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229 ■Index Numbers in italics indicate a table or figure. absolute U-shape, 157–58, 162, 166, 167n1 abstract/impersonal style, 5 academic stance, 17 accuracy, evaluating, 172–73, 181, 214, 215, 226 acquisition of language. See automatization and speedup in foreign language acquisition ; learning conditions and language analytic ability; robust language acquisition and English verb-argument constructions ; second language acquisition (SLA) theory; U-shaped development ACTFL speaking scale, 218 adaptive control of thought theory, 112 Airasian, Peter, 97, 99 Akamatsu, Nobuhiko, 114, 117 Aksu-Koç, Ayhan, 81 Albro, Elizabeth R., 87 Aline, David, 142 Allwright, Richard, 218 Ambon-Timor subgroup, 64, 65, 66, 75 Amoroso, Luke Wander, xiii Andean Spanish, cross-linguistic influence from Quechua to. See Quechua to Spanish cross-linguistic influence Anderson, John R., 112 ANOVA, 121, 123, 134–35, 146–48, 162, 165, 179–80, 219–20, 223 Archibald, Alasdair, 185 argumentation, overt expression of, 5 Arkoudis, Sophie, 185 Artificial Grammar Learning (AGL) tasks, 128 assessment of language ability, xvi–xvii. See also change in foreign language skills over time; Drexel University International Gateway Program; simulated speech (SS) to assess Japanese learner oral proficiency; subjective assessments Atlas van Tropisch Nederland (1938), 65 Austronesian Basic Vocabulary Database (ABVD), 69–70, 76n4 Austronesian language family, 63, 64, 74 automatic speech recognition (ASR) technology. See simulated speech (SS) to assess Japanese learner oral proficiency automatization and speedup in foreign language acquisition, xv, 111–23 all proficiency levels, evidence of speedup and automatization at, 120, 121, 122 coding and operationalizations, 120 DELE (Diploma de Español como Lengua Extranjera), 118, 120 difference between automaticity and speedup, evidence for, 113–15 extent of speedup/automatization by proficiency level, 121–23 Familiarization Quiz, 119, 120 first language, controlling for, 117 Fisher’s z scores, 111, 121, 122–23 independent assessment of L2 proficiency , 111, 116 LCP, use of, 119 lexical items, controlling for participant knowledge of, 117 limitations of earlier studies of, 116–17 measuring automaticity and speedup, 112 methodology of study, 118–19 participants in study, 118 relationship to proficiency levels, evidence for, 111, 115–16 research questions, 117 semantic decision tasks used in study, 119, 120 theoretical foundations of, 111–12 Bahrick, H. P., 201 Bailey, Kathleen M., 218 Bamberg, Michael, 80 Bardovi-Harlig, Kathleen, 215–16 basic categories and language acquisition, 34 Bayesian modeling, xiv, 63, 69, 71, 72, 73, 75–76 Bayliss, Amanda, 185 Besnier, Niko, 15 Biber, Douglas, xiv, 1, 12–13, 13–14, 14, 16, 17 bilingual/multilingual children, narrative development in, 79, 81–82, 90–91 Bima-Sumba-Flores (BSF) subgroup hypothesis, 63, 65, 66, 75–76 Bima-Sumba (Bi-Su) subgroup, 63, 64, 65–66, 75 Binch, Chris, 185 Bloch, Maurice, 2 Bloomfield, Amber, xvi–xvii, 199 Blust, Robert, 63, 65, 66, 75 Bonk, W. J., 56 Bowern, Claire, 69 Braciszewski, Patrick L., xvi, 183 Brazilian Portuguese, MD studies of, 13 British National Corpus (BNC), 41, 42, 44 burnouts, gender, and negative concord, 21–23, 22, 23 Butler, Yuko Goto, xiv, 79 C-units, 84 Calderòn, Anne M., xv, 111 Calque-Weighted Total Cross-Linguistic Feature (CLF) Score, 95, 96, 99–100, 104 Campbell, R., 201 230 Index Casanave, Christine Pearson, 216 Casenhiser, D., 46 Celaya, M. Luz, 105 Central Malayo-Polynesian (CMP) language subgroups. See subgrouping in CMP languages change in foreign language skills over time, xvi–xvii, 199–211 data mining of test records to determine, 199, 202–3, 210 dependent and independent variables, 203 duration of period of reduced input and, 200–201, 210 formal coursework, as independent variable , 203–5, 207–8, 210 ILR ratings, 202–3, 204, 205, 207–10, 208–10 initial proficiency level and, 202, 203, 207, 208, 209–11 latent growth analysis, xvii, 199, 203, 204–6, 205–6, 207–8, 210 listening, 203–5, 206, 207–8, 208 literature review, 200–202 methodology of study, 202–3 overall patterns in, 203–7, 204–6 reading, 203–5, 206, 208, 209 speaking, 205–6, 209, 209–10, 210 test version change, as independent variable , 203, 204, 205, 207, 208 use of foreign language use during period of reduced input and, 201, 210 change of state or location verbs, 34, 156, 161, 164, 168n3 Chicano English, 25–28, 30–31 The Chicken Thief (Rodriguez), 83 Chinese narrative development in. See narrative development in first (Chinese) and foreign (English) languages word, what constitutes, 105 Chinese yuppies, 24 Chomsky, Noam, 167 CI (coordination index), 215–16 clarification requests (CR) versus recasts (RE), oral corrective feedback in form of...

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