Cognition and Second Language Instruction

Overview

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...
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Overview

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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Product Details

  • ISBN-13: 9780521003865
  • Publisher: Cambridge University Press
  • Publication date: 12/30/2001
  • Series: Cambridge Applied Linguistics Series
  • Pages: 464
  • Product dimensions: 5.98 (w) x 9.02 (h) x 0.94 (d)

Table of Contents

Series editors' preface
Preface
Sect. I Theoretical Issues
1 Attention 3
2 Memory for language 33
3 The competition model: the input, the context, and the brain 69
4 Sentence processing 91
5 Automaticity and automatization 125
6 Learnability and second language acquisition theory 152
Sect. II Cognition and Instruction
7 Cognition and tasks 183
8 Cognitive underpinnings of focus on form 206
9 Intentional and incidental second language vocabulary learning: a reappraisal of elaboration, rehearsal and automaticity 258
10 Task complexity, cognitive resources, and syllabus design: a triadic framework for examining task influences on SLA 287
11 Aptitude, individual differences, and instructional design 319
12 Cognition, instruction and protocol analysis 354
References 377
Index 441
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