Declarative and Procedural Determinants of Second Languages

Author
Michel Paradis | McGill University & Cognitive Neuroscience Center, UQÀM
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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
Table of Contents
“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.”
“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.”
“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.”
“[...] 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.”
“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.”
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Toth, Paul D., Kara Moranski, Ashley Shaffer & Raquel Mattson-Prieto
2020. Chapter 3. Languaging and grammatical terminology. In Languaging in Language Learning and Teaching [Language Learning & Language Teaching, 55],  pp. 68 ff. DOI logo
Toth, Paul D., Elvis Wagner & Kara Moranski
2013. ‘Co-constructing’ Explicit L2 Knowledge with High School Spanish Learners through Guided Induction. Applied Linguistics 34:3  pp. 279 ff. DOI logo
Toth, Zuzana
2020. Language Awareness in Italian Secondary Schools How Do Students Approach Language Awareness Tasks and What Kind of Language Awareness Emerges from Their Reflections? . EL.LE :3 DOI logo
Toth, Zuzana, Tomáš Hlava & Beatriz Gómez-Pablos
2023. Tense and aspect in the interlanguage of Slavic speakers learning Romance languages. International Journal of Multilingualism  pp. 1 ff. DOI logo
Trofimovich, Pavel, Sara Kennedy & Jennifer Ann Foote
2015. Variables Affecting L2 Pronunciation Development. In The Handbook of English Pronunciation,  pp. 353 ff. DOI logo
Trofimovich, Pavel, Sandra Martin-Chang & Kyle Levesque
2012. Age effects in L2 learning:. In Memory, Language, and Bilingualism,  pp. 161 ff. DOI logo
Tymoczko, Maria
2012. The neuroscience of translation. Target. International Journal of Translation Studies 24:1  pp. 83 ff. DOI logo
Uematsu, Shigeo
2015. Review of the Literature. In Long-term effects of Learning English,  pp. 11 ff. DOI logo
Unterholzner, Franz & Hans-Georg Müller
2023. Metakognition als Brücke zwischen sprachlichem Wissen und Können. Didaktik Deutsch :55 DOI logo
Vafaee, Payman, Yuichi Suzuki & Ilina Kachisnke
2017. VALIDATING GRAMMATICALITY JUDGMENT TESTS. Studies in Second Language Acquisition 39:1  pp. 59 ff. DOI logo
Vallerossa, Francesco & Camilla Bardel
2023. Always trust your gut?. Language, Interaction and Acquisition 14:1  pp. 41 ff. DOI logo
Vallerossa, Francesco, Anna Gudmundson, Anna Bergström & Camilla Bardel
2023. Learning aspect in Italian as additional language. The role of second languages. International Review of Applied Linguistics in Language Teaching 61:3  pp. 1139 ff. DOI logo
van Compernolle, Rémi A.
2018. Chapter 2. Speaking, interactional competencies, and mediated action. In Speaking in a Second Language [AILA Applied Linguistics Series, 17],  pp. 27 ff. DOI logo
van Compernolle, Rémi A. & Haomin (Stanley) Zhang
2014. Dynamic assessment of elicited imitation: A case analysis of an advanced L2 English speaker. Language Testing 31:4  pp. 395 ff. DOI logo
Vanbuel, Marieke, Anneleen Boderé, Karen Torfs & Koen Jaspaert
2018. WITHDRAWN: Vocabulary acquisition in Moroccan- and Turkish-heritage children: A comparative study. International Journal of Bilingualism 22:1  pp. 3 ff. DOI logo
Vanbuel, Marieke, Anneleen Boderé, Karen Torfs & Koen Jaspaert
2018. Vocabulary acquisition in Moroccan- and Turkish-heritage children: A comparative study. International Journal of Bilingualism 22:1  pp. 38 ff. DOI logo
Walenta, Magdalena
2016. Reconciling SLA Theories with Classroom Practice: Designing a Principled Eclectic Bridge. In Classroom-Oriented Research [Second Language Learning and Teaching, ],  pp. 243 ff. DOI logo
Wang, Ting & Jingyun Yang
2024. The semantic access mechanism of L3 Spanish words. Review of Cognitive Linguistics DOI logo
Westergaard, Marit
2021. Microvariation in multilingual situations: The importance of property-by-property acquisition. Second Language Research 37:3  pp. 379 ff. DOI logo
Westergaard, Marit, Natalia Mitrofanova, Roksolana Mykhaylyk & Yulia Rodina
2017. Crosslinguistic influence in the acquisition of a third language: The Linguistic Proximity Model. International Journal of Bilingualism 21:6  pp. 666 ff. DOI logo
Whyatt, Bogusława
2017. Chapter 3. We are all translators. In Non-professional Interpreting and Translation [Benjamins Translation Library, 129],  pp. 45 ff. DOI logo
Whyatt, Bogusława
2022. In search of directionality effectsin the translation processand in the end product. Translation, Cognition & Behavior  pp. 79 ff. DOI logo
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. DOI logo
Xiang, Jingting & Boping Yuan
2020. Definiteness constraint on subjects in L2 and L3 Mandarin grammars. Journal of Second Language Studies 3:2  pp. 233 ff. DOI logo
Yager, Lisa, Nora Hellmold, Hyoun-A Joo, Michael T. Putnam, Eleonora Rossi, Catherine Stafford & Joseph Salmons
2015. New Structural Patterns in Moribund Grammar: Case Marking in Heritage German. Frontiers in Psychology 6 DOI logo
Yuan, Boping & Lulu Zhang
2020. An incremental model of second language speech production mechanisms: Developmental evidence from object ellipsis in second language Chinese speech production. International Journal of Bilingualism 24:4  pp. 783 ff. DOI logo
Zhang, Xian & James P. Lantolf
2015. Natural or Artificial: Is the Route of L2 Development Teachable?. Language Learning 65:1  pp. 152 ff. DOI logo
Çeçen, Sevdeğer & Gülcan Erçetin
2016. Interrelationships among L2 linguistic knowledge, working memory functions, and L2 reading. In Cognitive Individual Differences in Second Language Processing and Acquisition [Bilingual Processing and Acquisition, 3],  pp. 223 ff. DOI logo
Ünlü, Aslı
2015. How Alert should I be to Learn a Language? The Noticing Hypothesis and its Implications for Language Teaching. Procedia - Social and Behavioral Sciences 199  pp. 261 ff. DOI logo
[no author supplied]
2009. INDEX OF BOOKS RECEIVED 2009. Journal of Child Language 36:5  pp. 1173 ff. DOI logo
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2009. Publications Received. Language Teaching 42:4  pp. 548 ff. DOI logo
[no author supplied]
2011. Book and Software Reviews / Critiques de livres et de logiciels. The Canadian Modern Language Review 67:1  pp. 149 ff. DOI logo
[no author supplied]
2016. A Transdisciplinary Framework for SLA in a Multilingual World. The Modern Language Journal 100:S1  pp. 19 ff. DOI logo
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2018. REFERENCES. Monographs of the Society for Research in Child Development 83:1  pp. 91 ff. DOI logo
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2021. Second Language Learning. In Life as a Bilingual,  pp. 161 ff. DOI logo

This list is based on CrossRef data as of 16 march 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
ONIX Metadata
ONIX 2.1
ONIX 3.0
U.S. Library of Congress Control Number:  2008046405 | Marc record