Analyzing language sequence in the sequence of language acquisition: Some comments on Major and Ioup.

Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/139747/1/SSLA-Rebuttal-REVISED.pd

Consciousness in second language learning: Psychological perspectives on the role of conscious processes in vocabulary acquisition.

Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/139859/1/EllisAILA11.pd

Essentials of a Theory of Language Cognition

Cognition is not just ‘in the head’; it extends well beyond the skull and the skin. Non‐Cartesian Cognitive Science views cognition as being embodied, environmentally embedded, enacted, encultured, and socially distributed. The Douglas Fir Group (2016) likewise recognizes languages as emergent, social, integrated phenomena. Language is the quintessence of distributed cognition. Language cognition is shared across naturally occurring, culturally constituted, communicative activities. Usage affects learning and it affects languages, too. These are essential components of a theory of language cognition. This article summarizes these developments within cognitive science before considering implications for language research and teaching, especially as these concern usage‐based language learning and cognition in second language and multilingual contexts. Here, I prioritize research involving corpus‐, computational‐, and psycho‐linguistics, and cognitive psychological, complex adaptive system, and network science investigations of learner–language interactions. But there are many other implications. Looking at languages through any one single lens does not do the phenomena justice. Taking the social turn does not entail restricting our research focus to the social. Nor does it obviate more traditional approaches to second language acquisition. Instead it calls for greater transdisciplinarity, diversity, and collaborative work.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/147861/1/modl12532_am.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/147861/2/modl12532.pd

Cognitive approaches to SLA.

Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/139742/1/CognitiveApproachestoSLA.pd

The Dynamics of Second Language Emergence: Cycles of Language Use, Language Change, and Language Acquisition

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/72161/1/j.1540-4781.2008.00716.x.pd

Reading development, dyslexia and phonological skills.

Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/139825/1/IrishJoPsychPaperOct89.pd

Sequencing in SLA: Phonological Memory, Chunking and Points of Order.

Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/139863/1/Ellis1996Chunking.pd

At the interface: Dynamic interactions of explicit and implicit language knowledge.

Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/139748/1/AttheInterface.pd

Cognitive perspectives on SLA: The Associative-Cognitive CREED.

Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/139755/1/AILACREED.pd

Blocking and Learned Attention in Language Acquisition.

Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/139792/1/pp400-ellis.pd