Cognitive Processing in Second Language Acquisition

Name: Cognitive Processing in Second Language Acquisition | Inside the learner's mind
Brand: John Benjamins Publishing Company
Price: 118.99 EUR
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Inside the learner's mind

Martin Pütz Laura Sicola(Herausgeber*in)

John Benjamins Publishing Company

1. Auflage

Erschienen am 19. März 2010

VII, 373 Seiten

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Cognitive Processing in Second Language Acquisition
Editorial page
Title page
LCC data
Table of contents
Acknowledgements
Introduction: Cognitive processing in second language acquisition
Section I. Cognitive theoretical foundations of language and learning
1. Concept stretching and model merging
1. Introduction
2. The three models
3. When models collide
4. Frequency effects
5. Conclusion
Notes
References
2. Construction learning as category learning
Study 1. The acquisition of VACs
Study 2. The acquisition of VACs
Study 3. The L2 acquisition of Tense & Aspect
Conclusions
Acknowledgements
References
3. The role of relevance theory in SLA studies
1. I ntroduction
2. Relevance theory: Basic assumptions and claims about human cognition
3. The relevance-theoretic model of human communication
4. Second language studies and relevance: Earlier applications
5. Relevance theory and emergentism in SLA research
6. Concluding remarks
Notes
References
4. Distinct mechanisms in the processing of English past tense morphology
1. Introduction
2. A Dual-Mechanism in L2 processing?
3. The present study
4. Results
5. Discussion and conclusion
Notes
References
5. Third language acquisition, macrocategories and synonymy
1. Introduction
2. L3 acquisition: Lexicon specificity
3. Languages in interaction: Cluster of theories
4. Neuropsychology of bilingualism
5. Synonymic fields: A cognitive linguistics response to multilingualism?
6. Conclusion
Acknowledgments
References
Section II. Mental processes and acquisition procedures followed by language learners
6. First exposure: Converting target language input to intake
Introduction
Input and intake
First exposure studies
The study
Discussion
Conclusion
Notes
References
7. On the stability of representations in the multilingual lexicon
1. Introduction
2. Representation and storage in the mental lexicon
3. I nstability of lexical knowledge in L1 and L2
4. Single subject studies on lexical processing
5. The experiments
6. Discussion and conclusions
Notes
References
8. Conceptual representations in the multilingual mind
1. Introduction
2. A usage-based and dynamic approach to the mental lexicon
3. Shared or language specific concepts
4. Word associations and conceptual representations
5. The experiment
6. Results
7. Discussion
8. Conclusion
Notes
References
9. Formulaic language in L2
1. Introduction
2. Compositional and noncompositional views of idioms
3. Idiom production
4. Idiom processing in L2
5. The study
6. Conclusions
References
Appendix 1
10. A procedure for testing the Noticing Hypothesis in the context of vocabulary acquisition
1. Introduction
2. Rationale for the present study
3. A procedure for gauging noticing and its association with uptake: A pilot study
4. Results
5. Conclusions and perspectives
Acknowledgements
Notes
References
Appendix
11. Construal and the use of impersonalisation strategies in English and Spanish in an FLL context
1. Introduction
2. Impersonalisation strategies in English
3. I mpersonalisation strategies in Spanish
4. Defocusing of agency
5. The case study
6. Results and discussion
7. Conclusion
Notes
References
12. Inside the attriter's mind
1. Introduction
2. Cognitive explanations for the parallels between language attrition and acquisition
3. Methodology
4. Results
5. Discussion
6. Conclusion
Notes
References
Section III. Cognitive language pedagogy: Classroom studies with applications for teaching
13. Situating and distributing cognition across task demands
1. Introduction: Cognition, settings, abilities and the SSARC modelof pedagogic task sequencing
2. Scaling the world to classroom contexts: The Triadic ComponentialFramework for task classification and sequencing
3. Mapping Task Complexity/Condition - Task Difficulty interactions
4. Summary and conclusions: Cognitive abilities, cognitive processes and task sequencing - The need to research interactions
References
14. Typology in the L2classroom
1. Introduction
2. Typological foundations
3. Intratypological contrasts
4. Learning to express Motion in an L2
5. Conclusions
Notes
References
15. Metaphoric competence in the first and second language
1. Introduction
2. The development of metaphor interpretation and production skills in the first language
3. The relationship between metaphor interpretation and production skills in the L1 and the L2
4. The study
5. Results
6. Discussion
Notes
References
Appendix 1
Appendix 2
Appendix 3
Appendix 4
Appendix 5
16. Figurative competence is better developed in L1 than L2, or is it?
1. Introduction
2. Multicompetence
3. Figurative competence
4. Conversational implicature
5. The present study
6. Discussion and conclusion
Acknowledgement
References
17. Attention to phonological form
1. Introduction
2. L2 phonological development
3. Attention, output and pedagogic tasks
4. Methodology
5. Results
6. Discussion
Note
References
Appendix A
Appendix B
18.Quality and type of corrective feedback, noticing, and learner uptake in synchronous computer-med
1. Introduction
2. Study methodology
3. Results
4. Discussion
5. Conclusion and implications
References
Index
The series Converging Evidence in Language and Communication Research

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