Unlearning the boundary-crossing constraint: Processing Instruction and the acquisition of motion event construal

Downloads

• Alghamdi, Amani, Michael Daller & James Milton. 2019. The Persistence of L1 Patterns in SLA: The Boundary Crossing Constraint and Incidental Learning. The Vigo International Journal of Applied Linguistics 16. 81-106. • Antonijević, Stanislava & Sarah Berthaud. 2009. Verbs of motion and sentence production in second language. In Proceedings of Fechner Day: Proceedings of the 25th Annual Meeting of the International Society for Psychophysics, Galway, Ireland, October 21-24. 25. 487-492. • Aske, Jon. 1989. Path predicates in English and Spanish: A closer look. Annual meeting of the Berkeley Linguistics Society. 15. 1-14. • Attwood, Anthony. 2014. The teachability of entering and exiting in L2 English. Language Studies Working Papers, University of Reading. 6. 43-52. • Beavers, John, Beth Levin & Shiao Wei Tham. 2010. The typology of motion expressions revisited. Journal of Linguistics 46(2). 331–377. • Benati, Alessandro. 2005. The effects of processing instruction, traditional instruction and meaning-output instruction on the acquisition of the English past simple tense. Language Teaching Research 9(1). 67-93. • Cadierno, Teresa. 2004. Expressing motion events in a second language: A cognitive typological perspective. In Michael Achard & Susanne Niemeier (eds.), Cognitive linguistics, second language acquisition and foreign language teaching, 13–49. Berlin: Mouton de Gruyter. • Cadierno, Teresa. 2008. Motion events in Danish and Spanish: A focus on form pedagogical approach. In Sabine De Knop & Teun De Rycker (eds.), Cognitive approaches to pedagogical grammar: a volume in honour of René Dirven, 259-294. Berlin and New York: Mouton de Gruyter. • Cadierno, Teresa & Karen Lund. 2004. Cognitive linguistics and second language acquisition: Motion events in a typological framework. In Bill VanPatten, Jessica Williams, Susanne Rott & Mark Overstreet (eds.), Form-meaning connections in second language acquisition. 139–154. Mahwah, NJ: Erlbaum. • Cadierno, Teresa, & Lucas Ruiz. 2006. Motion events in Spanish L2 acquisition. Annual Review of Cognitive Linguistics 4(1). 183-216. • Cadierno, Teresa & Peter Robinson. 2009. Language typology, task complexity and the development of L2 lexicalization patterns for describing motion events. Annual Review of Cognitive Linguistics 7. 245–276. • Chen, Liang & Jiansheng Guo. 2009. Motion events in Chinese novels: Evidence for an equipollently-framed language. Journal of pragmatics 41(9). 1749-1766. • Colasacco, Marina Anna. 2019. A cognitive approach to teaching deictic motion verbs to German and Italian students of Spanish. IRAL-International Review of Applied Linguistics in Language Teaching 57(1). 71–95. • Corder, Stephen Pit. (1967). The significance of learner's errors. IRAL-International Review of Applied Linguistics in Language Teaching 5(1-4). 161-170. • Daller, Michael Helmut, Jeanine Treffers-Daller & Reyhan Furman. 2011. Transfer of conceptualization patterns in bilinguals: The construal of motion events in Turkish and German. Bilingualism: Language and Cognition 14(1). 95-119. • DeKeyser, Robert & Goretti Prieto Botana. 2014. The effectiveness of processing instruction in L2 grammar acquisition: A narrative review. Applied Linguistics 36(3). 290-305. • Durlak, Joseph A. 2009. How to select, calculate, and interpret effect sizes. Journal of Pediatric Psychology 34(9). 917–928. • Engemann Helen, Maya Hickmann, Henriëtte Hendriks, Efstathia Soroli, & Coralie Vincent. 2015. Does language affect memory of motion? Evidence from English and French children. Child Language Symposium, July 2015. • Fernández, Claudia. 2008. Reexamining the role of explicit information in processing instruction. Studies in Second Language Acquisition 30(3). 277- 305. • Filipović Luna. 2007. Talking about motion: A cross-linguistic investigation of lexicalization patterns. Amsterdam: John Benjamins. • Halliday, Michael Alexander Kirkwood. 1961. Categories of the theory of grammar. Word, 17(3). 241-292. • Hendriks, Henriëtte & Maya Hickmann. 2015. Finding one's path into another language: On the expression of boundary crossing by English learners of French. The Modern Language Journal 99(S1). 14-31. • Henry, Nicholas, Hillah Culman & Bill VanPatten. 2009. More on the effects of Explicit Information in Instructed SLA. Studies in Second Language Acquisition 31(4). 559-575. • Kellerman, Eric. 1995. Cross-linguistic influence: transfer to nowhere? Annual Review of Applied Linguistics 15. 125-150. • Larrañaga, Pilar, Jeanine Treffers-Daller, Françoise Tidball & Mari-carmen Gil Ortega. 2012. L1 transfer in the acquisition of manner and path in Spanish by native speakers of English. International Journal of Bilingualism 16(1). 117–138. • Levin, Beth & Malka Rappaport Hovav. 1992. The Lexical Semantics of Verbs of Motion: The Perspective from Unaccusativity, In Iggy M. Roca (ed.), Thematic structure: its role in grammar. 247–269. Berlin: Foris. • Levinson, Stephen. C & David P. Wilkins. 2006. Patterns in the data: Towards a semantic typology of spatial description. In Stephen C. Levinson & David P. Wilkins (eds.), Grammars of space: Explorations in cognitive diversity. 512-552. Cambridge: Cambridge University Press. • Marsden, Emma. 2006. Exploring Input Processing in the Classroom: An Experimental Comparison of Processing Instruction and Enriched Input. Language Learning 56(3). 507–566. • Marsden, Emma & Hsin‐Ying Chen. 2011. The roles of structured input activities in processing instruction and the kinds of knowledge they promote. Language Learning 61(4). 1058-1098. • Morgan-Short, Kara & Harriet Bowden. 2006. Processing Instruction and Meaningful Output-based Instruction: Effects on Second Language Development. Studies in Second Language Acquisition 28(1). 31-65. • Muñoz, Meritxell & Teresa Cadierno. 2019. Mr Bean exits the garage driving or does he drive out of the garage? Bidirectional transfer in the expression of Path. IRAL-International Review of Applied Linguistics in Language Teaching 57(1). 45–69. • Özçalışkan, Şeyda. 2015. Ways of crossing a spatial boundary in typologically distinct languages. Applied Psycholinguistics 36(2). 485–508. • Özçalışkan, Şeyda & Dan I. Slobin. 2003. Codability Effects on the Expression of Manner of Motion in Turkish and English. In A. Sumru Özsoy, Didar Akar, Mine Nakipoğlu-Demiralp, Eser Erguvanlı-Taylan, & Ayhan Aksu-Koç (eds.), Studies in Turkish linguistics. 259-270. Istanbul: Boğaziçi University Press. • Norris, John M. & Lourdes Ortega. 2000. Effectiveness of L2 Instruction: A Research Synthesis and Quantitative Meta-Analysis. Language Learning 50(3). 417-528. • Robinson, Peter. 1996. Learning simple and complex second language rules under implicit, incidental, rule-search, and instructed conditions. Studies in Second Language Acquisition 18(1). 27-67. • Slobin, Dan I. 1996. From 'thought and language' to 'thinking for speaking'. In John J. Gumperz & Stephen C. Levinson (eds.), Rethinking linguistic relativity. 70-96. Cambridge: Cambridge University Press. • Slobin, Dan. I. 2003. Language and thought online: Cognitive consequences of linguistic relativity. In Dedre Gentner & Susan Goldin-Meadow (eds.), Language in mind: Advances in the study of language and thought. 157−191. Cambridge, MA: MIT Press. • Slobin, Dan. I. 2004. The many ways to search for a frog: Linguistic typology and the expression of motion events. In Sven Strömqvist & Ludo Verhoeven (eds.), Relating events in narrative: Typological and contextual perspectives. 219–257. Mahwah, NJ: Erlbaum. • Slobin, Dan. I. & Nini Hoiting. 1994. Reference to movement in spoken and signed languages: Typological considerations. Proceedings of the Twentieth Annual Meeting of the Berkeley Linguistics Society, 487-505. Berkeley: Berkeley Linguistics Society. • Talmy, Leonard. 1985. Lexicalization patterns: Semantic structure in lexical forms. In Timothy Shopen (ed.), Language typology and syntactic description. Grammatical categories and the lexicon. 57– 149. Cambridge: Cambridge University Press. • Treffers-Daller, Jeanine. 2012. Thinking for speaking and linguistic relativity among bilinguals: Towards a new research agenda. Language, Interaction and Acquisition 3(2). 288-300. • Treffers-Daller, Jeanine & Andreea Calude. 2015. The role of statistical learning in the acquisition of motion event construal in a second language. International Journal of Bilingual Education and Bilingualism 18(5). 602-623. • Treffers-Daller, Jeanine & Françoise Tidball. 2016. Can L2 learners learn new ways to conceptualise events? Evidence from motion event construal among English-speaking learners of French. In Pedro Gujarro-Fuente, Katrin Schmitz & Natascha Müller (eds.), The acquisition of French in multilingual contexts. 145-184. Clevedon: Multilingual Matters. • VanPatten, Bill. 2004. Processing instruction: Theory, research, and commentary. Mahwah, NJ: Erlbaum. • VanPatten, Bill. 2008. Processing matters in input enhancement. In Thorsten Piske & Martha Young-Scholten. (eds.), Input matters. 47–61. Clevedon, UK: Multilingual Matters. • VanPatten, Bill. 2015. Foundations of processing instruction. International Review of Applied Linguistics in Language Teaching 53(2). 91-109. • VanPatten, Bill & Teresa Cadierno. 1993. Explicit instruction and input processing. Studies in Second Language Acquisition 15(2). 225–243. • VanPatten, Bill & Soile Oikkenon. 1996. Explanation versus structured input in processing instruction. Studies in Second Language Acquisition 18(04). 495-510. • White, Lydia. 1991. Adverb placement in Second Language Acquisition: Some effects of positive and negative evidence in the classroom. Second Language Research 7(2). 133–161. • White, Justin. P. & Andrew J. DeMil. 2013. Transfer-of-training effects in Processing Instruction: The role of form-related Explicit Information. Studies in Second Language Acquisition 35(3). 519-544. • Wong, Wynne. 2004. The nature of processing instruction. In Bill VanPatten (ed.), Processing instruction: Theory, research, and commentary. 33–63. Mahwah. • Wu, Shu-Ling. (2011). Learning to Express Motion Events in an L2: The Case of Chinese Directional Complements. Language Learning 61(2). 414-454.