Pléh Csaba, Lukács Ágnes (szerk.)

Pszicholingvisztika


Hivatkozások

Alanen R. 1995. Input enhancement and rule presentation in second language acquisition. In: Schmidt (1995a, 259–302).
Alpert R., R. Haber 1960. Anxiety in academic achievement situations. Journal of Abnormal and Social Psychology 61: 207–215.
Anderson J. R. 1983. The architecture of cognition. Cambridge MA: Harvard University Press.
Anderson J. R. 1995. Learning and memory: An integrated approach. New York: John Wiley.
Anderson J. R., J. M. Fincham 1994. Acquisition of procedural skills from examples. Journal of Experimental Psychology: Learning, Memory and Cognition 20: 1322–1340.
Anderson J. R., J. M. Fincham, S. Douglass 1997. The role of examples and rules in the acquisition of a cognitive skill. Journal of Experimental Psychology: Learning, Memory and Cognition 23: 932–945.
Anderson J. R., C. Lebriere 1998. The atomic components of thought. Mahwah NJ: Erlbaum.
Bachman L. F., A. S. Palmer 1996. Language testing in practice. Oxford: Oxford University Press.
Baddeley A. D. 2001. Is working memory still working? American Psychologist 56: 849–864.
Baddeley A. D., G. Hitch 1974. Working memory. In: G. H. Bower (szerk.): The psychology of learning and motivation (Vol. 8). New York: Academic Press. 47–89.
Bailey C.-J. N. 1973. Variation and linguistic theory. Washington DC: Center for Applied Linguistics.
Bailey N., C. Madden, S. Krashen 1974. Is there a “natural sequence” in adult second language learning? Language learning 24: 235–243.
Bean M., C. Gergen 1990. Individual variation in fossilized interlanguage performance. In: H. Burmeister – P. Rounds (szerk.): Variability in second language acquisition. Proceedings of the tenth second language research forum. Vol. 1. Eugene, OR: Department of Linguistics, University of Oregon. 205–219.
Beebe L., J. Zuengler 1983. Accommodation theory: An explanation for style shifting in second language dialects. In: N. Wolfson – E. Judd (szerk.): Sociolinguistics and second language acquisition. Rowley MA: Newbury House. 195–213.
Bialystok E. 1978. A theoretical model of second language learning. Language Learning 28: 69–84.
Bialystok E. 1979. Explicit and implicit judgements of L2 grammaticality. Language Learning 29: 81–104.
Bialystok E., M. Fröhlich 1978. Variables of classroom achievement in second language learning. Modern Language Journal 62: 327–336.
Bialystok E., B. Miller 1999. The problem of age in second-language acquisition: Influences from language, structure, and task. Bilingualism: Language and Cognition 2: 127–145.
Birdsong D. 1992. Ultimate attainment in second language acquisition. Language 68: 706–755.
Bley-Vroman R. 1989. What is the logical problem of foreign language learning? In: Gass – Schachter (1989, 41–68).
Bongaerts T. 1999. Ultimate attainment in L2 pronunciation: The case of very advanced late L2 learners. In: D. Birdsong (szerk.): Second language acquisition and the critical period hypothesis. Mahwah NJ: Lawrence Erlbaum Associates. 133–159.
Boss B. 1996. German grammar for beginners – The Teachability Hypothesis and its relevance to the classroom. In: C. A. Solá – J. Rolin-Ianziti – R. Sussex (szerk.): Who’s afraid of teaching grammar? Papers in language and linguistics. Queensland: University of Queensland. 93–103.
Bresnan J. (szerk.) 1982. The mental representation of grammatical relations. Cambridge MA: MIT Press.
Broadbent D. E. 1958. Perception and communication. London: Pergamon.
Brown R. 1973. A first language: The early stages. Cambridge MA: Harvard University Press.
Busch D. 1982. Introversion–extroversion and the EFL proficiency of Japanese students. Language Learning 32: 109–132.
Butler Y. G. 2000. The age effect in second language acquisition: Is it too late to acquire native-level competence in a second language after the age of seven? In: Y. Oshima-Takane – Y. Shirai – H. Sirai (szerk.): Studies in language sciences 1. Tokyo: Japanese Society for Language Sciences. 159–169.
Carroll J. B. 1965. The prediction of success in intensive foreign language training. In: R. Glaser (szerk.): Training, research, and education. Pittsburg PA: University of Pittsburgh Press. 87–136.
Carroll J. B. 1990. Cognitive abilities in foreign language aptitude: Then and now. In: T. Parry – C. Stansfield (szerk.): Language aptitude reconsidered. Englewood Cliffs NJ: Prentice-Hall Regents. 11–29.
Carroll J. B., S. Sapon 1959. The modern languages aptitude test. San Antonio, TX: Psychological Corporation.
Cazden C., E. Cancino, E. Rosansky, J. Schumann 1975. Second language acquisition sequences in children, adolescents and adults. Final report submitted to the National Institute of Education. Washington DC.
Cheung H. 1996. Nonword span as a unique predictor of second-language vocabulary learning. Developmental Psychology 32: 867–873.
Chomsky N. 1957. Syntactic structures. The Hague: Mouton.
Chomsky N. 1959. A review of B. F. Skinner’s Verbal behavior. Language 35: 26–58.
Chomsky N. 1965. Aspects of the theory of syntax. Cambridge MA: MIT Press.
Chomsky N. 1988. Language and problems of knowledge: The Nicaraguan lectures. Cambridge MA: MIT Press.
Christiansen M. H., N. Chater, M. S. Seidenberg 1999. Connectionist models of human language processing: Progress and prospects. Cognitive Science 23: 415–634.
Clahsen H. 1984. The acquisition of German word order: A test case for cognitive approaches to L2 development. In: R. Andersen (szerk.): Second language: A crosslinguistic perspective. Rowley MA: Newbury House. 219–242.
Clahsen H., J. Meisel, M. Pienemann 1983. Deutsch als Zweitsprache: der Spracherwerb auslandischer Arbeiter. Tübingen: Gunter Narr.
Clahsen H., P. Muysken 1989. The availability of universal grammar to adult and child learners – The study of the acquisition of German word order. Second Language Research 2: 93–119.
Cohen A. D., S. J. Weaver, T. Y. Li 1995. The impact of strategies-based instruction on speaking a foreign language. Minneapolis: National Language Resource Center, University of Minnesota.
Corder S. P. 1967. The significance of learners’ errors. International Review of Applied Linguistics 5: 161–170.
Corder S. P. 1971. Idiosyncratic dialects and error analysis. International Review of Applied Linguistics 9: 147–159.
Csizér K., Z. Dörnyei 2005. The internal structure of language learning motivation: Results of structural equation modelling. Modern Language Journal 89: 19–36.
Dagut M., B. Laufer 1985. Avoidance of phrasal verbs: A case for contrastive analysis. Studies in Second Language Acquisition 7: 73–79.
DeKeyser R. M. 1995. Learning second language grammar rules: An experiment with a miniature linguistic system. Studies in Second Language Acquisition 17: 379–410.
DeKeyser R. M. 1997. Beyond explicit rule learning: Automatizing second language morphosyntax. Studies in Second Language Acquisition 19: 195–222.
DeKeyser R. M. 2000. The robustness of critical period effects in second language acquisition. Studies in Second Language Acquisition 22: 493–533.
DeKeyser R. M. 2001. Automaticity and automatization. In: Robinson (2001, 125–151).
DeKeyser R. M. 2003. Implicit and explicit learning. In: Doughty – Long (2003, 313–348).
Dickerson L. 1975. The learner’s interlanguage as a system of variable rules. TESOL Quarterly 9: 401–407.
Dickerson L., W. Dickerson 1977. Interlanguage phonology: Current research and future directions. In: S. Corder – E. Roulet (szerk.): The notions of simplification, interlanguages and pidgins and their relation to second language learning (Actes du 5ème Colloque Linguistique Appliquée de Neufchatel). Paris: AIMAV/Didier. 18–19.
Dinnsen D., F. Eckman 1975. A functional explanation of some phonological typologies. In: R. Grossman – J. San – T. Vance (szerk.): Functionalism. Chicago: Chicago Linguistic Society. 126–134.
Doughty C. 2001. Cognitive underpinnings of focus on form. In: Robinson (2001, 206–257).
Doughty C. J. – M. H. Long (szerk.) 2003. The handbook of second language acquisition. Malden MA & Oxford: Blackwell.
Dörnyei Z. 1990. Conceptualizing motivation in foreign language learning. Language Learning 40: 46–78.
Dörnyei Z. 1998. Motivation in foreign and second language learning. Language Teaching 31: 117–135.
Dörnyei Z. 2002. The motivational basis of language learning tasks. In: P. Robinson (szerk.): Individual differences and instructed language learning. Amsterdam & Philadelphia: John Benjamins. 137–158.
Dörnyei Z. 2005. The psychology of the language learner: Individual differences in second language acquisition. Mahwah NJ: Lawrence Erlbaum Associates.
Dörnyei Z., I. Ottó 1998. Motivation in action: A process model of L2 motivation. Working Papers in Applied Linguistics 4: 43–69.
Dörnyei Z., P. Skehan 2003. Individual differences in second language learning. In: Doughty – Long (2003, 589–630).
Dulany D., R. Carlson, G. Dewey 1984. A case of syntactical learning and judgement: How conscious and how abstract? Journal of Experimental Psychology: General 113: 541–555.
Dulay H., M. Burt 1974a. A new perspective on the creative construction process in child second language acquisition. Working Papers on Bilingualism 4: 71–98.
Dulay H., M. Burt 1974b. You can’t learn without goofing. In: Richards (1974, 95–123).
Dulay H., M. Burt, S. Krashen 1982. Language two. Oxford: Oxford University Press.
É. Kiss K., Kiefer F., Siptár P. 1998. Új magyar nyelvtan. Budapest: Osiris Kiadó.
Eckman F. 1977. Markedness and the contrastive analysis hypothesis. Language Learning 27: 315–330.
Eckman F. 1985. The markedness differential hypothesis: Theory and applications. In: B. Wheatly – A. Hastings – F. Eckman – L. Bell – G. Krukar – R. Rutkowski (szerk.): Current approaches to second language acquisition: Proceedings of the 1984 University of Wisconsin-Milwaukee Linguistics Symposium. Bloomington IN: Indiana University Linguistics Club. 3–10.
Ehrman M. E., B. L. Leaver 2003. Cognitive styles in the service of language learning. System 31: 391–415.
Ellis G., B. Sinclair 1989. Learning to learn English: A course in learner training. Cambridge: Cambridge University Press.
Ellis N. C. 1993. Rules and instances in foreign language learning: Interactions of explicit and implicit knowledge. European Journal of Cognitive Psychology 5: 289–318.
Ellis N. C. 1996. Sequencing in SLA: Phonological memory, chunking, and points of order. Studies in Second Language Acquisition 18: 91–126.
Ellis N. C. 2003. Constructions, chunking, and connectionism: The emergence of second language structure. In: Doughty – Long (2003, 63–103).
Ellis N. C., R. Schmidt 1998. Rules or associations in the acquisition of morphology? The frequency by regularity interaction in human and PDP learning of morphosyntax. Language and Cognitive Processes 13: 307–336.
Ellis N. C., S. G. Sinclair 1996. Working memory in the acquisition of vocabulary and syntax: Putting language in good order. The Quarterly Journal of Experimental Psychology 49A: 234–250.
Ellis R. 1985. Understanding second language acquisition. Oxford: Oxford University Press.
Ellis R. 1990. Individual learning styles in classroom second language development. In: J. H. A. L. de Jong – D. K. Stevenson (szerk.): Individualizing the assessment of language abilities. Clevedon: Multilingual Matters. 83–96.
Ellis R. 1991. Grammaticality judgments and second language acquisition. Studies in Second Language Acquisition 13: 161–186.
Ellis R. 1992. Second language acquisition and language pedagogy. Clevedon: Multilingual Matters.
Ellis R. 1994. The study of second language acquisition. Oxford: Oxford University Press.
Elo A. 1993. Le français parlé par les étudiants finnophones et suedophones. Doctoral dissertation, University of Turku.
Felix S. 1985. More evidence on competing cognitive systems. Second Language Research 1: 47–72.
Flynn S. 1984. A universal in L2 acquisition based on a PBD typology. In: F. Eckman – L. Bell – D. Nelson (szerk.): Universals of second language acquisition. Rowley MA: Newbury House. 75–87.
Flynn S. 1987. A parameter-setting model of L2 acquisition. Dordrecht: Reidel.
Gardner R., W. Lambert 1959. Motivational variables in second language acquisition. Canadian Journal of Psychology 13: 191–200.
Gass S. 1997. Input, interaction, and the second language learner. Mahwah NJ: Erlbaum.
Gass S. – J. Schachter (szerk.) 1989. Linguistic perspectives on second language acquisition. Cambridge: Cambridge University Press.
Gass S. M. – L. Selinker (szerk.) 2001. Second language acquisition: An introductory course (Second ed.). Mahwah NJ: Lawrence Erlbaum Associates.
Gatbonton E. 1978. Patterned phonetic variability in second language speech: A gradual diffusion model. Canadian Modern Language Review/La Revue Canadienne des Langues Vivantes 34: 335–347.
Gathercole S. E. 1995. Is nonword repetition a test of phonological memory or long-term knowledge? It all depends on nonwords. Memory and Cognition 23: 83–94.
Gathercole S. E., A. D. Baddeley 1989. Evaluation of the role of phonological STM in the development of vocabulary in children: A longitudinal study. Journal of Memory and Language 28: 200–213.
Gathercole S. E., E. Service, G. J. Hitch, A. Adams, A. J. Martin 1999. Phonological short-term memory and vocabulary development: Further evidence on the nature of the relationship. Applied Cognitive Psychology 13: 65–77.
Giles H., P. Smith 1979. Accommodation theory: Optimal levels of convergence. In: H. Giles – R. N. S. Clair (szerk.): Language and social psychology. Oxford: Blackwell. 45–65.
Gopher D. 1992. Analysis and measurement of mental workload. In: G. d’Ydewalle – P. Eelen – P. Bertelson (szerk.): International perspectives on psychological science. Vol. 2. State of the Art. Hillsdale NJ: Lawrence Erlbaum Associates. 265–291.
Graaff R. de 1997a. Differential effects of explicit instruction on second language acquisition. The Hague: Holland Institute of Generative Linguistics.
Graaff R. de 1997b. The eXperanto experiment: Effects of explicit instruction on second language acquisition. Studies in Second Language Acquisition 19: 249–276.
Gregg K. 1984. Krashen’s monitor and Occam’s razor. Applied Linguistics 5: 79–100.
Griffiths R. 1991. Personality and second-language learning: Theory, research and practice. In: E. Sadtano (szerk.): Language acquisition and the second/foreign language classroom. Singapore: SEAMEO Regional Language Centre. 103–135.
Griffiths R., R. Sheen 1992. Disembedded figures in the landscape: A reappraisal of L2 research on field dependence/independence. Applied Linguistics 13: 133–148.
Guiora A., B. Beir-Hallahmi, R. Brannon, C. Dull, T. Scovel 1972. The effects of experimentally induced changes in ego states on pronunciation ability in a second language: an exploratory study. Comprehensive Psychiatry 13: 421–428.
Han Z.-H. 1998. Fossilization: An investigation into advanced L2 learning of a typologically distant language. Doctoral dissertation, Birkbeck College, University of London.
Hatch E. 1983. Psycholinguistics: A second language perspective. Rowley MA: Newbury House.
Hernandez-Chavez E. 1977. The acquisition of grammatical structures by a Mexican-American child learning English. Doctoral dissertation, University of California, Berkeley.
Higgins E. T. 1987. Self-discrepancy: A theory relating self and affect. Psychological Review 94: 319–340.
Hsiao T.-Y., R. L. Oxford 2002. Comparing theories of language learning strategies: A confirmatory factor analysis. Modern Language Journal 86: 368–383.
Huang C.-T. J. 1970. A Chinese child’s acquisition of English syntax. MA thesis, University of California at Los Angeles.
Hulme C., S. Maughan, G. D. A. Brown 1991. Memory for familiar and unfamiliar words: Evidence for a long-term memory contribution to short-term memory span. Journal of Memory and Language 30: 685–701.
Hulme C., S. Roodenrys, G. Brown, R. Mercer 1995. The role of long-term memory mechanisms in memory span. British Journal of Psychology 86: 527–536.
Hulstijn J. H., W. Hulstijn 1984. Grammatical errors as a function of processing constraints and explicit knowledge. Language Learning 34: 23–43.
Huter K. 1998. The acquisition of Japanese as a second language. Doctoral dissertation, Australian National University.
Hyltenstam K. 1977. Implicational patterns in interlanguage syntax variation. Language Learning 27: 383–411.
Hyltenstam K., N. Abrahamsson 2003. Maturational constraints. In: Doughty – Long (2003, 539–58).
Ioup G., E. Boustagui, M. El Tigi, M. Moselle 1994. Reexamining the critical period hypothesis: a case study in a naturalistic environment. Studies in Second Language Acquisition 16: 73–98.
James W. 1890. Principles of psychology. New York: Holt.
Jansen L. 1991. The development of word order in natural and formal German second language acquisition. Australian Working Papers in Language Development 5: 1–42.
Javris S. 1998. Conceptual transfer in the interlanguage lexicon. Bloomington IN: Indiana University Linguistics Club.
Javris S. 2000. Methodological rigor in the study of transfer: Identifying L1 influence in the interlanguage lexicon. Language Learning 50: 245–309.
Johnson J. S., E. L. Newport 1989. Critical period effects in second language learning: The influence of maturational state on the acquisition of English as a second language. Cognitive Psychology 21: 60–100.
Johnston M. 1985. Syntactic and morphological progressions in learner English. Canberra: Commonwealth Dept of Immigration and Ethnic Affairs.
Johnstone T., D. R. Shanks 1999. Two mechanisms in artificial grammar learning? Comment on Meulemans and Van der Linden 1997. Journal of Experimental Psychology: Learning, Memory and Cognition 25: 524–531.
Kahneman D. 1973. Attention and effort. Englewood Cliffs NJ: Prentice Hall.
Kahneman D., A. Treisman 1984. Changing views of attention and automaticity. In: R. Parasuraman – D. R. Davies (szerk.): Varieties of attention. New York: Academic Press. 29–61.
Kanno K. 1997. The acquisition of null and overt pronominals in Japanese by English speakers. Second Language Research 13: 265–287.
Kawaguchi S. 1996. Referential choice by native speakers and learners of Japanese. MA thesis, Australian National University.
Kellerman E. 1978. Giving learners a break: Native language intuitions as source of predictions about transferability. Working Papers on Bilingualism 15: 59–92.
Kellerman E. 1979. Transfer and non-transfer: Where are we now. Studies in Second Language Acquisition 2: 37–57.
Kempe V., B. MacWhinney 1998. The acquisition of case-marking by adult learners of Russian and German. Studies in Second Language Acquisition 20: 543–587.
Kleinmann H. 1977. Avoidance behavior in adult second language acquisition. Language Learning 27: 93–107.
Kormos J. 2000a. The role of attention in monitoring second language speech production. Language Learning 50: 343–384.
Kormos J. 2000b. The timing of self-repairs in second language speech production. Studies in Second Language Acquisition 22: 145–167.
Krashen S. 1977. Some issues relating to the monitor model. In: H. Brown – C. Yorio – R. Crymes (szerk.): On TESOL ’77. Washington DC: TESOL. 144–158.
Krashen S. 1981a. Aptitude and attitude in relation to second language acquisition and learning. In: K. C. Diller (szerk.): Individual differences and universals in language learning aptitude. Rowley MA: Newbury House. 155–175.
Krashen S. 1981b. Second language acquisition and second language learning. Oxford: Pergamon.
Krashen S. 1982. Principles and practice in second language acquisition. Oxford: Pergamon.
Krashen S., M. Long, R. Scarcella 1979. Age, rate, and eventual attainment in second language acquisition. TESOL Quarterly 13: 573–582.
Labov W. 1966. The social stratification of English in New York City. Arlington VA: Center for Applied Linguistics.
Labov W. 1969. Contraction, deletion, and inherent variability of the English copula. Language 45: 715–762.
Labov W. 1970. The study of language in its social context. Studium Generale 23: 30–87.
Lado R. 1957. Linguistics across cultures. Ann Arbor: University of Michigan Press.
Lalonde R. N., P. A. Lee, R. C. Gardner 1987. The common view of the good language learner: An investigation of teachers’ beliefs. Canadian Modern Language Review 44: 16–34.
Larsen-Freeman D., M. H. Long 1991. An introduction to second language acquisition research. Harlow: Longman.
Laufer B., S. Eliasson 1993. What causes avoidance in L2 learning: L1–L2 difference, L1–L2 similarity, or L2 complexity? Studies in Second Language Acquisition 15: 33–48.
Lenneberg E. H. (szerk.) 1967. Biological foundations of language. New York: Wiley.
Leow R. 1997. Attention, awareness and foreign language behaviour. Language Learning 47: 467–505.
Leow R. 1998. Toward operationalizing the process of attention in SLA: Evidence for Tomlin and Villa’s (1994) fine-grained analysis of attention. Applied Psycholinguistics 19: 133–159.
Leow R. 2000. A study of the role of awareness in foreign language behaviour: Aware vs. unaware learners. Studies in Second Language Acquisition 22: 557–584.
Levelt W. J. M. 1989. Speaking: From intention to articulation. Cambridge MA: MIT Press.
Levine A., T. Reves, B. L. Leaver 1996. Relationship between language learning strategies and Israeli versus Russian cultural-educational factors. In: R. L. Oxford (szerk.): Language learning strategies around the world: Cross-cultural perspective. Honolulu: University of Hawaii Press. 35–45.
Lewicki P., M. Czyzewska, H. Hoffman 1987. Unconscious acquisition of complex procedural knowledge. Journal of Experimental Psychology: Learning, Memory and Cognition 13: 523–530.
Logan G. D. 1988. Toward an instance theory of automatization. Psychological Review 95: 492–527.
Logan G. D. 1990. Repetition priming and automaticity: Common underlying mechanisms? Cognitive Psychology 22: 1–35.
Logan G. D. 1992. Shapes of reaction-time distributions and shapes of learning curves: A test of the instance theory of automaticity. Journal of Experimental Psychology: Learning, Memory and Cognition 18: 883–914.
Logan G. D., S. E. Taylor, J. L. Etherton 1996. Attention in the acquisition and expression of automaticity. Journal of Experimental Psychology: Learning, Memory and Cognition 22: 620–638.
Long M. H. 1990. Maturational constraints on language development. Studies in Second Language Acquisition 12: 251–285.
Long M. H. 1991. Focus on form: A design feature in language teaching methodology. In: K. de Bot – D. Coste – R. Ginsberg – C. Kramsch (szerk.): Foreign language research in cross-cultural perspectives. Amsterdam & Philadelphia: John Benjamins. 39–52.
Long M. H. 1997. Fossilization: Rigor mortis in living linguistic systems? Plenary address (EUROSLA 97 conference). Universitat Pompeu Fabra, Barcelona, May 22–24.
Long M. H. 2003. Stabilization and fossilization in interlanguage development. In: Doughty – Long (2003, 487–535).
Long M. H., C. Sato 1983. Classroom foreigner talk discourse: Forms and functions of teachers’ questions. In: H. Seliger – M. Long (szerk.): Classroom oriented research in second language acquisition. Rowly MA: Newbury House. 268–285.
Lukmani Y. 1972. Motivation to learn and language proficiency. Language Learning 22: 261–73.
MacWhinney B. 1987. The competition model. In: B. MacWhinney (szerk.): Mechanisms of language acquisition. Hillsdale NJ: Lawrence Erlbaum. 249–308.
MacWhinney B. – E. Bates (szerk.) 1989. The crosslinguistic study of sentence processing. Cambridge: Cambridge University Press.
Marcel A. J. 1983. Conscious and unconscious perception: Experiments of visual masking and word recognition. Cognitive Psychology 15: 197–237.
Markus H., P. Nurius 1986. Possible selves. American Psychologist 41: 954–969.
Masoura E. V., S. E. Gathercole 1999. Phonological short-term memory and foreign language learning. International Journal of Psychology 34: 383–388.
Masoura E. V., S. E. Gathercole 2005. Contrasting contributions of phonological short-term memory and long-term knowledge to vocabulary learning in a foreign language. Memory 13: 422–429.
Master P. 1987. A cross-linguistic interlanguage analysis of the acquisition of the English article system. Doctoral dissertation, UCLA.
McClelland J., D. Rumelhart, G. Hinton 1986. The appeal of parallel distributed processing. In: D. Rumelhart, J. McClelland – the PDP Research Group (szerk.): Parallel distributed processing: Explorations in the microstructures of cognition. Vol. 1: Foundations. Cambridge MA: MIT Press. 3–44.
McCrae R. R., P. T. Costa 2003. Personality in adulthood: A five-factor theory perspective. New York: Guilford Press.
McDonald J. L. 2000. Grammaticality judgements in a second language: Influences of age of acquisition and native language. Applied Psycholinguistics 21: 395–423.
McLaughlin B. 1978. The Monitor Model: Some methodological considerations. Language Learning 28: 309–332.
McLaughlin B. 1987. Theories of second language learning. London: Edward Arnold.
McLaughlin B., T. Rossman, B. McLeod 1983. Second language learning: An information-processing perspective. Language Learning 33: 135–158.
Meisel J. 1991. Principles of Universal Grammar and strategies of language learning: Some similarities and differences between first and second language acquisition. In: L. Eubank (szerk.): Point counterpoint: Universal Grammar in the second language. Amsterdam & Philadelphia: John Benjamins. 231–276.
Meisel J., H. Clahsen, M. Pienemann 1981. On determining developmental stages in natural second language acquisition. Studies in Second Language Acquisition 3: 109–135.
Mesthrie R., T. Dunne 1990. Syntactic variation in language shift: The relative clause in South African Indian English. Language Variation and Change 2: 31–56.
Michas I. C., D. C. Berry 1994. Implicit and explicit processes in a second language learning task. European Journal of Cognitive Psychology 6: 357–381.
Miyake A. A., D. Friedman 1998. Individual differences in second language proficiency: Working memory as language aptitude. In: A. F. Healy – L. E. Bourne (szerk.): Foreign language learning: Psycholinguistic studies on training and retention. Mahwah NJ: Lawrence Erlbaum Associates. 339–364.
Moyer A. 1999. Ultimate attainment in L2 phonology: The critical factors of age, motivation, and instruction. Studies in Second Language Acquisition 21: 81–108.
Naiman N., M. Fröhlich, H. Stern, A. Todesco 1978. The good language learner. Toronto: Ontario Institute for Studies in Education.
Nemser W. 1971. Approximative systems of foreign language learners. International Review of Applied Linguistics 9: 115–124.
Neumann O. 1987. Beyond capacity: A functional view of attention. In: H. Heuer – A. Sanders (szerk.): Perspectives on perception and action. Berlin: Springer. 361–394.
Neumann O. 1996. Theories of attention. In: O. Neumann – A. Sanders (szerk.): Handbook of perception and action Vol. 3: Attention. San Diego CA: Academic Press. 389–446.
Newell A., P. S. Rosenbloom 1981. Mechanisms of skill acquisition and the law of practice. In: J. R. Anderson (szerk.): Cognitive skills and their acquisition. Hillsdale NJ: Erlbaum. 1–55.
Nikolov M. 2000. The critical period hypothesis reconsidered: Successful adult learners of Hungarian and English. International Review of Applied Linguistics in Language Teaching 38: 109–124.
Nikolov M., S. Krashen 1997. Need we sacrifice accuracy for fluency? System 25: 197–201.
Nissen M. J., P. Bullemer 1987. Attentional requirements of learning: Evidence from performance measures. Cognitive Psychology 19: 1–32.
Nunan D. 1997. Strategy training in the classroom: An empirical investigation. RELC Journal 28: 56–81.
Odlin T. 1989. Language transfer. Cambridge: Cambridge University Press.
Odlin T. 2003. Cross-linguistic influence. In: Doughty – Long (2003, 436–486).
O’Malley J. M., A. U. Chamot 1990. Learning strategies in second language acquisition. Cambridge: Cambridge University Press.
Ottó I. 1996. Language aptitude testing: Unveiling the mystery. NovELTy 4: 6–20.
Ottó I. 2000. A kor szerepe az idegennyelv-elsajátításban: egy konnekcionista elképzelés a felnőtt nyelvtanuló paradoxonának feloldására. Modern Nyelvoktatás 6: 21–32.
Ottó I. 2001. Extra input biased learning: A connectionist account of the adult language learning paradox. Doctoral dissertation, ELTE, Budapest.
Oxford R. L. 1990. Language learning strategies: What every teacher should know. New York: Newbury House.
Oxford R. L., M. Nyikos, M. E. Ehrman 1988. Vive la différence? Reflections on sex differences in use of language learning strategies. Foreign Language Annals 21: 321–329.
Palmeri T. J. 1997. Exemplar similarity and the development of automaticity. Journal of Experimental Psychology: Learning, Memory and Cognition 23: 324–354.
Papagno C., G. Vallar 1992. Phonological short-term memory and the learning of novel words: The effect of phonological similarity and item length. The Quarterly Journal of Experimental Psychology 44A: 47–67.
Parry T. S., J. R. Child 1990. Preliminary investigation of the relationship between VORD, MLAT, and language proficiency. In: T. S. Parry – C. W. Stansfield (szerk.): Language aptitude reconsidered. Englewood Cliffs NJ: Prentice-Hall Regents. 30–66.
Patten B. van 1994. Evaluating the role of consciousness in second language acquisition: Terms, linguistic features and research methodology. AILA Review 11: 27–36.
Patten B. van 1996. Input processing and grammar instruction: Theory and research. Norwood NJ: Ablex.
Perruchet P., C. Pacteau 1990. Synthetic grammar learning: Implicit rule abstraction or explicit fragmentary knowledge? Journal of Experimental Psychology: General 119: 264–275.
Pienemann M. 1998. Language processing and second language development: Processability Theory. Amsterdam & Philadelphia: John Benjamins.
Pienemann M. 2003. Language processing capacity. In: Doughty – Long (2003, 679–714).
Pienemann M., G. Håkansson 1999. A unified approach towards the development of Swedish as L2: A processability account. Studies in Second Language Acquisition 21: 383–420.
Pienemann M., M. Johnston 1987. Factors influencing the development of language proficiency. In: D. Nunan (szerk.): Applying second language acquisition research. Adelaide: National Curriculum Resource Centre, Adult Migrant Education Program. 45–141.
Pienemann M., A. Mackey 1993. An empirical study of children’s ESL development and Rapid Profile. In: P. McKay (szerk.): ESL development: Language and literacy in schools. Vol. 2. Canberra: Commonwealth of Australia and National Languages and Literacy Institute of Australia. 115–259.
Pimsleur P. 1966. The Pimsleur language aptitude battery. New York: Harcourt, Brace, Jovanovich.
Politzer R. 1983. An exploratory study of self-reported language learning behaviors and their relation to achievement. Studies in Second Language Acquisition 6: 54–67.
Porter J. 1977. A cross-sectional study of morpheme acquisition in first language learners. Language Learning 27: 47–62.
Posner M. I. 1995. Attention in cognitive neuroscience: An overview. In: M. S. Gazzaniga (szerk.): The cognitive neurosciences. Cambridge MA: MIT Press. 615–624.
Pothos E. M., T. M. Bailey 2000. The role of similarity in artificial grammar learning. Journal of Experimental Psychology: Learning, Memory and Cognition 26: 847–862.
Prasada S., S. Pinker, W. Snyder 1990. Some evidence that irregular forms are retrieved from memory but regular forms are rule-governed. Paper presented at the Thirty First Meeting of the Psychonomic Society. New Orleans, November 1990.
Preston D. R. 1989. Sociolinguistics and second language acquisition. Oxford & Cambridge MA: Blackwell.
Ravem R. 1974. The development of Wh-questions in first and second language learners. In: Richards (1974, 134–155).
Rayner S. G. 2000. Reconstructing style differences in thinking and learning: Profiling learning performance. In: Riding – Rayner (2000, 115–177).
Reber A. S. 1976. Implicit learning of synthetic languages: The role of instructional set. Journal of Experimental Psychology: Human Learning and Memory 2: 88–94.
Reber A. S., S. Kassin, S. Lewis, G. Cantor 1980. On the relationship between implicit and explicit modes in the learning of a complex rule structure. Journal of Experimental Psychology: Human Learning and Memory 6: 492–502.
Rees J. 2000. Predicting the future of foreign language aptitude. In: S. Cornwell – P. Robinson (szerk.): Individual differences in foreign language learning: Effects of aptitude, intelligence, and motivation. Tokyo: Aoyama Gakuin University. 187–197.
Rees-Miller J. 1993. A critical appraisal of learner training: Theoretical bases and teaching implications. TESOL Quarterly 27: 679–689.
Reves T. 1983. What makes a good language learner? Doctoral dissertation, Hebrew University.
Richards J. (szerk.) 1974. Error analysis: Perspectives on second language acquisition. London: Longman.
Riding R. 2000. Cognitive style: A review. In: Riding – Rayner (2000, 315–344).
Riding R. – S. G. Rayner (szerk.) 2000. Interpersonal perspectives on individual differences. Vol. 1: Cognitive styles. Stamford CT: Ablex.
Ringbom H. 1987. The role of the first language in foreign language learning. Clevedon: Multilingual Matters.
Ringbom H. 1992. On L1 transfer in L2 comprehension and production. Language Learning 42: 85–112.
Robinson P. 1996. Learning simple and complex second language rules under implicit, incidental, rule-search, and instructed conditions. Studies in Second Language Acquisition 18: 27–67.
Robinson P. 1997. Generalizability and automaticity of second language learning under implicit, incidental, enhanced, and instructed conditions. Studies in Second Language Acquisition 19: 223–247.
Robinson P. (szerk.) 2001. Cognition and second language instruction. Cambridge: Cambridge University Press.
Robinson P. 2003. Attention and memory during SLA. In: Doughty – Long (2003, 631–678).
Robinson P., M. Ha 1993. Instance theory and second language rule learning under explicit conditions. Studies in Second Language Acquisition 13: 413–438.
Romaine S. 2003. Variation. In: Doughty – Long (2003, 409–435).
Rosa E., M. D. O’Neill 1999. Explicitness, intake, and the issue of awareness: Another piece to the puzzle. Studies in Second Language Acquisition 21: 511–556.
Rosansky E. 1976. Methods and morphemes in second language acquisition research. Language Learning 26: 409–425.
Rossiter M. J. 2003. The effects of affective strategy training in the ESL classroom. TESL-EJ 7: 75–85.
Rumelhart D. E., J. McClelland – the PDP Research Group 1986. Parallel distributed processing: Explorations in the microstructures of cognition. Cambridge MA: MIT Press.
Sato C. 1984. Phonological processes in second language acquisition: Another look at interlanguage syllable structure. Language Learning 34: 43–57.
Sato C. 1985. Task variation in interlanguage phonology. In: S. Gass – C. Madden (szerk.): Input in second language acquisition. Rowley MA: Newbury House. 181–196.
Saville-Troike M. 2006. Introducing second language acquisition. Cambridge: Cambridge University Press.
Schachter J. 1974. An error in error analysis. Language learning 27: 205–214.
Schachter J. 1988. Second language acquisition and its relationship to Universal Grammar. Applied Linguistics 9: 219–235.
Schachter J. 1989. Testing a proposed universal. In: Gass – Schachter (1989, 73–88).
Schachter J., W. Rutherford 1979. Discourse function and language transfer. Working Papers in Bilingualism 19: 3–12.
Schmidt R. 1990. The role of consciousness in second language learning. Applied Linguistics 11: 129–158.
Schmidt R. (szerk.) 1995a. Attention and awareness in foreign language learning (Second Language Teaching and Curriculum Center Technical Report 9). Honolulu: University of Hawai’i Press.
Schmidt R. 1995b. Consciousness and foreign language learning: A tutorial on the role of attention and awareness in learning. In: Schmidt (1995a, 1–64).
Schmidt R. 2001. Attention. In: Robinson (2001, 3–32).
Schmidt R., S. Frota 1986. Developing basic conversational ability in a second language: A case study of an adult learner of Portuguese. In: R. Day (szerk.): Talking to learn: Conversation in second language acquisition. Rowley MA: Newbury House. 237–322.
Schmidt R., Y. Watanabe 2001. Motivation, strategy use, and pedagogical preferences in foreign language learning. In: Z. Dörnyei – R. Schmidt (szerk.): Motivation and second language acquisition. Honolulu: University of Hawaii Press. 313–359.
Schumann J. 1979. The acquisition of English negation by speakers of Spanish: A review of the literature. In: R. Andersen (szerk.): The acquisition and use of Spanish and English as first and second languages. Washington DC: Teacher of English to Speakers of Other Languages. 3–32.
Schumann J. H., S. E. Crowell, N. E. Jones, N. Lee, S. A. Schuchert, L. A. Wood 2004. The neurobiology of learning: Perspectives from second language acquisition. Mahwah NJ: Lawrence Erlbaum Associates.
Scott V. M. 1989. An empirical study of explicit and implicit teaching strategies in French. Modern Language Journal 73: 14–22.
Scott V. M. 1990. Explicit and implicit grammar teaching strategies: New empirical data. French Review 63: 779–789.
Scovel T. 1978. The effect of affect on foreign language learning: A review of the anxiety research. Language Learning 29: 129–142.
Selinker L. 1969. Language transfer. General Linguistics 9: 67–92.
Selinker L. 1972. Interlanguage. International Review of Applied Linguistics 10: 209–231.
Service E. 1992. Phonology, working memory, and foreign-language learning. Quarterly Journal of Experimental Psychology 45A: 21–50.
Service E., V. Kohonen 1995. Is the relation between phonological memory and foreign language learning accounted for by vocabulary acquisition? Applied Psycholinguistics 16: 155–172.
Skehan P. 1996. A framework for the implementation of task-based instruction. Applied Linguistics 17: 38–62.
Skehan P. 1998. A cognitive approach to language learning. Oxford: Oxford University Press.
Snowling M., S. Chiat, C. Hulme 1991. Words, nonwords, and phonological processes: Some comments on Gathercole, Willis, Emslie, and Baddeley. Applied Psycholinguistics 12: 369–373.
Sokolik M., M. Smith 1992. Assignment of gender to French nouns in primary and secondary language: A connectionist model. Second Language Research 8: 39–58.
Speciale G., N. C. Ellis, T. Bywater 2004. Phonological sequence learning and short-term store capacity determine second language vocabulary acquisition. Applied Psycholinguistics 25: 293–321.
Stockwell R., J. Bowen, J. Martin 1965. The grammatical structures of English and Spanish. Chicago: University of Chicago Press.
Strong M. 1983. Social styles and second language acquisition of Spanish-speaking kindergarteners. TESOL Quarterly 17: 241–258.
Tarone E. 1979. Interlanguage as chameleon. Language Learning 29: 181–191.
Tarone E. 1983. On the variability of interlanguage systems. Applied Linguistics 4: 142–163.
Tarone E. 1985. Variability in interlanguage use: A study of style-shifting in morphology and syntax. Language Learning 35: 373–404.
Thakerar J. N., H. Giles, J. Cheshire 1982. Psychological and linguistic parameters of speech accommodation theory. In: C. Fraser – K. R. Scherer (szerk.): Advances in the social psychology of language. Cambridge: Cambridge University Press. 205–255.
Thorn A. S. C., S. E. Gathercole 1999. Language-specific knowledge and short-term memory in bilingual and non-bilingual children. The Quarterly Journal of Experimental Psychology 52A: 303–324.
Tipper S. P. 1985. The negative priming effect: Inhibitory priming by ignored objects. Quarterly Journal of Experimental Psychology 37A: 571–590.
Tomlin R., V. Villa 1994. Attention in cognitive science and second language acquisition. Studies in Second Language Acquisition 16: 183–203.
Towell R. 1987. Variability and progress in the language development of advanced learners of a foreign language. In: R. Ellis (szerk.): Second language acquisition in context. London: Prentice-Hall International. 113–127.
Tremblay P. F., R. C. Gardner 1995. Expanding the motivation construct in language learning. The Modern Language Journal 79: 505–518.
Truscott J. 1998. Noticing in second language acquisition: A critical review. Second Language Research 14: 103–135.
Verhoeven L., A. Vermeer 2002. Communicative competence and personality dimensions in first and second language learners. Applied Psycholinguistics 23: 361–374.
Weinreich U. 1953/1968. Languages in contact. The Hague: Mouton.
White L. 2003. On the nature of interlanguage representation: Universal Grammar in the second language. In: Doughty – Long (2003, 19–42).
White L., F. Genesee 1996. How native is near-native? The issue of ultimate attainment in adult second language acquisition. Second Language Research 12: 233–265.
Whitman R., K. Jackson 1972. The unpredictability of contrastive analysis. Language Learning 22: 29–41.
Wickens C. 1984. Processing resources in attention. In: R. Parasuraman – D. Davies (szerk.): Varieties of attention. New York: Academic Press. 63–102.
Wickens C. 1989. Attention and skilled performance. In: D. Holding (szerk.): Human skills. New York: John Wiley. 71–105.
Witkin H. A., H. Lewis, M. Hertzman, K. Machover, P. Meissner, S. Wapner 1954. Personality through perception. New York: Harper & Brothers.
Young R. 1991. Variation in interlanguage morphology. New York: Peter Lang.
Zobl H. 1980. The formal and developmental selectivity of L1 influence on L2 acquisition. Language Learning 30: 43–57.
Zobl H. 1982. A direction for contrastive analysis: The comparative study of developmental sequences. TESOL Quarterly 16: 169–183.

Pszicholingvisztika

Tartalomjegyzék


Kiadó: Akadémiai Kiadó

Online megjelenés éve: 2015

ISBN: 978 963 059 499 8

Az pszicholingvisztika a nyelv használatának, megértésének és elsajátításának mentális folyamatait, a használók értelmi, érzelmi és társas működéseit érintő mechanizmusait vizsgálja. Interdiszciplináris terület, amelynek gyökerei a nyelvészetben és a pszichológiában lelhetők fel. Fél évszázada létezik komolyabb formában, vagyis viszonylag fiatal, ám az elmúlt évtizedekben - az ihletését adó területek, vagyis a nyelvészet, a pszichológia és az idegtudomány elméleti és technikai változásainak, továbbá a nyelv használatát és vizsgálatának lehetőségeit is érintő, gyorsan változó műszaki-informatikai környezetnek köszönhetően - sokrétűen fejlődött.

A Magyar pszicholingvisztikai kézikönyv hiányt pótol a hazai felsőoktatásban, az első próbálkozás arra, hogy teljesen megfeleljen a nyelvre érvényesített interdiszciplináris szemléletnek. Egyszerre jellemző rá a bölcsészeti, a társadalomtudományi és a természettudományos szemlélet alkalmazása, módszerei közé tartozik a megfigyelés, a kísérletezés, és időnként a tömeges adatok elemzése egyaránt.

Könyvünk oktatási anyagként szolgál a felsőbb éves pszichológus, nyelvész, gyógypedagógus, medikus diákok számára, ugyanakkor legalább egy évtizedig érvényes összefoglaló és kiindulási irodalom lehet a kutatóknak is. Őszintén reméljük, hogy a kézikönyv alapvető tananyag lesz nyelvészeti és pszichológiai mesterképzésekben, doktori programokban.

Hivatkozás: https://mersz.hu/pleh-lukacs-pszicholingvisztika//

BibTeXEndNoteMendeleyZotero

Kivonat
fullscreenclose
printsave