Cognitive Processing in Second Language Acquisition

Inside the learner's mind

Editors

Martin Pütz | University of Koblenz-Landau

Laura Sicola | University of Pennsylvania

Hardbound – Available

ISBN 9789027239020 | EUR 95.00 | USD 143.00

e-Book –

ISBN 9789027288325 | EUR 95.00 | USD 143.00

This edited volume represents state of the field research linking cognition and second language acquisition, reflecting the experience of the learner when engaged in noticing, input/output processing, retrieval, and even attrition of target forms. Contributions are both theoretical and practical, describing a variety of L1, L2 and L3 combinations from around the world as observed in spoken, written, and computer-mediated contexts. The book relates conditions of language, task, medium or environment to how learners make decisions about language, with discussions about the application or efficacy of these conditions on linguistic success and development, and pedagogical implications.

[Converging Evidence in Language and Communication Research, 13] 2010. vii, 373 pp.

Publishing status: Available

https://doi.org/10.1075/celcr.13

Table of Contents

Acknowledgements | p. vii

Introduction: Cognitive processing in second language acquisition

Martin Pütz and Laura Sicola | pp. 1–6

I. Cognitive theoretical foundations of language and learning

1. Concept stretching and model merging: An attempt to better account for L2 processing and acquisition of grammatical constructions

Mark Fifer Seilhamer | pp. 9–26

2. Construction learning as category learning

Nick C. Ellis | pp. 27–48

3. The role of relevance theory in SLA studies

Maria Jodlowiec | pp. 49–66

4. Distinct mechanisms in the processing of English past tense morphology: A view from L2 processing

Bilal Kırkıcı | pp. 67–84

5. Third language acquisition, macrocategories and synonymy

Ksenya Filatova | pp. 85–96

II. Mental processes and acquisition procedures followed by language learners

6. First exposure: Converting target language input to intake

Rebekah Rast | pp. 99–116

7. On the stability of representations in the multilingual lexicon

Kees de Bot and Wander Lowie | pp. 117–134

8. Conceptual representations in the multilingual mind: A study of advanced Dutch students of English

Wander Lowie, Marjolijn H. Verspoor and Bregtje Seton | pp. 135–148

9. Formulaic language in L2: Storage, retrieval and production of idioms by second language learners

Anna Cieslicka | pp. 149–168

10. A procedure for testing the Noticing Hypothesis in the context of vocabulary acquisition

Aline Godfroid, Alex Housen and Frank Boers | pp. 169–197

11. Construal and the use of impersonalisation strategies in English and Spanish in an FLL context

Juana I. Marín-Arrese | pp. 199–226

12. Inside the attriter’s mind: A comparative exploration of the cognitive constraints in Dutch L1 attrition in an L2 English environment and advanced Dutch L1 acquisition

Merel Keijzer | pp. 227–240

III. Cognitive language pedagogy: Classroom studies with applications for teaching

13. Situating and distributing cognition across task demands: The SSARC model of pedagogic task sequencing

Peter Robinson | pp. 243–268

14. Typology in the L2 classroom: Second language acquisition from a typological perspective

Luna Filipović and Ivana Vidaković | pp. 269–292

15. Metaphoric competence in the first and second language: Similarities and differences

Jeannette Littlemore | pp. 293–316

16. Figurative competence is better developed in L1 than in L2, or is it? Understanding conversational implicatures in L1 and L2

Katarzyna Bromberek-Dyzman and Anna Ewert | pp. 317–334

17. Attention to phonological form: Modified output in task-based negotiated interaction

Laura Sicola | pp. 335–350

18. Quality and type of corrective feedback, noticing, and learner uptake in synchronous computer-mediated text-based and voice chats

Susana M. Sotillo | pp. 351–370

Index | pp. 371–374

“Kudos to the editors for putting together such a far-reaching volume. The range of topics will be of broad interest — to those who are interested in cognitive and psycholinguistic processes of second language learning and to those who are interested in understanding what this means for formal classroom learning. This is a must-read for students and scholars of SLA and anyone who wants to learn what SLA can tell us about general human cognition.”

Susan Gass, Michigan State University

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This list is based on CrossRef data as of 16 april 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

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