Production/comprehension asymmetries in language acquisition

Hendriks, Petra; Koster, Charlotte

doi:10.1016/j.lingua.2010.02.002

Cited by 70 publications

(52 citation statements)

References 29 publications

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“…However, cases where the production of a form is more advanced that its comprehension are not uncommon (see Hendriks, 2013;Hendriks & Koster, 2010 for an overview). For instance, English-speaking children produce the thirdperson singular /s/ on novel verbs by age 2 or 3 (Theakston, Lieven, & Tomasello, 2003), but can reliably use it as a cue to subject number only after age 5 (Johnson, de Villiers, & Seymour, 2005).…”

Section: Introductionmentioning

confidence: 99%

“…In other instantiations of psycholinguistic explanations, the produc tion-comprehension gap in the third-person singular /s/ agreement and third-person pronouns such as him have been attributed to children's difficulty with the linguistic perspective-taking necessary to monitor the contribution of particular linguistic forms as opposed to other alternatives in comprehension (Hendriks, 2013;Smolensky, 1996;cf. Brandt-Kobele & Höhle, 2010;Hendriks & Koster, 2010;Hendriks & Spenader, 2005;Spenader, 2009).…”

Section: Introductionmentioning

confidence: 99%

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Production–comprehension asymmetries and the acquisition of evidential morphology

Ünal

Papafragou

2016

Journal of Memory and Language

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Production–comprehension asymmetries and the acquisition of evidential morphology

Ünal

Papafragou

2016

Journal of Memory and Language

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“…Given the documented production/comprehension asymmetries in HLLs (Hendriks & Koster, 2010;Sherkina--Lieber, 2011) and their sometimes--limited metalinguistic knowledge, this proposal advocates for the use of tasks tapping into different skills (comprehension, production, and acceptability judgments) to gauge students' underlying linguistic abilities. During this evaluative stage-prior to the implementation of C--BI-HLLs would be asked to complete a written task based on their perceptions and previous knowledge.…”

Section: Tablementioning

confidence: 99%

Untitled

2022

E-JournALL

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Section: Components and Implementation Of The Instructional Sequencementioning

confidence: 99%

Implementing concept-based instruction in the heritage language classroom: A pedagogical proposal

García

2017

E-JournALL

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EN Framed within a Sociocultural Theory of Mind approach to Second Language Learning and Development (Lantolf & Poehner, 2014), this article presents a pedagogical proposal for implementing concept-based instruction (C-BI) in the Spanish heritage language (HL) classroom in order to promote the development and internalization of the grammatical concept of aspect. Although aspect has been found to be particularly troublesome for heritage language learners (Montrul, 2009;Silva-Corvalán, 1994), few studies have focused on teaching conceptual development of verbal aspect in the HL classroom. This paper contributes to filling this gap by proposing an innovative pedagogical design aimed at providing HL students with the opportunity to generate and transform a conceptual understanding of aspect through conscious interaction in significant, coherent, and systematic ways. Key words: CONCEPT-BASED INSTRUCTION, ASPECT, HERITAGE LANGUAGE LEARNERS, SPANISH, SOCIOCULTURAL THEORYES Enmarcado dentro de la teoría sociocultural de la mente aplicada al desarrollo y aprendizaje de segundas lenguas (Lantolf y Poehner, 2014), este artículo expone una propuesta pedagógica dirigida a la implementación de la instrucción basada en conceptos (C-BI, por sus siglas en inglés) en el aula de español como lengua de herencia (español LH ), con el fin de promover el desarrollo e interiorización conceptual del aspecto gramatical. Aunque se ha comprobado que el aspecto entraña una especial dificultad en los aprendices de LH (Montrul 2009;Silva-Corvalán, 1994), no hay, por el momento, propuestas específicas sobre cómo enseñar a desarrollar conceptualmente el aspecto verbal en el aula de LH. El presente trabajo contribuye a llenar este vacío, proponiendo un diseño pedagógico innovador, enfocado en proporcionar a los aprendices de LH la oportunidad de desarrollar y transformar su comprensión del aspecto verbal a través de una interacción consciente y significativa con el concepto y una presentación del concepto coherente y sistemática. Palabras clave: INSTRUCCIÓN CONCEPTUAL, ASPECTO, APRENDICES DE LENGUA DE HERENCIA, ESPAÑOL, TEORÍA SOCIOCULTURALIT Questo articolo si inquadra all'interno della teoria socioculturale della mente in relazione all'acquisizione della seconda lingua (Lantolf & Poehner, 2014). Il lavoro presenta una proposta pedagogica per l'impiego dell'Insegnamento basato su concetti (C-BI) nell'ambito della classe di spagnolo come lingua ereditaria (SLE), al fine di promuovere lo sviluppo ed internalizzazione del concetto grammaticale dell'aspetto verbale. Sebbene si è visto che l'aspetto verbale è particolarmente difficile per studenti di SLE (Montrul, 2009;Silva-Corvalán, 1994), scarseggiano studi che si concentrino sull'insegnamento dello sviluppo concettuale dell'aspetto verbale nella classe di SLE. Questo testo contribuisce a colmare questa lacuna proponendo un innovativo disegno pedagogico volto a fornire agli studenti di SLE l'opportunità di generare e trasformare una comprensione concettuale dell'aspetto verbale attrave...

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Production/comprehension asymmetries in language acquisition

Cited by 70 publications

References 29 publications

Production–comprehension asymmetries and the acquisition of evidential morphology

Production–comprehension asymmetries and the acquisition of evidential morphology

Untitled

Implementing concept-based instruction in the heritage language classroom: A pedagogical proposal

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