Mind and context in adult second language acquisition : methods, theory, and practice /

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Bibliographic Details
Imprint:	Washington, DC : Georgetown University Press, ©2005.
Description:	1 online resource (xii, 332 pages) : illustrations
Language:	English
Subject:	Second language acquisition. Cognitive learning. Psycholinguistics. Computational linguistics. Cognitive learning. Computational linguistics. Psycholinguistics. Second language acquisition. Electronic books.
Format:	E-Resource Book
URL for this record:	http://pi.lib.uchicago.edu/1001/cat/bib/11179512

Hidden Bibliographic Details
Varying Form of Title:	Mind & context in adult second language acquisition Adult second language acquisition
Other authors / contributors:	Sanz, Cristina, editor.
ISBN:	9781435627437 1435627431 9781589010703 1589010701 9781589013735 1589013735 1589010701
Notes:	Includes bibliographical references and index. English. Print version record.
Summary:	How do people learn nonnative languages? Is there one part or function of our brains solely dedicated to language processing, or do we apply our general information-processing abilities when learning a new language? In this book, an interdisciplinary collaboration of scholars and researchers presents an overview of the latter approach to adult second language acquisition and brings together, for the first time, a comprehensive picture of the latest research on this subject. Clearly organized into four distinct but integrated parts, Mind and Context in Adult Second Language Acquisition first pr.
Other form:	Print version: Mind and context in adult second language acquisition. Washington, DC : Georgetown University Press, ©2005 1589010701 9781589010703
Standard no.:	3372756 9781589010703

Table of Contents:

Adult SLA / Cristina Sanz
Research methodology / Rusan Chen
Research methodology / Rebecca Adams, Akiko Fujii, and Alison Mackey
Individual differences / Harriet Wood Bowden, Cristina Sanz, and Catherine A. Stafford
A cognitive neuroscience perspective on second language acquisition / Michael T. Ullman
Attention and awareness in SLA / Ronald P. Leow and Melissa A. Bowles
Input and interaction / Alison Mackey and Rebekha Abbuhl
Explicitness in pedagogical interventions / Cristina Sanz and Kara Morgan-Short
Processing instruction / Bill VanPatten
Content-based foreign language instruction / Heidi Byrnes.

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