Mind and Context in Adult Second Language Acquisition: Methods, Theory, and Practice

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Georgetown University Press, 2005 - Foreign Language Study - 332 pages
How do people learn nonnative languages? And is there one part or function of our brains solely dedicated to language processing, or do we apply our general information-processing abilities when learning a new language? In this book, an interdisciplinary collaboration of scholars and researchers presents an overview of the latter approach to adult second language acquisition and brings together, for the first time, a comprehensive picture of the latest research on this subject. Clearly organized into four distinct but integrated parts, "Mind and Context in Adult Second Language Acquisition" first provides an introduction to information-processing approaches and the tools for students to understand the data. The next sections explain factors that affect language learning, both internal (attention and awareness, individual differences, and the neural bases of language acquisition) and external (input, interaction, and pedagogical interventions). It concludes by looking at two pedagogical applications: processing instruction and content based instruction. This important and timely volume is a must-read for students of language learning, second language acquisition, and linguists who want to better understand the information-processing approaches to learning a non-primary language. This book will also be of immense interest to language scholars, program directors, teachers, and administrators in both second language acquisition and cognitive psychology.
 

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Contents

Adult SLA The Interaction between External and Internal Factors
3
Research Methodology Quantitative Approaches
21
Research Methodology Qualitative Research
69
Internal Factors
103
Individual Differences Age Sex Working Memory and Prior Knowledge
105
A Cognitive Neuroscience Perspective on Second Language Acquisition The DeclarativeProcedural Model
141
Attention and Awareness in SLA
179
External Factors
205
Input and Interaction
207
Explicitness in Pedagogical Interventions Input Practice and Feedback
234
Pedagogical Implications
265
Processing Instruction
267
ContentBased Foreign Language Instruction
282
Contributors
303
Index
307
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About the author (2005)

Cristina Sanz is a professor in the department of Spanish and Portuguese and codirector of the Center for Brain Basis of Cognition at Georgetown University.

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