Declarative and Procedural Determinants of Second Languages
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.
[Studies in Bilingualism, 40] 2009. xii, 219 pp.
Publishing status: Available
© John Benjamins Publishing Company
Table of Contents
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Preface | pp. ix–xii
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Chapter 1. Key concepts, framework, and clarifications | pp. 1–35
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Chapter 2. Consciousness in L2 appropriation | pp. 37–60
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Chapter 3. The disintegration of the implicit/explicit interface debate (or interface newspeak?) | pp. 61–107
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Chapter 4. Ultimate attainment in L2 proficiency | pp. 109–136
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Chapter 5. Pervasive relevance of the distinction between implicit competence and explicit knowledge | pp. 137–186
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Summary of key proposals | pp. 187–190
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Subject index | pp. 217–219
“This volume provides a thorough and comprehensive review of issues regarding the distinction between declarative and procedural aspects of processing in the L2. It includes a strong emphasis on the neurocognitive underpinnings of this distinction. Paradis discusses the differences between L1 and L2 in terms of the involvement of implicit versus explicit knowledge, and he makes important claims about the inability of studies that use single-word stimuli to reveal much about processing in implicit knowledge systems. Paradis defends the no-interface view of the relationship between explicit and implicit knowledge (i.e., that explicit or metalinguistic knowledge cannot be converted into forms of implicit knowledge), and this has implications for an understanding of fluency development.”
From the “Recommended reading” section of Norman Segalowitz book Cognitive Bases of Second Language Fluency (Routledge, July 2010)
“At a moment when issues of bilingualism assume greater importance in the United States and as neurocognitive techniques rapidly gain terrain in SLA research, an extension of Paradis’s (2004) neurolinguistic theory of bilingualism could hardly be more timely. This volume stands out for its clarity, accessibility, and thought-provoking style. [...] this volume will interest psycholinguists, neurolinguists, and SLA researchers. Readers already familiar with Paradis’s (2004 ) work can benefit from the model additions, updated information on diverse topics, new data that claim to bolster central tenets of the theory, and plenty of room for rebuttal. Those less familiar with Paradis’s research and the explicit-implicit distinction and interface debate can read the preface (a synopsis of the 2004 book) and the appendix that summarizes key proposals (giving an overview of the constructs created after 2004) before delving into the individual chapters.”
Nuria Sagarra,
Pennsylvania State University, in SSLA, 32: 640-642 (2010).
“This excellent, lucid and scholarly work is a treatise on the conceptual basis of our understanding of second language appropriation and use, and the neural systems that subserve it. It is an important extension of MP’s seminal work on neurolinguistic theory of bilingualism (Paradis, 2004). [...] a rigorous exercise in clearing muddled thinking and in exploring the behavioural and neural bases of second language performance. [...] The core thesis is applied to different issues in the different chapters and this means that the chapters can be read somewhat independently. In consequence, readers with different interests can grasp the thesis and its implications for their area of interest efficiently. I think they will find themselves enticed to read further and enjoy, as I did, a book that provides a wide-ranging exploration of a common theme. The thesis that MP eloquently develops [...] is open to explicit test.”
David W. Green, Cognitive, Perceptual and Brain Sciences, University College London, in Language, 86: 735-738 (2010).
“[...] As one works through the treatise, it is clear that despite targeting an expert readership, the book does not completely exclude educated lay readers, much to its credit. This is achieved through the rigorous systematicity with which the arguments of the book are presented [...] What particularly strikes me is how the author elucidates some of his points in a way that is wholly comprehensible and intuitive. [...] One cannot but be awed by the extent of knowledge the author has on the subject being dealt with, as evident in his exhaustive and critical commentary on the relevant literature. The comprehensiveness of this work makes it a must-read for students and scholars who are interested in bilingualism in general and second language acquisition in particular.”
Tong King Lee, Hong Kong Polytechnic University, in Babel 57: 239-242, 2011
“One cannot but be awed by the extent of knowledge the author has on the subject being dealt with, as evident in his exhaustive and critical commentary on the relevant literature. The comprehensiveness of this work makes it a must-read for students and scholars who are interested in bilingualism in general and second language acquisition in particular.”
Tong King Lee, Hong Kong Polytechnic University, in Babel 57(2): 239-242, 2011
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2012. The storage and composition of inflected forms in adult-learned second language: A study of the influence of length of residence, age of arrival, sex, and other factors. Bilingualism: Language and Cognition 15:4 ► pp. 820 ff.
Bartning, Inge, Fanny Forsberg Lundell & Victorine Hancock
2012. ON THE ROLE OF LINGUISTIC CONTEXTUAL FACTORS FOR MORPHOSYNTACTIC STABILIZATION IN HIGH-LEVEL L2 FRENCH. Studies in Second Language Acquisition 34:2 ► pp. 243 ff.
DeKeyser, Robert
2012.
Individual differences in native language attainment and their implications for research on second language acquisition
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DeKeyser, Robert
2012. Interactions Between Individual Differences, Treatments, and Structures in SLA. Language Learning 62:s2 ► pp. 189 ff.
Dekeyser, Robert & Raquel Criado
2012. Automatization, Skill Acquisition, and Practice in Second Language Acquisition. In The Encyclopedia of Applied Linguistics,
Dąbrowska, Ewa
2012.
Explaining individual differences in linguistic proficiency
. Linguistic Approaches to Bilingualism 2:3 ► pp. 324 ff.
House, Juliane
2012. (Im)politeness in cross-cultural encounters. Language and Intercultural Communication 12:4 ► pp. 284 ff.
House, Juliane
2013. Towards a new linguistic-cognitive orientation in translation studies. Target. International Journal of Translation Studies 25:1 ► pp. 46 ff.
House, Juliane
2015. Towards a new linguistic-cognitive orientation in translation studies. In Interdisciplinarity in Translation and Interpreting Process Research [Benjamins Current Topics, 72], ► pp. 49 ff.
House, Juliane
2019. Suggestions for a New Interdisciplinary Linguo-cognitive Theory in Translation Studies. In Researching Cognitive Processes of Translation [New Frontiers in Translation Studies, ], ► pp. 3 ff.
Hyltenstam, Kenneth
2012. Critical Period. In The Encyclopedia of Applied Linguistics,
Hyltenstam, Kenneth
2020. Critical Period. In The Encyclopedia of Applied Linguistics, ► pp. 1 ff.
Hyltenstam, Kenneth & Niclas Abrahamsson
2012. INTRODUCTION. Studies in Second Language Acquisition 34:2 ► pp. 177 ff.
Netten, Joan & Claude Germain
2012. A new paradigm for the learning of a second or foreign language: the neurolinguistic approach. Neuroeducation 1:1 ► pp. 85 ff.
Samar, Reza Ghafar & Mohsen Akbari
2012. A language teacher in the haze of bilingual aphasia: A Kurdish-Persian case. Procedia - Social and Behavioral Sciences 32 ► pp. 252 ff.
Sato, Masatoshi & Susan Ballinger
2012. Raising language awareness in peer interaction: a cross-context, cross-methodology examination. Language Awareness 21:1-2 ► pp. 157 ff.
Sato, Masatoshi & Susan Ballinger
2016. Understanding peer interaction. In Peer Interaction and Second Language Learning [Language Learning & Language Teaching, 45], ► pp. 1 ff.
Sato, Masatoshi & Roy Lyster
2012. PEER INTERACTION AND CORRECTIVE FEEDBACK FOR ACCURACY AND FLUENCY DEVELOPMENT. Studies in Second Language Acquisition 34:4 ► pp. 591 ff.
Trofimovich, Pavel, Sandra Martin-Chang & Kyle Levesque
2012. Age effects in L2 learning:. In Memory, Language, and Bilingualism, ► pp. 161 ff.
Tymoczko, Maria
2012. The neuroscience of translation. Target. International Journal of Translation Studies 24:1 ► pp. 83 ff.
Wray, Alison
2012. What Do We (Think We) Know About Formulaic Language? An Evaluation of the Current State of Play. Annual Review of Applied Linguistics 32 ► pp. 231 ff.
Alptekin, Cem
Dronjic, Vedran
2011. Mandarin Chinese compounds, their representation, and processing in the visual modality. Writing Systems Research 3:1 ► pp. 5 ff.
FOOTE, REBECCA
2011. Integrated knowledge of agreement in early and late English–Spanish bilinguals. Applied Psycholinguistics 32:1 ► pp. 187 ff.
Green, David W., Louise Ruffle, Alice Grogan, Nilufa Ali, Sue Ramsden, Tom Schofield, Alex P. Leff, Jenny Crinion & Cathy J. Price
2011. Parallel recovery in a trilingual speaker: the use of the Bilingual Aphasia Test as a diagnostic complement to the Comprehensive Aphasia Test. Clinical Linguistics & Phonetics 25:6-7 ► pp. 499 ff.
Gómez-Ruiz, Isabel & Ángel Aguilar-Alonso
2011. Capacity of the Catalan and Spanish versions of the Bilingual Aphasia Test to distinguish between healthy aging, mild cognitive impairment and Alzheimer's disease. Clinical Linguistics & Phonetics 25:6-7 ► pp. 444 ff.
Scheffler, Paweł
2011. Rule difficulty: teachers’ intuitions and learners’ performance. Language Awareness 20:3 ► pp. 221 ff.
Scheffler, Paweł
2011. Grammar and meaning in early adult foreign language instruction. International Journal of Applied Linguistics 21:2 ► pp. 183 ff.
Serrano, Raquel
2011. The Time Factor in EFL Classroom Practice. Language Learning 61:1 ► pp. 117 ff.
Shaw, Philip
2011. Conditions for success in lingua franca interaction. ASp :60 ► pp. 65 ff.
Sowa, John F.
2011. Cognitive Architectures for Conceptual Structures. In Conceptual Structures for Discovering Knowledge [Lecture Notes in Computer Science, 6828], ► pp. 35 ff.
Bowden, Harriet Wood, Matthew P. Gelfand, Cristina Sanz & Michael T. Ullman
2010. Verbal Inflectional Morphology in L1 and L2 Spanish: A Frequency Effects Study Examining Storage Versus Composition. Language Learning 60:1 ► pp. 44 ff.
Gullberg, Marianne, Leah Roberts, Christine Dimroth, Kim Veroude & Peter Indefrey
2010. Adult Language Learning After Minimal Exposure to an Unknown Natural Language. Language Learning 60:s2 ► pp. 5 ff.
Montrul, Silvina
2010. Current Issues in Heritage Language Acquisition. Annual Review of Applied Linguistics 30 ► pp. 3 ff.
Montrul, Silvina
2011. MORPHOLOGICAL ERRORS IN SPANISH SECOND LANGUAGE LEARNERS AND HERITAGE SPEAKERS. Studies in Second Language Acquisition 33:2 ► pp. 163 ff.
Bialystok, Ellen, Fergus I.M. Craik, David W. Green & Tamar H. Gollan
2009. Bilingual Minds. Psychological Science in the Public Interest 10:3 ► pp. 89 ff.
[no author supplied]
2009. INDEX OF BOOKS RECEIVED 2009. Journal of Child Language 36:5 ► pp. 1173 ff.
[no author supplied]
2009. Publications Received. Language Teaching 42:4 ► pp. 548 ff.
[no author supplied]
2011. Book and Software Reviews / Critiques de livres et de logiciels. The Canadian Modern Language Review 67:1 ► pp. 149 ff.
[no author supplied]
[no author supplied]
[no author supplied]
2016. A Transdisciplinary Framework for SLA in a Multilingual World. The Modern Language Journal 100:S1 ► pp. 19 ff.
[no author supplied]
[no author supplied]
2018. REFERENCES. Monographs of the Society for Research in Child Development 83:1 ► pp. 91 ff.
[no author supplied]
[no author supplied]
2021. Second Language Learning. In Life as a Bilingual, ► pp. 161 ff.
[no author supplied]
[no author supplied]
[no author supplied]
This list is based on CrossRef data as of 30 october 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.
Subjects
Main BIC Subject
CFDM: Bilingualism & multilingualism
Main BISAC Subject
LAN009000: LANGUAGE ARTS & DISCIPLINES / Linguistics / General