The influence of cognitive processing on second language acquisition (SLA), and on the development of second language (SL) instruction, has always been a subject of major interest to both SLA researchers and those involved in SL pedagogy. Recent theoretical research into SLA and SL pedagogy has shown renewed interest in the role of cognitive variables such as attention, short, working, and long term memory, and automaticity of language processing. This volume first examines the theoretical foundations of research into the cognitive processes underlying SLA, and then describes various implications for pedagogically oriented research and for SL classroom practice. The blend of research from the cognitive sciences and applied linguistics make it an excellent introduction to applied linguists and language teachers interested in the psycholinguistic processes underlying SLA.
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Editorial Reviews
Book Description
This an excellent introduction to psycholinguistics for applied linguists and language teachers
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5.0 out of 5 stars
A great collection of articles,
By Charlesparoles (New Jersey) - See all my reviews
This review is from: Cognition and Second Language Instruction (Cambridge Applied Linguistics) (Paperback)
A great text for those who are interested in researching the field of second language acquisition and for those research-minded teachers out there. You will not find an emphasis on pedagogical techniques per se but I see this volume as crucial to the understanding of the language learner. It is a worthwhile addition to your library and a useful companion to the more recent "Handbook of Cognitive Linguistics and Second Language Acquisition" BUY BOTH in my opinion.
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First Sentence:
The essential claim of this chapter is that the concept of attention is necessary in order to understand virtually every aspect of second language acquisition (SLA), including the development of interlanguages (ILs) over time, variation within IL at particular points in time, the development of L2 fluency, the role of individual differences such as motivation, aptitude and learning strategies in L2 learning, and the ways in which interaction, negotiation for meaning, and all forms of instruction contribute to language learning. Read the first page Key Phrases - Capitalized Phrases (CAPs): (learn more)
Sharwood Smith, Subset Principle, Spelling Clues, Mechanism Condition, Peter Robinson, Theoretical Framework Condition, Reading Span, Universal Grammar, City Description, Factor Three, Subset Condition New!
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Front Cover | Table of Contents | First Pages | Index | Surprise Me!
The essential claim of this chapter is that the concept of attention is necessary in order to understand virtually every aspect of second language acquisition (SLA), including the development of interlanguages (ILs) over time, variation within IL at particular points in time, the development of L2 fluency, the role of individual differences such as motivation, aptitude and learning strategies in L2 learning, and the ways in which interaction, negotiation for meaning, and all forms of instruction contribute to language learning. Read the first page Key Phrases - Capitalized Phrases (CAPs): (learn more)
Sharwood Smith, Subset Principle, Spelling Clues, Mechanism Condition, Peter Robinson, Theoretical Framework Condition, Reading Span, Universal Grammar, City Description, Factor Three, Subset Condition New!
Books on Related Topics | Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Surprise Me!
Citations (learn more)
This book cites 39
books:
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25
books
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- Second Language Acquisition (Oxford Introduction to Language Study Series) by Rod Ellis on 6 pages
- Second Language Acquisition (Cambridge Textbooks in Linguistics) by Wolfgang Klein in Back Matter (1), Back Matter (2), and Back Matter (3)
- Second Language Acquisition: Foreign Language Learning (Multilingual Matters) by Bill VanPatten in Front Matter, and Back Matter
- Annual Review of Applied Linguistics (Annual Review of Applied Linguistics) by William Grabe in Back Matter (1), and Back Matter (2)
- The Minimalist Program (Current Studies in Linguistics) by Noam Chomsky on page 54, and Back Matter
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- How Languages Are Learned (Oxford Handbooks for Language Teachers) by Patsy M. Lightbown on 6 pages
- Investigations In Instructed Second Language Acquisition (Studies on Language Acquisition) by Alex Housen on 6 pages
- Artificial Intelligence in Second Language Learning: Raising Error Awareness (Second Language Acquisition) by Marina Dodigovic on 6 pages
- Task-based Language Learning and Teaching (Oxford Applied Linguistics) by Rod Ellis on 5 pages
- Task-Based Language Education: From Theory to Practice (Cambridge Applied Linguistics) by Kris van den Branden on 4 pages
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