Innovative Research and Practices in Second Language Acquisition and Bilingualism

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John W. Schwieter
John Benjamins Publishing, Aug 15, 2013 - Language Arts & Disciplines - 335 pages
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This volume brings together theoretical perspectives and empirical studies in second language (L2) acquisition and bilingualism and discusses their implications for L2 pedagogy. The book is organized into three sections that focus on prominent linguistic and cognitive theories and together provide a compelling set of state-of-the-art works. Part I consists of studies that give rise to innovative applications for second language teaching and learning and Part II discusses how findings from cognitive research can inform practices for L2 teaching and learning. Following these two sections, Part III provides a summative commentary of the theories explored in the volume along with suggestions for future research directions. The book is intended to act as a valuable reference for scholars, applied linguists, specialists in pedagogy, language educators, and anyone wishing to gain an overview of current issues in SLA and bilingualism.
 

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Contents

Chapter 1 Mental representation and skill in instructed SLA
3
Chapter 2 Input and output in SLA
23
Chapter 3 Interaction and the Noun Phrase Accessibility Hierarchy
43
Chapter 4 Generative approaches and the competing systems hypothesis
63
Chapter 5 Why theory and research are important for the practice of teaching
85
Chapter 6 Inputbased incremental vocabulary instruction for the L2 classroom
107
Chapter 7 Experimentalized CALL for adult second language learners
139
Chapter 8 Accounting for variability in L2 data
165
Chapter 10 Control and representation in bilingualism
223
Chapter 11 Language selection control and conceptuallexical development in bilinguals and multilinguals
241
Chapter 12 Lexical access in bilinguals and second language learners
267
Chapter 13 Cognitive foundations of crosslinguistic influence
287
Part III Concluding remarks
309
Chapter 14 Ideas for the practice of instructed SLA and their rationale
311
About the editor
329
About the contributors
331

Chapter 9 The development of tense and aspect morphology in child and adult heritage speakers
193
Part II Cognitive perspectives and implications for L2 pedagogy
221

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