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Product Description
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. This book's 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.
Book Description
This an excellent introduction to psycholinguistics for applied linguists and language teachers
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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 - Statistically Improbable Phrases (SIPs): (learn more)
sentence processing research, inductive language learning ability, reduced relative clause reading, second language vocabulary acquisition, incidental vocabulary learning, cop with the binoculars, phonetic coding ability, occurring speech errors, garden path model, processing for language learning, language learning aptitude, preverbal positioning, classroom second language acquisition, cognitive window, roving attention, foreign language aptitude, textual enhancement, language aptitude test, interruption issue, learnability model, second language research, grammatical sensitivity, drawing learners, pedagogic tasks, cognitive comparison Key Phrases - Capitalized Phrases (CAPs): (learn more)
Sharwood Smith, Subset Principle, Theoretical Framework Condition, Spelling Clues, Mechanism Condition, Peter Robinson, Reading Span, Paired Associates, Universal Grammar, City Description, Factor Three, Subset Condition New!
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Front Cover | Table of Contents | First Pages | Index | Back Cover | 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 - Statistically Improbable Phrases (SIPs): (learn more)
sentence processing research, inductive language learning ability, reduced relative clause reading, second language vocabulary acquisition, incidental vocabulary learning, cop with the binoculars, phonetic coding ability, occurring speech errors, garden path model, processing for language learning, language learning aptitude, preverbal positioning, classroom second language acquisition, cognitive window, roving attention, foreign language aptitude, textual enhancement, language aptitude test, interruption issue, learnability model, second language research, grammatical sensitivity, drawing learners, pedagogic tasks, cognitive comparison Key Phrases - Capitalized Phrases (CAPs): (learn more)
Sharwood Smith, Subset Principle, Theoretical Framework Condition, Spelling Clues, Mechanism Condition, Peter Robinson, Reading Span, Paired Associates, 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 | Back Cover | Surprise Me!
Citations (learn more)
This book cites 33
books:
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24
books
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- Second Language Acquisition (Oxford Introductions to Language Study) 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)
- Working Memory (Oxford Psychology Series) by Alan Baddeley on page 35, and page 262
- Second Language Acquisition: Foreign Language Learning (Multilingual Matters) by Bill VanPatten in Front Matter, and Back Matter
- The Minimalist Program (Current Studies in Linguistics) by Noam Chomsky on page 54, and Back Matter
See all 33 books this book cites
- How Languages Are Learned (Oxford Handbooks for Language Teachers) by Patsy 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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