In this Book

Mind and Context in Adult Second Language Acquisition
summary
How do people learn nonnative languages? 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.

Table of Contents

  1. Cover
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  1. Frontmatter
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  1. Contents
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  1. Acknowledgments
  2. pp. vii-viii
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  1. Introduction
  2. pp. ix-xii
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  1. PART 1: Theory and Methodology
  2. pp. 1-2
  1. 1. Adult SLA: The Interaction between External and Internal Factors
  2. pp. 3-20
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  1. 2. Research Methodology: Quantitative Approaches
  2. pp. 21-68
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  1. 3. Research methodology: Qualitative research
  2. pp. 69-102
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  1. PART 2: Internal Factors
  2. pp. 103-104
  1. 4. Individual Differences: Age, Sex, Working Memory, and Prior Knowledge
  2. pp. 105-140
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  1. 5. A Cognitive Neuroscience Perspective on Second Language Acquisition: The Declarative/Procedural Model
  2. pp. 141-178
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  1. 6. Attention and Awareness in SLA
  2. pp. 179-204
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  1. PART 3: External Factors
  2. pp. 205-206
  1. 7. Input and Interaction
  2. pp. 207-233
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  1. 8. Explicitness in Pedagogical Interventions: Input, Practice, and Feedback
  2. pp. 234-264
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  1. PART 4: Pedagogical Implications
  2. pp. 265-266
  1. 9. Processing Instruction
  2. pp. 267-281
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  1. 10. Content-Based Foreign Language Instruction
  2. pp. 282-302
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  1. Contributors
  2. pp. 303-306
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  1. Index
  2. pp. 307-332
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