Implicit and explicit language learning : conditions, processes, and knowledge in SLA and bilingualism
- Cristina Sanz and Ronald P. Leow, editors.
- Washington, DC : Georgetown University Press, c2011.
- Physical description
- xii, 229 p. : ill. ; 23 cm.
- Georgetown University Round Table on Languages and Linguistics. Georgetown University Round Table on Languages and Linguistics.
Education Library (Cubberley)
|P118.2 .I48 2011||Unknown|
- Includes bibliographical references.
- 1. Introduction Cristina Sanz and Ronald P. Leow, Georgetown University Part I: Theory2. Stubborn Syntax: How It Resists Explicit Teaching and Learning Bill VanPatten, Texas Tech University3. An Epitaph for Grammar: An Abridged History Arthur S. Reber, University of British Columbia4. Implicit and Explicit SLA and Their Interface Nick C. Ellis, University of Michigan5. How Analysis and Control Lead to Advantages and Disadvantages in Bilingual Processing Ellen Bialystok, York University Part II: Methodological Issues and Empirical Research on Awareness, Pedagogical Contexts, and Individual Differences in SLA6. Getting a Grip on the Slippery Construct of Awareness: Toward a Finer-Grained Methodological Perspective Ronald P. Leow, Ellen Johnson, and German Zarate-Sandez, Georgetown University7. Aging, Pedagogical Conditions, and Differential Success in SLA: An Empirical Study Alison E. Lenet and Cristina Sanz, Georgetown University-- Beatriz Lado, University of San Diego-- James H. Howard Jr., The Catholic University of America and Georgetown University Medical Center-- and Darlene V. Howard, Georgetown University8. Effects of Feedback Timing in SLA: A Computer-Assisted Study on the Spanish Subjunctive Florencia Henshaw, University of Illinois at Urbana-Champaign9. Working Memory Predicts the Acquisition of Explicit L2 Knowledge Jared A. Linck and Daniel J. Weiss, The Pennsylvania State University10. The Effects of Formal Instruction and Study Abroad Contexts on Foreign Language Development: The SALA Project Carmen Perez-Vidal, Universitat Pompeu Fabra-- Maria Juan-Garau, University of the Balearic Islands-- and Joan C. Mora, Universitat de Barcelona11. Input Processing Principles: A Contribution from First-Exposure Data Rebekah Rast, The American University of Paris Part III: Empirical Research on L2 Phonology12. What Is Implicit and What Is Explicit in L2 Speech? Findings from an Oral Corpus Heather E. Hilton, Universite Paris 8 13. Explicit Training and Implicit Learning of L2 Phonemic Contrasts Fred R. Echman, University of Wisconsin-Milwaukee-- Gregory K. Iverson, University of Wisconsin-Milwaukee and University of Maryland Center for Advanced Study of Language-- Robert Allen Fox and Ewa Jacewicz, The Ohio State University, and Sue Ann Lee, Texas Tech University Part IV: Empirical Studies on Key Issues in Bilingualism: Aging, Third Language Acquisition, and Language Separation14. English Speakers' Perception of Spanish Vowels: Evidence for Multiple Category Assimilation Leslie S. Gordon, The University of Georgia15. Early Phonological Acquisition in a Set of English-Spanish Bilingual Twins David Ingram and Virginia Dubasik, Arizona State University-- Juana Liceras, University of Ottawa-- and Racquel Fernandez Fuertes, University of Valladolid16. Language Learning Strategies in Adult L3 Acquisition: Relationship between L3 Development, Strategy Use, L2 Levels and Gender Hui-Ju Lin, Georgetown University17. Effects of Bilingualism on Inhibitory Control in Elderly Brazilian Bilinguals Ingrid Finger, Johanna Dagort Billig, and Ana Paula Scholl, Federal University of Rio Grande do Sul, Brazil.
- (source: Nielsen Book Data)
- Publisher's Summary
- Over the last several decades, neuroscientists, cognitive psychologists, and psycholinguists have investigated the implicit and explicit continuum in language development and use from theoretical, empirical, and methodological perspectives. This book addresses these perspectives in an effort to build connections among them and to draw pedagogical implications when possible. The volume includes an examination of the psychological and neurological processes of implicit and explicit learning, what aspects of language learning can be affected by explicit learning, and the effects of bilingualism on the mental processing of language. Rigorous empirical research investigations probe specific aspects of acquiring morphosyntax and phonology, including early input, production, feedback, age, and study abroad. A final section explores the rich insights provided into language processing by bilingualism, including such major areas as aging, third language acquisition, and language separation.
(source: Nielsen Book Data)
- Publication date
- Georgetown University round table on languages and linguistics series
- 9781589017290 (pbk. : alk. paper)
- 1589017293 (pbk. : alk. paper)
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