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The purpose of language attrition research, in general, is to discover how, why and what is lost when a language is forgotten. The aim in foreign or second-language attrition research, more specifically, is to find out why, after an active learning process, the language competence changes or even stops (Gleason 1982).
Psycholinguistics or psychology of language is the study of the interrelation between linguistic factors and psychological aspects. [1] The discipline is mainly concerned with the mechanisms by which language is processed and represented in the mind and brain; that is, the psychological and neurobiological factors that enable humans to acquire, use, comprehend, and produce language.
Learned helplessness is the behavior exhibited by a subject after enduring repeated aversive stimuli beyond their control. It was initially thought to be caused by the subject's acceptance of their powerlessness, by way of their discontinuing attempts to escape or avoid the aversive stimulus, even when such alternatives are unambiguously presented.
TRACE is a connectionist model of speech perception, proposed by James McClelland and Jeffrey Elman in 1986. [1] It is based on a structure called "the TRACE", a dynamic processing structure made up of a network of units, which performs as the system's working memory as well as the perceptual processing mechanism. [2]
Language attrition is the process of decreasing proficiency in or losing a language. For first or native language attrition, this process is generally caused by both isolation from speakers of the first language ("L1") and the acquisition and use of a second language ("L2"), which interferes with the correct production and comprehension of the first.
A language delay is a language disorder in which a child fails to develop language abilities at the usual age-appropriate period in their developmental timetable. It is most commonly seen in children ages two to seven years-old and can continue into adulthood.
Foreign language aptitude itself has been defined as a set of cognitive abilities which predicts L2 learning rate, or how fast learners can increase their proficiency in a second or foreign language, and L2 ultimate attainment, or how close learners will get to being able to communicate like a native in a second or foreign language, both in ...
Approach–avoidance training involves cognitive tasks that are designed to induce approach or avoidance behaviors towards specific stimuli. In the approach–avoidance task , a commonly used training protocol, individuals are shown images with a certain distinguishing feature on a computer screen, to which they should react as fast as possible ...