Mind And Context In Adult Second Language Acquisition

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This book presents an overview of contemporary information-processing approaches to second language acquisition. This theoretical approach proposes that people learn languages by applying the brain's general information-processing abilities to language input. This contrasts with generative (Chomskian) theory, which sees the brain as having a dedicated language-processing faculty, not a multipurpose one. This volume brings together in one place an integrated picture of ideas about processing approaches today and applications for language instruction.
Designed to be a textbook for graduate-level courses in language learning, second language acquisition, (it grew out of one Sanz herself offered), cognitive/psycholinguistic, and possibly language teacher preparation, it will also be of use to scholars and researchers in second language acquistion and cognitive psychology.
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Product Details

  • ISBN-13: 9781589010703
  • Publisher: Georgetown University Press
  • Publication date: 11/2/2005
  • Edition description: New Edition
  • Pages: 348
  • Product dimensions: 0.78 (w) x 6.00 (h) x 9.00 (d)

Meet the Author

Cristina Sanz is a professor in the department of Spanish and Portuguese and codirector of the Center for Brain Basis of Cognition at Georgetown University.

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Table of Contents


Introduction Cristina Sanz

Part 1: THEORY AND METHODOLOGY1. Adult SLA: The interaction between external and internal factors Cristina Sanz 2. Research methodology: Quantitative approaches Rusan Chen 3. Research methodology: Qualitative research Rebecca Adams, Akiko Fuji, and Alison Mackey

PART 2: INTERNAL FACTORS 4. Individual differences: Age, sex, working memory, and prior knowledge Harriet Wood Bowden, Cristina Sanz, and Catherine A. Stafford 5. A cognitive neuroscience perspective on second language acquisition: The declarative/procedural model Michael T. Ullman 6. Attention and awareness in SLA Ronald P. Leow and Melissa A. Bowles

Part 3: EXTERNAL FACTORS 7. Input and Interaction Alison Mackey and Rebekha Abbuhl 8. Explicitness in pedagogical interventions: Input, practice, and feedback Cristina Sanz and Kara Morgan-Short

Part 4: PEDAGOGICAL IMPLICATIONS 9. Processing Instruction Bill VanPatten

10. Content-based foreign language instruction Heidi Byrnes Contributors Index

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