References (43)
References
Carroll, S. E. 1981. Notions fonctionnelles en grammaire transformationnelle: Dislocations et structures topicalisées en français contemporain. PhD dissertation, Université de Montréal.
1983. Remarks on FOR-TO infinitives. Linguistic Analysis 12(4): 415–451.Google Scholar
1986a. On non-anaphor reflexives. Revue Québécoise de Linguistique 15(2): 135–165. DOI logoGoogle Scholar
1986b. Reflexives and the dependency relation “R”. Canadian Journal of Linguistics/Revue Canadienne de Linguistique 31(1): 1–44. DOI logoGoogle Scholar
1989a. Language acquisition studies and a feasible theory of grammar. Canadian Journal of Linguistics/Revue Canadienne de Linguistique 34(4): 399–418. DOI logoGoogle Scholar
1989b. Second language acquisition and the computational paradigm. Language Learning 39(4): 535–594. DOI logoGoogle Scholar
1995. The hidden danger in computer modelling: Remarks on Sokolik & Smith’s connectionist learning model of French gender. Second Language Research 11(3): 193–205. DOI logoGoogle Scholar
1996. Parameter-setting in SLA: Explanans and explanandum. Behavioral and Brain Sciences 19(4): 720–721. DOI logoGoogle Scholar
2001. Input and Evidence: The Raw Material of Second Language Acquisition. Amsterdam: John Benjamins. DOI logoGoogle Scholar
2005. Input and SLA: Adults’ sensitivity to different sorts of cues to French gender. Language Learning 55(S1): 79–138. DOI logoGoogle Scholar
2009. Re-assembling formal features in SLA: Beyond minimalism. Second Language Research 25(2): 245–253. DOI logoGoogle Scholar
2012. First exposure learners make use of top-down lexical knowledge when learning words. In Multilingual Individuals and Multilingual Societies, K. Braunmüller, C. Gabriel & B. Hänel-Faulhaber (eds), 23–45. Amsterdam: John Benjamins. DOI logoGoogle Scholar
2013. Introduction to the special issue: Aspects of word learning on first exposure to a second language. Second Language Research 29(2): 131–144. DOI logoGoogle Scholar
2014. Processing ‘words’ in early-stage SLA: A comparison of first exposure and low proficiency learners. In First Exposure to a Second Language: Learners’ Initial Input Processing, ZH. Han & R. Rast (eds), 107–138. Cambridge: CUP. DOI logoGoogle Scholar
2017a. Exposure and input in bilingual development. Bilingualism: Language and Cognition 20(1): 3–16. DOI logoGoogle Scholar
2017b. Explaining bilingual learning outcomes in terms of exposure and input. Bilingualism: Language and Cognition 20(1): 37–41. DOI logoGoogle Scholar
Carroll, S. E. & Hracs, L. 2024a. Input processing in Conceptual Semantics. In The Handbook of Second Language Acquisition and Input Processing, J. Barcroft & W. Wong (eds), 87–102. New York NY: Routledge.Google Scholar
2024b. Learning functional categories in a second language on initial exposure: Classifiers. In Proceedings of 50 ans de linguistique à l’UQAM, R. Pinsonneault & Y. Léveillé (eds), 51–63. Montréal: l’Université du Québec à Montréal. DOI logoGoogle Scholar
In press. Constructed language and constructed languages in language acquisition studies: Similarities and differences between natural, lab, and artificial languages. To appear in The Palgrave Handbook of Constructed Languages, A. Long & J. W. Windsor (eds). London: Palgrave Macmillan.
Carroll, S. E. & Meisel, J. M. 1990. Universals and second language acquisition: Some comments on the state of current theory. Second Language Acquisition 12(2): 201–208. DOI logoGoogle Scholar
Carroll, S. E. & Swain, M. 1993. Explicit and implicit negative feedback: An empirical study of the learning of linguistic generalizations. Studies in Second Language Acquisition 15(3): 357–386. DOI logoGoogle Scholar
Carroll, S. E., Swain, M. & Roberge, Y. 1992. The role of feedback in adult second language acquisition: Error correction and morphological generalizations. Applied Psycholinguistics 13(2): 173–198. DOI logoGoogle Scholar
Carroll, S. E., & Widjaja, E. 2013. Learning exponents of number on first exposure to an L2. Second Language Research 29(2): 201–229. DOI logoGoogle Scholar
Carroll, S. E. & Windsor, J. W. 2015. Segmental targets versus lexical interference: Production of second-language targets on first exposure with minimal training. In Transfer Effects in Multilingual Language Development, H. Peukert (ed.), 53–85. Amsterdam: John Benjamins. DOI logoGoogle Scholar
Chomsky, N. 2020. Fundamental operations of language: Reflections on optimal design. Cadernos de Linguística 1(1): 1–13. DOI logoGoogle Scholar
Fodor, J. D. 1998a. Learning to parse? Journal of Psycholinguistic Research 27(2): 285–319. DOI logoGoogle Scholar
1998b. Parsing to learn. Journal of Psycholinguistic Research 27(3): 339–374. DOI logoGoogle Scholar
Gullberg, M., Roberts, L. & Dimroth, C. 2012. What word-level knowledge can adult learners acquire after minimal exposure to a new language? International Review of Applied Linguistics 50(4): 239–276. DOI logoGoogle Scholar
Gullberg, M., Roberts, L., Dimroth, C., Veroude, K. & Indefrey, P. 2010. Adult language learning after minimal exposure to an unknown natural language. Language Learning 60(s2): 5–24. DOI logoGoogle Scholar
Håkansson, G. 1987. Teacher Talk: How Teachers Modify Their Speech When Addressing Learners of Swedish as a Second Language [PhD dissertation]. Lund: Lund University Press.
Herron, C., & Tomasello, M. 1988. Learning grammatical structures in a foreign language: Modelling versus feedback. French Review 61(6): 910–923.Google Scholar
Hracs, L. 2021. Modelling exposure and input in language acquisition. PhD dissertation, University of Calgary.
Josefsson, G. 2003. Input and output: Sentence patterns in child and adult Swedish. In The Acquisition of Swedish Grammar, G. Josefsson, C. Platzack & G. Håkansson (eds), 95–133. Amsterdam: John Benjamins.Google Scholar
Kupisch, T. 2006. The Acquisition of Determiners in Bilingual German-Italian and German-French Children. Munich: Lincom.Google Scholar
Leeman, J. 2003. Recasts and second language development. Studies in Second Language Acquisition 25(1): 37–63. DOI logoGoogle Scholar
Long, M. H., Inagaki, S. & Ortega, L. 1998. The role of implicit negative feedback in SLA: Models and recasts in Japanese and Spanish. The Modern Language Journal 82(3): 357–371. DOI logoGoogle Scholar
Mennen, I. 2015. Beyond segments: Towards an L2 intonation learning theory (LILt). In Prosody and Languages in Contact: L2 Acquisition, Attrition, Languages in Multilingual Situations, E. Delais-Roussarie, M. Avanzie & S. Herment (eds), 171–188. Berlin: Springer. DOI logoGoogle Scholar
Mougeon, R. & Beniak, É. 1991. Linguistic Consequences of Language Contact and Restriction: The Case of French in Ontario. Oxford: OUP. DOI logoGoogle Scholar
Pienemann, M. 1998. Language Processing and Language Development: Processability Theory. Amsterdam: John Benjamins. DOI logoGoogle Scholar
2015. An outline of Processability Theory and its relationship to other approaches to SLA. Language Learning 65(1): 123–151. DOI logoGoogle Scholar
Rast, R. 2008. Foreign Language Input: Initial Processing. Clevedon: Multilingual Matters. DOI logoGoogle Scholar
Shoemaker, E. & Rast, R. 2013. Extracting words from the speech stream at first exposure. Second Language Research 29(2): 165–183. DOI logoGoogle Scholar
Waldmann, C. 2008. Input och output. Ordföljd i svenska barns huvudsatser och bisatser [Input and Output. Word Order in Swedish Children’s Main and Subordinate Clauses]. PhD dissertation, Lund University.