Applying priming methods to L2 learning, teaching and research

Insights from Psycholinguistics

Pavel Trofimovich | Concordia University
Kim McDonough | Concordia University
ISBN 9789027213013 | EUR 105.00 | USD 158.00
ISBN 9789027213020 | EUR 36.00 | USD 54.00
ISBN 9789027286925 | EUR 105.00/36.00*
| USD 158.00/54.00*
This volume features a collection of empirical studies which use priming methods to explore the comprehension, production, and acquisition of second language (L2) phonology, syntax, and lexicon. The term priming refers to the phenomenon in which prior exposure to specific language forms or meanings influences a speaker’s subsequent language comprehension or production. This book brings together the various strands of priming research into a single volume that specifically addresses the interests of researchers, teachers, and students interested in L2 teaching and learning. Chapters by internationally known scholars feature a variety of priming techniques, describe various psycholinguistic tasks, and focus on different domains of language knowledge and skills. The book is conceptualized with a wide audience in mind, including researchers not familiar with priming methods and their application to L2 research, graduate students in second language acquisition and related disciplines, and instructors who require readings for use in their courses.
[Language Learning & Language Teaching, 30]  2011.  ix, 254 pp.
Publishing status: Available
Table of Contents
“The authors of various chapters should be commended for using clear language and explanations for their methodologically well-designed research studies. They provide excellent examples of the design and reporting of priming research that are accessible to researchers and students who do not have vast prior knowledge of such research. Although some background knowledge of psycholinguistic methods and theories may be necessary, a strong background is not needed to understand and critically read this volume. For these reasons, this volume makes an extremely valuable contribution to the fi eld of SLA.”
Cited by

Cited by 16 other publications

Belío-Apaolaza, Helena S. & Natividad Hernández Muñoz
2021. Emblematic gestures learning in Spanish as L2/FL: Interactions between types of gestures and tasks. Language Teaching Research  pp. 136216882110068 ff. Crossref logo
Bernal Castañeda, Sergio
2017. Affective Limitations in Second Language Acquisition by Spanish Adult Learners in Vocational Training Programs. Latin American Journal of content & language integrated learning 10:1  pp. 133 ff. Crossref logo
Collins, Laura & June Ruivivar
2020.  In The Encyclopedia of Applied Linguistics,  pp. 1 ff. Crossref logo
Darcy, Isabelle, Danielle Daidone & Chisato Kojima
2013. Asymmetric lexical access and fuzzy lexical representations in second language learners. The Mental Lexicon 8:3  pp. 372 ff. Crossref logo
Darcy, Isabelle, Danielle Daidone & Chisato Kojima
2015.  In Phonological and Phonetic Considerations of Lexical Processing [Benjamins Current Topics, 80],  pp. 119 ff. Crossref logo
Jackson, Carrie N.
2018. Second language structural priming: A critical review and directions for future research. Second Language Research 34:4  pp. 539 ff. Crossref logo
Jackson, Carrie N. & Helena T. Ruf
2018. THE IMPORTANCE OF PRIME REPETITION AMONG INTERMEDIATE-LEVEL SECOND LANGUAGE LEARNERS. Studies in Second Language Acquisition 40:3  pp. 677 ff. Crossref logo
Loewen, Shawn & Luke Plonsky
2016.  In An A–Z of Applied Linguistics Research Methods,  pp. 1 ff. Crossref logo
Loewen, Shawn & Masatoshi Sato
2018. Interaction and instructed second language acquisition. Language Teaching 51:3  pp. 285 ff. Crossref logo
Martínez Lirola, María
2015. The Use of Genre Theory for Improving Writing Proficiency Skills in Explanations. Íkala, Revista de Lenguaje y Cultura 20:2 Crossref logo
Michel, Marije & Marco Cappellini
2019. Alignment During Synchronous Video Versus Written Chat L2 Interactions: A Methodological Exploration. Annual Review of Applied Linguistics 39  pp. 189 ff. Crossref logo
Rahman, Muhammad Asfah, Indrawaty Asfah, A.G. Abdullah, J. Foley, I.G.N.A. Suryaputra & A. Hellman
2018. Some Effects of Explicit Grammar Instruction and Syntactic Priming on Students’ Written Language Production. SHS Web of Conferences 42  pp. 00070 ff. Crossref logo
Rogers, John
2022. Spacing Effects in Task Repetition Research. Language Learning Crossref logo
Trofimovich, Pavel, Sandra Martin-Chang & Kyle Levesque
2012.  In Memory, Language, and Bilingualism,  pp. 161 ff. Crossref logo
Trofimovich, Pavel & Kim McDonough
2012.  In The Encyclopedia of Applied Linguistics, Crossref logo
van Hell, Janet G. & Judith F. Kroll
2012.  In Memory, Language, and Bilingualism,  pp. 126 ff. Crossref logo

This list is based on CrossRef data as of 03 december 2022. 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.

Subjects & Metadata
BIC Subject: CFDC – Language acquisition
BISAC Subject: LAN009000 – LANGUAGE ARTS & DISCIPLINES / Linguistics / General
ONIX Metadata
ONIX 2.1
ONIX 3.0
U.S. Library of Congress Control Number:  2011005988 | Marc record