Implicit and Explicit Language Learning: Conditions, Processes, and Knowledge in SLA and Bilingualism

Contents

Contents List of Illustrations vii Acknowledgments xi 1. Introduction 1 Cristina Sanz and Ronald P . Leow, Georgetown University PART I: THEORY 2. Stubborn Syntax: How It Resists Explicit Teaching and Learning 9 Bill VanPatten, Texas Tech University 3. An Epitaph for Grammar: An Abridged History 23 Arthur S. Reber, University of British Columbia 4. Implicit and Explicit SLA and Their Interface 35 Nick C. Ellis, University of Michigan 5. How Analysis and Control Lead to Advantages and Disadvantages in Bilingual Processing 49 Ellen Bialystok,York University PART II: METHODOLOGICAL ISSUES AND EMPIRICAL RESEARCH ON AWARENESS, PEDAGOGICAL CONTEXTS, AND INDIVIDUAL DIFFERENCES IN SLA 6. Getting a Grip on the Slippery Construct of Awareness: Toward a Finer-Grained Methodological Perspective 61 Ronald P . Leow, Ellen Johnson, and Germán Zárate-Sández, Georgetown University 7. Aging, Pedagogical Conditions, and Differential Success in SLA: An Empirical Study 73 Alison E. Lenet and Cristina Sanz, Georgetown University; Beatriz Lado, University of San Diego; James H. Howard Jr., The Catholic University of America and Georgetown University Medical Center; and Darlene V . Howard, Georgetown University 8. Effects of Feedback Timing in SLA: A Computer-Assisted Study on the Spanish Subjunctive 85 Florencia Henshaw, University of Illinois at Urbana–Champaign 9. Working Memory Predicts the Acquisition of Explicit L2 Knowledge 101 Jared A. Linck and Daniel J. Weiss, The Pennsylvania State University 10. The Effects of Formal Instruction and Study Abroad Contexts on Foreign Language Development: The SALA Project 115 Carmen Pérez-Vidal, Universitat Pompeu Fabra; Maria Juan-Garau, University of the Balearic Islands; and Joan C. Mora, Universitat de Barcelona 11. Input Processing Principles: A Contribution from First-Exposure Data 129 Rebekah Rast, The American University of Paris PART III: EMPIRICAL RESEARCH ON L2 PHONOLOGY 12. What Is Implicit and What Is Explicit in L2 Speech? Findings from an Oral Corpus 145 Heather E. Hilton, Université Paris 8 13. Explicit Training and Implicit Learning of L2 Phonemic Contrasts 159 Fred R. Eckman, University of Wisconsin–Milwaukee; Gregory K. Iverson, University of Wisconsin–Milwaukee and University of Maryland Center for Advanced Study of Language; Robert Allen Fox and Ewa Jacewicz, The Ohio State University; and Sue Ann Lee, Texas Tech University PART IV: EMPIRICAL STUDIES ON KEY ISSUES IN BILINGUALISM: AGING, THIRD LANGUAGE ACQUISITION, AND LANGUAGE SEPARATION 14. English Speakers’ Perception of Spanish Vowels: Evidence for Multiple-Category Assimilation 177 Leslie S. Gordon, The University of Georgia 15. Early Phonological Acquisition in a Set of English–Spanish Bilingual Twins 195 David Ingram and Virginia Dubasik, Arizona State University; Juana Liceras, University of Ottawa; and Raquel Fernández Fuertes, University of Valladolid 16. Language Learning Strategies in Adult L3 Acquisition: Relationship between L3 Development, Strategy Use, L2 Levels, and Gender 207 Hui-Ju Lin, Georgetown University 17. Effects of Bilingualism on Inhibitory Control in Elderly Brazilian Bilinguals 219 Ingrid Finger, Johanna Dagort Billig, and Ana Paula Scholl, Federal University of Rio Grande do Sul, Brazil vi Contents ...