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Controlled and automatic processes in language learning and use (AE_HSPragmatics) [Import]- Lecturer
- Prof. Dr. Ewa Dabrowska
- Details
- Hauptseminar
Online
2 cred.h, ECTS studies, Sprache Englisch
Zeit: Wed 10:15 - 11:45
- Prerequisites / Organisational information
- Das HS Linguistics gehört in folgenden Studiengängen jeweils zu folgenden Modulen:
Lehramt Englisch an Gymnasien: Hauptmodul L-Gym Linguistics MA English Studies: Modul "Descriptive and Theoretical Linguistics A" MA Linguistik: Modul "Descriptive and Theoretical Linguistics A" BA English and American Studies: Hauptmodul A (auf Anfrage!)
- Contents
- What are the mental processes underlying language acquisition and use? Do first and second language learning rely on the same mental abilities? Are children really better language learners than adults, and if so why? What makes a good language learner?
Psychologists often distignuish between two types of mental processes: those that are controlled, slow, effortful and explicit (i.e., conscious) on the one hand, and those that are automatic, fast, effortless and implicit on the other. This distinction has been taken up by some language acquisition researchers who claim that first language acquisition in children and second language learning in adults are fundamentally different, the former being (almost entirely) implicit, and the latter (mostly) explicit. This claim, however, is hotly contested by other researchers. In this course, we will attempt to resolve the controversy by taking an in-depth view at the role of implicit and explicit processes, and their interaction, in language use at different stages of proficiency in both children and adults.
Assessment: open-book exam
- Recommended literature
- Ellis, N. C. (2011). “Implicit and explicit SLA and their interface,” in Implicit and Explicit Language Learning: Conditions, Processes, and Knowledge in SLA & Bilingualism, eds. C. Sanz and R. P. Leow (Georgetown University Press), 35–47.
Hartsuiker, R. J., and Moors, A. (2016). “On the automaticity of language processing,” in Entrenchment and the Psychology of Language Learning: How We Reorganize and Adapt Linguistic Knowledge, ed. H. J. Schmid (Berlin: De Gruyter Mouton), 201–225. Ullman, M. T. (2016). “The declarative/procedural model: a neurobiological model of language learning, knowledge and use,” in The Neurobiology of Language, eds. G. Hickok and S. Small (Amsterdam: Elsevier), 953–968.
- Additional information
- Maximale Teilnehmerzahl: 15
Registration is required for this lecture.
Registration starts on Monday, 1.3.2021, 19.00 and lasts till Saturday, 17.4.2021, 22.00 über: mein Campus.
- Verwendung in folgenden UnivIS-Modulen
- Startsemester SS 2021:
- Descriptive and Theoretical Linguistics A (DesTheoLing A)
- Department: Lehrstuhl für Language und Cognition (Alexander von Humboldt-Professur)
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