Mind and Context in Adult Second Language Acquisition: Methods, Theory, and Practice

Index

Index 307 A a (alpha), 28 Abbuhl, Rebekha, xiii, 4, 12, 207, 278n6, 303 Abrahamsson, N., 107, 108, 109 abstract arguing, 292 abstractions, 290 acetylcholine, 146, 148, 149, 160 achievement, 212 acquired knowledge, 8 acquisition, 7 context of, 3 differences between L1 and L2, 105 early, 16 effects of pedagogical interventions on, xiii naturalistic, 285 processes of, xiii rate of, 3, 13, 124, 125, 159, 160, 163, 293 research on, 5 route of, 8, 10, 11, 105, 124, 125, 293 acquisition-learning hypothesis, 13 acquisition orders, 8, 10, 11 activities, 78, 237, 242 affective, 274 information exchange, 218 information gap, 218 referential, 274 structured input, 274, 275 Adams, A. M., 119, 120 Adams, Rebecca, xii, 303 Adams, T. M., 288 adjunct model, 286 administrators, 4, 7, 9, 11 adult-onset bilateral damage, 164 adults, 3–20. See also age adult SLA from an information-processing perspective, 3–20 versus child SLA, 4 external and internal factors in, 11–16 general nativist approaches, 5 generative approaches, 5 limitations to, 4 research on connections to other disciplines, 3–20 history of, 5 limited capacity of, 16 advanced attainment, 290, 291, 292, 294 affective activities, 274 affective structured input activities, 274 affective variables, 74–75 age, xii–xiii, 14–15, 18, 105, 106–7, 110–11, 121. See also adults age effects, 109–11 cognitive factors, 110 and education, 110 leveling off of, 108 and literacy skills, 110 social and affective factors, 110–11 attitude, 110 desire to assimilate, 110 frequency of input and use, 110 motivation, 110 self-esteem, 110 age-of-exposure effects, 150–51, 152, 153 and declarative/procedural (DP) model, 159 and bilingualism, 121 childhood, 4, 8, 13–14, 16, 106, 107, 163 critical period, 106–7, 107–9 critical period hypothesis (CPH), 127 age, (continued ) and declarative/procedural (DP) model, 153, 157–58, 159 and grammatical-procedural knowledge, 150–51 implicit versus explicit learning and, 108 and L2 acquisition, 15, 108, 127, 155–57, 157–58, 163 late arrivals, 108–9 and lexical-declarative knowledge, 150–51 linear decline hypothesis, 107 maturational period, 109 of onset of acquisition, 109–10 puberty, 107, 108, 142, 150, 163 sensitive period, 107 age effects, 109–11 age of onset of acquisition, 109–10 cognitive factors, 110 and education, 110 and estrogen, 114 leveling off of, 108 and literacy skills, 110 social and affective factors, 110–11 desire to assimilate, 110 frequency of input and use, 110 motivation, 110 self-esteem, 110 age of arrival (AoA), 108, 109 age-of-exposure effects, 150–51, 152, 153, 159 Alanen, R., 186, 241, 244, 255 alertness, 181, 188 Allport, A., 181–82, 191 Allwright, R., 74 alternative understanding of language, 291 American Association for Applied Linguistics, 10 amnesia, 164, 239 analogous knowledge, 147 analysis, 72, 83 contrastive, 8 of data, 83–86 methods of, 71–72 of transcripts, 73 analysis of variance. See ANOVA (analysis of variance) analytic learning style, 106 analytical syllabus design, 294 Anderson, J. R., 6, 235, 238 Anderson, N., 78 ANOVA (analysis of variance), xii, 21–22, 59 comparing two or more than two means, 35– 45 definition of, 35 factorial ANOVA, 21, 35–36, 37–42, 60 one-way ANOVA, 21, 35, 36–37, 42, 60 repeated-measures ANOVA, 21–22, 42–45, 60 3 ⫻ 3 Repeated Measures ANOVA, 42, 44 two-way ANOVA, 36, 38, 42 anthropology, 69, 70 Anton, M., 73 anxiety, 34, 74, 78, 105, 112, 212, 251 aphasia, 154 aphasics, bilingual, 5 applied linguistics, 66, 218–20, 234–23 aptitude, xii–xiii, 3, 15, 18, 105, 106, 114–21, 127, 212. See also memory and declarative/procedural (DP) model, 159– 60 definition of, 115 and hormones, 159 and learning strategies, 114–15 and psycholinguistic processes, 115 variation in, 159–60 aptitude tests, 118 Arnold, J., 34 articulation, 155 articulatory suppression (AS), 120 artificial grammar learning (AGL), 238, 239, 240 artificial languages, 241 aspect, 269, 293 Aspects of the Theory of Syntax, 8 assessments. See tests associations, mental, 6 attention, xii, xiii, 13–14, 15–16, 18, 78, 80, 115, 191, 213, 219, 222, 270, 285 and alertness, 181 allocation of, 180, 248–49, 270, 271 and arousal, 180 attentional resources, 270, 271 and awareness, 181–82 and bilingualism, 126 capacity, 180–81 and cognitive psychology, 179–81 and detection, 181 facilitative effects of, 190 and feedback, 215, 226 filter theories of, 180 and information, 180 and input processing, 181, 268 and L2 acquisition, 187–91 and learning, 190 limitations of, 180 manipulation of, 272 and...