language transfer as a psycholinguistic procedure by which second language learners activate prior knowledge in developing or using their interlanguage. A functional differentiation of language transfer is proposed, according to its activation in learning, reception, and production. (Author/LMO)
Descriptors: Code Switching (Language), Cognitive Processes, Interference (Language), Interlanguage

O'Malley, J. Michael; And Others – Applied Linguistics, 1989
Reports on a study that focused on the mental processes second-language learners use in listening comprehension, the strategies they use in different phases of comprehension, and the differences in strategy use between students designated by their teachers as effective and ineffective listeners. Findings are related to implications for…
Descriptors: Cognitive Processes, English (Second Language), Hispanic Americans, Language Processing

Fotos, Sandra S. – Applied Linguistics, 1993
Research is presented that investigates the amount of learner noticing produced by two types of grammar consciousness-raising treatments: teacher-fronted grammar lessons and interactive, grammar problem-solving tasks. Results indicate that task performance is as effective as formal instruction in promoting noticing. (Contains 33 references.)…
Descriptors: Cognitive Processes, College Students, Comparative Analysis, Discourse Analysis