Mind and Context in Adult Second Language Acquisition: Methods, Theory, and Practice
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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Adult SLA The Interaction between External and Internal Factors
Research Methodology Quantitative Approaches
Research Methodology Qualitative Research
Individual Differences Age Sex Working Memory and Prior Knowledge
A Cognitive Neuroscience Perspective on Second Language Acquisition The DeclarativeProcedural Model
Attention and Awareness in SLA
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ability activities adult analysis Applied approaches attention awareness bilingualism brain Cambridge chapter classroom cognitive communicative compared complex comprehension context critical dependent discussion effects English evidence example experience explain explicit factors feedback findings focus foreign language functions grammar guage hypothesis implicit important indicating individual input instruction interaction interest internal interpretation issues Journal knowledge language learning learners Leow levels limited linguistic Long Mackey meaning measures memory methods native nature observed output participants performance perspective positive possible practice predictions presented Press procedural processing production proficiency qualitative questions reading refers reports role rules scores second language acquisition sentences significant SLA research Spanish specific statistical strategies structures Studies in Second suggest Table task teacher teaching theory tion Ullman understanding University variables verbal volume