Hostname: page-component-848d4c4894-p2v8j Total loading time: 0 Render date: 2024-06-08T08:49:01.393Z Has data issue: false hasContentIssue false
  • English
  • Français

The Role of Linguistic Knowledge in Second Language Use

Published online by Cambridge University Press:  07 November 2008

Ellen Bialystok
Ellen Bialystok
Affiliation:
The Ontario Institute for Studies in Education
Get access Rights & Permissions [Opens in a new window]

Abstract

The purpose of the present paper is to examine the hypothesis that there are fundamental differences between using language in different situations or for different purposes, and that these differences may be accounted for in terms of the requirement of the task to be solved on the basis of knowledge represented in a particular way.

Type
Articles
Information
Studies in Second Language Acquisition , Volume 4 , Issue 1 , fall 1981 , pp. 31 - 45
Copyright
Copyright © Cambridge University Press 1981

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Allen, J.P.B. 1980. A three-level curriculum model for language education. Keynote address given at the annual meeting of the Ontario Modern Language Teachers' Association, Toronto.Google Scholar
Bialystok, E. 1978. A theoretical model of second language learning. Language Learning 28.69–83.CrossRefGoogle Scholar
Bialystok, E. 1979. Explicit and implicit judgments of L2 grammaticality. Language Learning 29.81–103.CrossRefGoogle Scholar
Canale, M. & Swain, M.. 1980. Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics 1.1–47.CrossRefGoogle Scholar
Cazden, C.B. 1974. Play with language and metalinguistic awareness: One dimension of language experience. The Urban Review 7.28–39.CrossRefGoogle Scholar
Chomsky, C. 1979. Consciousness is relevant to linguistic awareness. Paper presented at the International Seminar on Linguistic Awareness and Learning to Read, University of Victoria, Canada.Google Scholar
Chomsky, N. 1980. Rules and representations. New York: Columbia University Press.CrossRefGoogle Scholar
Clark, H.H. & Clark, E.V.. 1977. Psychology and language. New York: Harcourt Brace Jovanovich.Google Scholar
Cummins, J. 1979. Cognitive/academic language proficiency, linguistic interdependence, the optimum age question, and some other matters. Working Papers on Bilingualism 19.197–205.Google Scholar
de Villiers, P.A. and de Villiers, J.G.. 1972. Early judgments of semantic and syntactic acceptability by children. Journal of Psycholinguistic Research 1.299–310.CrossRefGoogle ScholarPubMed
Gleitman, H. and Gleitman, L.. 1979. Language use and language judgment. Individual differences in language ability and language behavior, ed. by Fillmore, C.J., Kempler, D., and Wang, W. S-Y.. New York: Academic Press.Google Scholar
Krashen, S.D. 1977. The Monitor Model for adult second language performance. Viewpoints on English as a second language, ed. by Burt, M., Dulay, H. and Finocchiaro, M.. New York: Regents.Google Scholar
Lightbown, P.M. & Barkman, B.. 1978. Interactions among learners, teachers, texts, and methods of English as a second language. Unpublished report, Concordia University.Google Scholar
Mattingly, I.G. 1972. Reading, the linguistic process and linguistic awareness. Language by ear and by eye, ed. by Kavanagh, J.F. et al. Cambridge, Mass.: M.I.T. Press.Google Scholar
Mattingly, I.G. 1979. Reading, linguistic awareness and language acquisition. Paper presented at the International Seminar on Linguistic Awareness and Learning to Read, University of Victoria, B.C., Canada.Google Scholar
Miller, G.A. & Johnson-Laird, P.N.. 1976. Language and perception. Cambridge, Mass.: Harvard University Press.CrossRefGoogle Scholar
Neisser, U. 1976. Cognition and reality. San Francisco: W.H. Freeman & Co.Google Scholar
Oller, J.W. 1978. The language factor in the evaluation of bilingual education. Georgetown University Round Table on Languages and Linguistics 1978, ed. by Alatis, J.W.. Washington, D.C.: Georgetown University Press.Google Scholar
Piaget, J. 1954. The construction of reality in the child. New York: Ballantine Books.CrossRefGoogle Scholar
Polanyi, M. 1958. Personal knowledge. Chicago: University of Chicago Press.Google Scholar
Pylyshyn, Z.W. 1973. What the mind's eye tells the mind's brain: A critique of mental imagery. Psychological Bulletin 80.1–24.CrossRefGoogle Scholar
Pylyshyn, Z.W. in press. The imagery debate: Analogue media versus tacit knowledge. Psychological Review.Google Scholar
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.Google Scholar
Reber, A.S. and Allen, R.. 1978. Analogic and abstraction strategies in synthetic grammar learning: a functionalist interpretation. Cognition 6.189–221.CrossRefGoogle Scholar
Reber, A.S. and Lewis, S.. 1977. Implicit learning: An analysis of the form and structure of a body of tacit knowledge. Cognition 5.333–361.CrossRefGoogle Scholar
Ryan, E.B. 1975. Metalinguistic development and bilingualism. Paper presented at the Summer Conference on Language Learning. New York.Google Scholar
Ryan, E.B. 1977. Metalinguistic development and reading. The development of the reading process, ed. by Murray, F.. International Reading Association Monograph Series.Google Scholar
Ryle, G. 1949. The concept of mind. London: Hutchinson House.Google Scholar
Scheffler, I. 1965. Conditions of knowledge. Glenview, Ill.: Scott, Foresman & Co.Google Scholar
Seliger, H.W. 1979. On the nature and function of language rules in language teaching. TESOL Quarterly 13.359–369.CrossRefGoogle Scholar
Stern, H.H. 1978. The formal-functional distinction in language pedagogy: A conceptual clarification. Paper presented at the Fifth International Congress of Applied Linguistics (AILA), Montreal.Google Scholar