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Evidence-Based Acquisition
E-book Collections
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Open Access information
Journal mutations
Part of
Second Language Acquisition Theory: The legacy of Professor Michael H. Long
Edited by Alessandro G. Benati and John W. Schwieter
[
Bilingual Processing and Acquisition
14] 2022
► pp.
273
–
273
◄
previous
Index
A
accessibility hierarchy
147, 175
accuracy
32, 34, 72, 102, 105, 117, 122, 126, 136, 142, 203, 205, 209, 213–217, 219–221, 227, 231, 233, 241, 266–267, 269
age
xii, xiv, xvi, xxiii, 2, 5–7, 11, 15–17, 20, 24–25, 30, 52, 96, 163, 169, 173, 177–179, 183–186, 188, 190, 192–199, 201–210, 239, 265
effects
xii, xiv, xvi, xxiii, 6, 177–179, 183, 188, 197–198, 201–202, 206–207, 209
of acquisition
177–178, 183, 193, 195–196, 207, 209
of arrival
183, 185, 199
agent-based model
5, 29, 43–44, 52, 74
analytic syllabus
235, 239
aptitude
xv–xvi, xxii–xxiv, 5, 15–17, 20, 24–25, 95–96, 129, 137, 141–142, 193–194, 198, 201–202, 204–209
aptitude-treatment interaction
xxiv, 137, 204
artificial intelligence (AI)
29
attainment
5, 11, 15–18, 20, 24–25, 96, 119, 141, 143, 177–178, 192–194, 200–201, 204–205, 207–210, 259, 261–262
attention
xvi, 1–2, 23–24, 55, 77, 79–82, 84–85, 87–88, 90, 93–94, 96, 98–99, 105, 116, 118–120, 122, 124, 127–130, 136, 147, 178, 180, 182, 191–192, 195, 201, 213, 215, 218, 220, 224, 227, 229, 239, 242, 258–260, 262–264, 267
attention allocation
79, 84, 87, 90, 93, 182
attentional resources
79, 91–92, 129, 134–135, 213, 215, 221–223, 229, 263
limited attentional capacity
214, 232
autonomy
115
B
backward transition probabilities
105
bad choice hypothesis
40, 42–43, 52
bibliometric analyses
13
bi-directional transfer
158
bilingualism
xix, xxii–xxiv, 27, 72, 98, 174–175, 184, 186, 190–195, 200, 209
blocking
84–85
C
categorisation
180–181, 184–185, 189, 192
chaos
44–45, 47, 49–50, 72, 74
citation analysis
15, 17
classroom
xvii–xviii, 1–4, 6–7, 21, 23, 26, 79, 99, 114, 119, 123, 130, 142, 187, 197–199, 202, 204–206, 232, 238–239, 241–242, 253, 257–259, 261–263, 269, 271
clustering
38
cognitive
maturity
204
processes
79, 81, 104, 130, 135–137, 180
restructuring
6, 177–178, 186
communication
xvi, xxii, xxiv, 3, 77, 79–81, 84, 113, 115–117, 119–120, 122–124, 127–129, 131–132, 134–135, 138–142, 196, 217, 222–223, 225, 228–229, 232, 240, 243–245, 247
communicative
context
33, 133, 257, 270
language teaching
237, 255
task
125, 127, 132
competence
5, 13, 26, 52, 72, 78, 83–84, 88, 101, 103–106, 108–110, 116–117, 125, 209, 228
complexity
xiii, xviii, 5, 22–23, 41–42, 44, 72–74, 102, 107, 173, 213–221, 223–224, 227, 231–233, 246
comprehensibility
4, 82, 98, 125, 128
comprehensible input
4, 7, 11, 26, 98, 141
computational resources
163
computer-assisted language learning
139
conceptualisation
192, 211–215, 221
conscious knowledge
107, 260
conscious learning
83
constraints
xxi, 4, 7, 11, 16, 26, 36, 60, 72, 74, 96, 123, 143, 173, 175, 178, 194, 208, 210, 222, 224, 267–269
constructed salience
85–86
context
xiii, xvi, 4, 14, 30–34, 38–39, 41–42, 45, 52, 57, 67, 70, 77, 79, 82, 85, 87, 91, 109, 113, 116–121, 127–129, 131, 133, 135, 139, 150–151, 155, 158, 171, 179, 185, 196, 198, 204–206, 209, 211, 229, 240, 242, 255, 257, 270
conversational interaction
2, 17, 127–128, 142
corrective feedback
xxii, 40, 80, 113–114, 116–118, 120–126, 137, 139–142
critical period
xii, xv–xvi, 6, 16, 24, 26, 174, 191, 193–194, 196–198, 206–210
cultural learning
116, 236
D
data collection
12, 51, 62, 67, 69, 200, 239–240, 247–248
declarative learning
202
decoding ability
163
detection
5, 77, 81–82, 86–87, 89, 93–94, 264
developmental dynamics
36, 42, 52
developmental lock model
41
developmentally moderated transfer hypothesis
146
discontinuity hypothesis
5, 101, 103
dynamical systems theory
29, 35, 44, 71
E
efficiency
xiv, 144, 173
ellipsis
147, 152, 173–174
emergence criterion
32–34, 70
Emergentism
xxiii, 143–144, 174–175
encoded
180, 182, 185–186, 264
end-state
29, 40, 43
enhanced incidental learning
xv, 5, 77–78, 81–82, 87, 89, 93–95
entrenchment
41–42, 55, 58–60, 67, 70–71, 74–76, 146, 188–189, 194–195
punishment
58
expertise
ix, xi–xii, 115, 120
explicit
instruction
1, 77, 79, 81–84, 92, 94, 96, 122, 249, 269
knowledge
77–79, 83–84, 87–89, 93–94, 96, 99, 136–137, 139–140, 200, 202, 205, 260–262, 267–268, 270
learning
xv–xvi, 79, 82–83, 86, 96, 140, 198, 201–202, 204–205, 258, 269
rules
258, 260
exposure
186, 189–190, 202
external influences
237
F
face-to-face
127, 130–132
facilitative role
259
familiarity
93, 97, 117, 142, 211, 213, 218, 230, 244
feedback
xvi, xxii, 2, 5–6, 16, 21, 35, 40, 80, 113–114, 116–118, 120–142, 185, 212
delayed feedback
xvi, 6, 127, 129–140
negative feedback
2, 6, 16, 21, 35, 118, 127–130, 132–135, 139
timing
6, 127, 129–132, 136, 138, 140
filler-gap dependency
145
fluency
72, 78, 116, 202, 213, 215–217, 219, 221, 223–224, 231, 233
focus on form
xvi, 1–2, 4–7, 21, 23, 26, 40, 77, 113–114, 116, 118–126, 128, 134, 140–143, 198, 204, 206, 254, 257–265, 267–270
focus on forms
1, 4, 118, 128, 134, 237, 257–260
foreigner talk
16, 26, 55, 71, 81
forgetting
55–60, 69–71, 220
form-and-meaning approach
258
form-meaning connections
259–260, 262, 264–265, 267
formulation
xiii, 6, 72, 180, 211–215, 218–219, 221–222
fossilization
xiv–xv, 4–5, 16, 29–31, 34–35, 40, 43, 70, 73
freedom
36, 217, 223–226, 228–229
frequency
15, 80, 82, 84, 89, 93, 98–99, 101, 103, 105, 108–111, 178, 187, 218, 247, 261, 263
of daily usage
178, 187, 218
G
gapping
147–150, 152–153, 173–174
generative entrenchment
42, 58, 67, 74
google scholar
9–12, 16, 26
grammar
4, 36, 40–41, 43, 72, 78, 87, 91–93, 100, 106, 108–111, 125–126, 128, 141, 144, 173–175, 199, 202, 207–208, 237, 247, 257–258, 270
grammatical learning
xviii, xxii, 103, 111–112
group work
11, 16, 23, 26
H
h-index
12–13
I
immediacy
130, 144–145, 148–149, 153–155, 158–162, 166, 170–172, 224
immediate feedback
130–136, 139–140
immersion
178, 185–186, 195, 198, 200, 204–206
immigrants
xxii, 198–199, 202, 204, 206
implicational table
38
implicit
xv–xvi, xxii, 5, 16, 43, 70, 77–89, 92–94, 96, 98–99, 101, 104, 111, 122, 128–129, 135–142, 181, 198, 201–202, 204–205, 210, 260–262, 267–270
competence
78, 83–84, 88, 101
knowledge
5, 77–89, 92–94, 136, 142, 205, 210, 260–262, 267–268, 270
learning
xxii, 79, 83–84, 86–87, 89, 94, 98, 198, 201–202, 205
negative feedback
128–129
incidental
conditions
81, 91
learning
xv, xxi, 5, 77–79, 81–82, 87, 89–95, 99
individual style
224
inductive rule
109
information structure
211, 233
innatism
109–110
input
xiv, xvi, xix–xx, 1–5, 7, 11, 15–24, 26, 40, 49, 56, 58, 77–78, 80–90, 93–101, 108–109, 115, 128, 130, 133–135, 141, 143, 146, 200, 204–206, 217–219, 225–226, 228, 237, 253, 259–271
comprehensibility
128
enhancement
5, 77–78, 80–82, 84, 86–87, 89, 93–97, 99–100, 261, 271
flood
80, 88, 99, 260–261
limited input
204, 206
processing
261, 263–265, 269–270
instructed second language acquisition
xxiv, 7, 113–114, 121–122, 124–125, 197, 233, 253–255, 269
instruction
xiv, 1–4, 7, 11, 21, 26, 30, 77–79, 81–84, 87–88, 92, 94–99, 122, 125, 129, 140, 147, 173, 198, 202–209, 212, 225, 249, 257–263, 266–271
amount of
94, 202–203
intentional learning
80–81, 88–89, 93
interaction
xiv, xvi, xxi–xxiv, 2–6, 11, 13, 15–20, 22–24, 26, 40, 43, 46, 60, 81–82, 113–114, 116–117, 119–128, 130–133, 137–138, 140–144, 157, 171, 192, 201, 204, 206–207, 212, 224, 232, 237, 239, 253–254, 263
enhancement
113–114, 119–122, 125
interaction hypothesis
2, 4, 6, 23, 127–128, 143
interactionist
235, 237, 252
interactive tasks
224, 226
modified interaction
128
intercultural competence
116, 125
interface
xxi, 52–54, 82–84, 95–96, 111, 210
interlanguage
xiv–xv, 3–5, 11, 23, 26, 31, 33–34, 37–39, 60, 67, 71, 74, 101, 105, 111, 121, 124, 141, 174, 228
irrationalism
110
K
knowability
103, 108
knowledge-driven
109
L
L2 competence
5, 103, 108
language aptitude
xxiv, 16, 25, 96, 129, 141–142, 193–194, 201, 208–209
language tandem
113
leader
251
learnability
257, 268
learning context
116–117
lemmas
218, 220, 223, 226
lexicon
see
mental lexicon
lexis
24, 177–178, 213, 215–216, 231, 233, 237
linguistic relativity
6, 177–181, 183–184, 191–193, 196
linguistic simplification
5, 29, 52, 55
logistic map
44, 46–47, 49–51, 57
M
manner
24, 34, 180–185, 188–190, 192, 194, 213, 228
mathematics
35, 44–45
maturational constraints
4, 7, 11, 16, 26, 96, 143, 178, 194, 208, 210
maximal input
204
meaningful communication
135, 138
mechanical practice
257, 260
mental lexicon (second language)
213, 218, 222, 229
methodological principles
xiii, 21–22, 26, 119, 124
modality
91, 105, 132, 247
modifications
2, 23, 77, 82, 95, 98, 120
monitoring
92, 115, 136, 142, 213, 219, 231
morphology
2, 32–33, 35, 103, 128
morphosyntax
24, 103, 108–109, 177, 199–200
motion
xxiii, 57–58, 180, 182–184, 188–190, 192, 194–195
m-quotient
12
multidimensional model
32, 35
multilingualism
xix, xxiii, 96, 183, 208
N
needs analysis
xiv, xxiv, 3, 6–7, 15, 22, 27, 143, 235, 253–255
negation
153, 169, 171–174
negative evidence
128
negative feedback
see feedback
negotiation for meaning
xvi, 2, 23, 82
no-interface position
83
non-verbal behaviour
179
noticeable
84–86, 259
noticing
2, 5, 77, 80–82, 85–87, 89, 93–97, 99, 121, 134–135, 137, 232, 262
null arguments
164
O
operation
44, 145, 162, 164, 171
output
2–3, 18, 24–25, 95–96, 120, 130, 233, 253, 257–259, 263–264, 266, 269
P
parallel mode of speech
6
path
37, 41, 61, 181–185, 188–192, 224, 226
pattern-sensitive device
109
pedagogic procedures
119
pedagogical intervention
1, 4, 82, 86, 258–260
perceptual salience
5, 77, 80, 85
performance
xviii, xxiv, 3, 6, 34, 62–64, 92, 132, 139, 144, 174, 185, 187, 195–196, 205, 211–217, 219–223, 226–228, 230–233
performance science
103, 106–108, 112
performance (second language)
195, 211, 232–233
phonology
24, 147, 177–178, 199–200, 218
planning
xiii, 211, 213, 215–220, 223–228, 230–233, 238, 253
post-modernism
110
preparation
223, 226, 230
pre-verbal message
218–219, 221, 225, 228
primacy of meaning principle
264
probability
107
processing
xiv–xv, xvii, xix, xxi, xxiii, 3, 6, 32, 35–37, 40–41, 43–44, 52, 72–73, 84, 86, 91, 95–97, 99, 103–105, 112, 118, 134–137, 139–141, 143–147, 152–153, 156, 158, 163, 171–175, 178–179, 181, 189, 200, 208, 210, 219, 222–223, 227–228, 230, 232–233, 259, 261–271
cost
xv, 145–147, 153, 156, 158, 171
processability theory
xiv, xx–xxi, 32, 35, 72–73, 146, 175, 269
processable
37, 82, 259
processable leeway
37
process-oriented approach
3
proficiency
93, 99, 106, 115–116, 121, 125, 141, 164, 175, 177–178, 184, 186, 199–202, 204–205, 207, 209, 218, 227–228, 230–231, 233, 242
psychological state
118, 134
Q
qualitative
48, 83, 102–104, 217, 223, 240
quantifier
153, 157–158, 173–175
quantitative
98, 102, 104, 115, 217, 240, 270
R
rational inquiry
102, 110
rationalism
xvi, 101–102, 110
reasoning demands
216
recast
131, 134
reciprocity
115
repetition
xiii, 104, 131, 211, 213, 216–219, 223, 225–228, 230, 232–233, 253
revision
104, 144, 148, 153, 159, 170
S
salience
5, 77, 80, 82, 84–86, 94, 96, 142, 201, 207
scopus
9–10, 16–18, 23, 26
sensitive period(s)
16, 24–25, 96, 141, 177, 186, 194, 196, 208–210
serial mode of speech
211, 223
simplifying
2, 38–40, 55, 58, 68
stabilization
4, 29–30, 34–35, 37, 40, 43, 45, 50–51, 60, 70, 73
statistical learning
86, 88, 96, 103
steadiness
34–35
strong-interface position
83
structural domain
34, 70
structured input
xiv, xix, 259, 264–267, 269
syllabus
design
6, 11, 21, 235–238, 254
synthetic syllabus
118, 236–237, 252
T
tandem learning
xvii, 113–126
task
xiii–xiv, xviii, xxii, xxiv, 2–7, 9, 11, 15–18, 21–22, 25–27, 32, 34, 61, 77, 92, 97, 119–120, 122–125, 127, 130–133, 136–137, 142–143, 151, 157, 167, 170, 184–187, 192, 200, 211–221, 223–224, 226–228, 230–233, 235–236, 238–239, 242, 245–247, 250–255, 258, 264, 266, 270
characteristics
6, 211, 213, 216, 228, 233
conditions
xiii, 6, 211, 213–214, 221, 227–228, 230
design
120, 122, 233, 245
task-based
language teaching
xiii, xviii, xxii, 3, 5, 7, 15, 17–18, 25–27, 77, 97, 119, 124, 143, 232, 235, 253–254, 270
needs analysis
235
learning
xxiv, 7, 212, 231, 233
technology
xxii, 25, 27, 80, 114–116, 122–126, 139–141
temporal overlay maps
18
thinking-
after-speaking
182, 184
before-speaking
182
during-speaking
182
for-speaking
6, 177, 179, 181, 183, 191–192, 194
time
perspective
216, 233
pressure
213, 217, 219–220, 225, 229, 233
tipping points
29, 43–44, 52, 58, 74
training paradigms
187
transfer
xv, xxiii, 6, 35, 143–151, 153–158, 160–164, 167–172, 175, 183, 195, 213, 217, 268–269
transfer calculus
146–151, 153–156, 158, 160–164, 167–168, 171–172
typographical enhancement
86–90, 93
typology
35, 144–145, 173, 182–183, 189, 195
U
ultimate attainment
11, 15–18, 20, 24, 119, 143, 178, 192, 200–201, 204–205, 207–208, 261–262
uncertainty
xvi, 5, 101, 103, 106–107, 110
unconscious learning
79, 82
V
variability
30, 32, 34–35, 71–72, 183, 210
verbal behaviour
179
visual perception
181
vocational
education training
xxiv, 236, 243
skills training programs
244
W
weakness corollary
163–164, 167–168
web of science
9–10, 16–17, 26
web-based communication technology
122
working memory
93, 98, 129–130, 141–142, 144, 163, 227–228
wrong track pathway model
52