Part of
Cognitive Processing in Second Language Acquisition: Inside the learner's mindEdited by Martin Pütz and Laura Sicola
[Converging Evidence in Language and Communication Research 13] 2010
► pp. v–vi
Edited by Martin Pütz and Laura Sicola
[Converging Evidence in Language and Communication Research 13] 2010
► pp. v–vi
Table of contents
Acknowledgementsvii
Introduction: Cognitive processing in second language acquisition
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
2. Construction learning as category learning
3. The role of relevance theory in SLA studies
4. Distinct mechanisms in the processing of English past tense morphology: A view from L2 processing
5. Third language acquisition, macrocategories and synonymy
II. Mental processes and acquisition procedures followed by language learners
6. First exposure: Converting target language input to intake
7. On the stability of representations in the multilingual lexicon
8. Conceptual representations in the multilingual mind: A study of advanced Dutch students of English
9. Formulaic language in L2: Storage, retrieval and production of idioms by second language learners
10. A procedure for testing the Noticing Hypothesis in the context of vocabulary acquisition
11. Construal and the use of impersonalisation strategies in English and Spanish in an FLL context
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
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
14. Typology in the L2 classroom: Second language acquisition from a typological perspective
15. Metaphoric competence in the first and second language: Similarities and differences
16. Figurative competence is better developed in L1 than in L2, or is it? Understanding conversational implicatures in L1 and L2
17. Attention to phonological form: Modified output in task-based negotiated interaction
18. Quality and type of corrective feedback, noticing, and learner uptake in synchronous computer-mediated text-based and voice chats
Index
This article is available free of charge.
