Cognitive Processing in Second Language Acquisition: Inside the Learner's MindMartin Pütz, Laura Sicola This edited volume represents state of the field research linking cognition and second language acquisition, reflecting the experience of the learner when engaged in noticing, input/output processing, retrieval, and even attrition of target forms. Contributions are both theoretical and practical, describing a variety of L1, L2 and L3 combinations from around the world as observed in spoken, written, and computer-mediated contexts. The book relates conditions of language, task, medium or environment to how learners make decisions about language, with discussions about the application or efficacy of these conditions on linguistic success and development, and pedagogical implications. |
Contents
Cognitive processing in second language acquisition | 1 |
Section I Cognitive theoretical foundations of language and learning | 7 |
1 Concept stretching and model merging | 9 |
2 Construction learning as category learning | 27 |
3 The role of relevance theory in SLA studies | 49 |
4 Distinct mechanisms in the processing of English past tense morphology | 67 |
5 Third language acquisition macrocategories and synonymy | 85 |
Section II Mental processes and acquisition procedures followed by language learners | 97 |
11 Construal and the use of impersonalisation strategies in English and Spanish in an FLL context | 199 |
12 Inside the attriters mind | 227 |
Classroom studies with applications for teaching | 241 |
13 Situating and distributing cognition across task demands | 243 |
14 Typology in the L2classroom | 269 |
15 Metaphoric competence in the first and second language | 293 |
16 Figurative competence is better developed in L1 than L2 or is it? | 317 |
17 Attention to phonological form | 335 |
Converting target language input to intake | 99 |
7 On the stability of representations in the multilingual lexicon | 117 |
8 Conceptual representations in the multilingual mind | 135 |
9 Formulaic language in L2 | 149 |
10 A procedure for testing the Noticing Hypothesis in the context of vocabulary acquisition | 169 |
Other editions - View all
Common terms and phrases
ability activation analysis Applied approach aspects association attention bilingual Cambridge chats cognitive communication competence complexity comprehension conceptual constructions context correct described Dutch effect Ellis English errors evidence example experiment expressions factors figurative focus frequency function given grammatical idiom individual influence input instruction intake intentions interaction interpretation involving irregular Journal L2 learners language learning learners lexical lexicon linguistic literal Manner marked meaning measures memory mental metaphor motion naming native noticing Oxford participants past tense Path performance perspective possible present processing production question reference regular relevance representations response Robinson role second language acquisition semantic sentence Serbian significant similar situation Spanish speakers subjects Table task theory tion translation types understanding University Press uptake utterance verbs word