The DOI matches its Crossref record; 16 of the 16 references it cites were found in a registry or an index.
Language Emergence: Implications for Applied Linguistics--Introduction to the Special Issue
Abstract
We share an interest in language. We want to understand it, its origins, structure, functions, use, acquisition, instruction, and change. We seek causes for observed effects. Scientific studies of language representation and competence and of language acquisition and use are complementary. Yet these two theoretical enterprises have traditionally been kept distinct, with models of representation (property theories) focusing on static competence, and models of acquisition (transition theories) and use focusing on dynamic process and performance. This Special Issue is motivated by the belief that our interests in language can better be furthered when it is conceived of as the emergent properties of a multi-agent, complex, dynamic, adaptive system, a conception that usefully conflates a property theory with a transition theory. Consider the history of research in the following key areas of Applied Linguistics, and some morals of each quest.
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Citations
Cites
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AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE
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“There are different forms of language learning, broadly, the implicit tallying NICK C. ELLIS and DIANE LARSEN-FREEMAN 569 and chunking that take place during usage (Ellis 2002a, 2002b) and the explicit learning in the classroom and that follows communication breakdown (Ellis 2005, sections 3–4).”
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Self-citation
Cited by
Bybee, J. (2010) · doi:10.1017/cbo9780511750526 · Cited by 3,488
Review article: Instructed second language vocabulary learning
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Research methodology on language development from a complex systems perspective
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THE RELATIONSHIP BETWEEN L1 FLUENCY AND L2 FLUENCY DEVELOPMENT
Derwing, T. M., Munro, M. J., Thomson, R. I., & Rossiter, M. J. (2009) · Studies in Second Language Acquisition · doi:10.1017/s0272263109990015 · Cited by 289
Implicit AND explicit language learning: Their dynamic interface and complexity
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Self-citationRobinson, P. (2015) · Task-Based Language Teaching · doi:10.1075/tblt.8.04rob · Cited by 192
The phraseological dimension in interlanguage complexity research
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Some input on the easy/difficult grammar question: An empirical study
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Elaborations on L2 interactional competence: the development of L2 grammar-for-interaction
Pekarek Doehler, S. (2018) · Classroom Discourse · doi:10.1080/19463014.2018.1437759 · Cited by 157
Exploring the Fluctuations of Foreign Language Enjoyment in Conversation: An Idiodynamic Perspective
Elahi Shirvan, M., & Talebzadeh, N. (2018) · Journal of Intercultural Communication Research · doi:10.1080/17475759.2017.1400458 · Cited by 94
Yu, H., & Lowie, W. (2020) · Applied Linguistics · doi:10.1093/applin/amz040 · Cited by 82
Effect of Explicit and Implicit Instruction on Free Written Response Task Performance
Andringa, S., de Glopper, K., & Hacquebord, H. (2011) · Language Learning · doi:10.1111/j.1467-9922.2010.00623.x · Cited by 51
Negotiated interaction in the L2 classroom
Eckerth, J. (2009) · Language Teaching · doi:10.1017/s0261444808005442 · Cited by 39
Metadata
- Authors
- Ellis, N. C., & Larsen-Freeman, D.
- Venue
- Applied Linguistics
- Publisher
- Oxford University Press (OUP)
- Published
- 2006-12-01
- Volume
- 27
- Issue
- 4
- Pages
- 558-589
- ISSN
- 0142-6001 (ISSN-L)
- 1477-450X
- OpenAlex
- W2003043395
- Cited by
- 612
- References
- 16
- Type
- journal article
- Language
- en
- Open access
- closed
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