Language documentation is increasingly seen as a collaborative process, engaging community members as active participants. Collaborative research produces better documentation that is valuable for both the academic community and the speakers. However, in many communities, speakers and language advocates lack the skills necessary to fully engage in…

In the blocked-cyclic naming paradigm, participants repeatedly name small sets of objects that do or do not belong to the same semantic category. A standard finding is that, after a first presentation cycle where one might find semantic facilitation, naming is slower in related (homogeneous) than in unrelated (heterogeneous) sets. According to…

In this paper we explore and identify emerging patterns of synchronous digital discourse trajectories between dyads of native (NS) and non-native speakers (NNS), with a particular focus on (absence of) negotiated interaction. We will present a new model of L2 learning interaction that is a schematic representation of two main types of hearer…

Oral fluency and foreign accent distinguish L2 from L1 speech production. In language testing practices, both fluency and accent are usually assessed by raters. This study investigates what exactly native raters of fluency and accent take into account when judging L2. Our aim is to explore the relationship between objectively measured temporal,…

Previous studies have examined cross-serial and embedded complement clauses in West Germanic in order to distinguish between different types of working memory models of human sentence processing, as well as different formal language models. Here, adult plasticity in the use of these constructions is investigated by examining the response of…

Numerous reports and articles have decried the mediocrity of U.S. students' foreign language skills and have called for improved language education. One study that looked at foreign language education in 19 countries suggests several characteristics of successful foreign language programs: starting early, providing an articulated framework,…

The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a…