Innovative Research and Practices in Second Language Acquisition and Bilingualism

Editor
| Wilfrid Laurier University
HardboundAvailable
ISBN 9789027213174 | EUR 99.00 | USD 149.00
 
PaperbackAvailable
ISBN 9789027213181 | EUR 36.00 | USD 54.00
 
e-Book
ISBN 9789027271662 | EUR 99.00/36.00*
| USD 149.00/54.00*
 
This volume brings together theoretical perspectives and empirical studies in second language (L2) acquisition and bilingualism and discusses their implications for L2 pedagogy. The book is organized into three sections that focus on prominent linguistic and cognitive theories and together provide a compelling set of state-of-the-art works. Part I consists of studies that give rise to innovative applications for second language teaching and learning and Part II discusses how findings from cognitive research can inform practices for L2 teaching and learning. Following these two sections, Part III provides a summative commentary of the theories explored in the volume along with suggestions for future research directions. The book is intended to act as a valuable reference for scholars, applied linguists, specialists in pedagogy, language educators, and anyone wishing to gain an overview of current issues in SLA and bilingualism.
[Language Learning & Language Teaching, 38]  2013.  xiii, 335 pp.
Publishing status: Available
Table of Contents
Acknowledgments
ix–x
Preface
John W. Schwieter and Gabrielle Klassen
xi–xiv
Part I. Linguistic perspectives and implications 
for L2 pedagogy
Chapter 1. Mental representation and skill in instructed SLA
Bill VanPatten
3–22
Chapter 2. Input and output in SLA: Applying theories of mental representation and skill
Wynne Wong
23–42
Chapter 3. Interaction and the Noun Phrase Accessibility Hierarchy: A study using syntactic priming
Jennifer Behney and Susan M. Gass
43–62
Chapter 4. Generative approaches and the competing systems hypothesis: Formal acquisition to pedagogical application
Drew Long and Jason Rothman
63–84
Chapter 5. Why theory and research are important for the practice of teaching: The case of mood choice in Spanish relative clauses
Joyce Bruhn de Garavito
85–106
Chapter 6. Input-based incremental vocabulary instruction for the L2 classroom
Joe Barcroft
107–138
Chapter 7. Experimentalized CALL for adult second language learners
Nora Presson, Colleen Davy and Brian MacWhinney
139–164
Chapter 8. Accounting for variability in L2 data: Type of knowledge, task effects, and linguistic structure
Silvia Perpiñán
165–192
Chapter 9. The development of tense and aspect morphology in child and adult heritage speakers
Alejandro Cuza, Rocío Pérez-Tattam, Elizabeth Barajas, Lauren Miller and Claudia Sadowski
193–220
Part II. Cognitive perspectives and implications 
for L2 pedagogy
Chapter 10. Control and representation in bilingualism: Implications for pedagogy
Deanna C. Friesen and Ellen Bialystok
223–240
Chapter 11. Language selection, control, 
and conceptual-lexical development 
in bilinguals and multilinguals
John W. Schwieter and Aline Ferreira
241–266
Chapter 12. Lexical access in bilinguals and second language learners
Gretchen L. Sunderman and Eileen Fancher
267–286
Chapter 13. Cognitive foundations of crosslinguistic influence
Scott Jarvis, Michelle O'Malley, Linye Jing, Jing Zhang, Jessica Hill, Curtis Chan and Nadezhda Sevostyanova
287–308
Part III. Concluding remarks
Chapter 14. Ideas for the practice of instructed SLA and their rationale: A summary and commentary
James Lee
311–328
About the editor
329–330
About the contributors
331–332
Index
333–335
“This volume is a valuable resource for students, researchers, educators, and curriculum developers and would be a welcome addition to the library of anyone interested in developing and enhancing their knowledge of the relationship between theory and research in SLA and bilingualism and pedagogical practice.”
“Well written and accessible, this volume provides the reader with a thorough overview of some of the more established cognitive and linguistic perspectives in SLA and bilingualism. Although the volume may be most valuable to graduate students, teachers, and curriculum developers looking to enhance their understanding of the processes and products of L2 learning, novice and experienced researchers will find a useful resource in the straightforward discussions of different theories and their direct connections to learning and teaching.[...] Overall, this volume is a valuable resource for students, researchers, educators, and curriculum developers and would be a welcome addition to the library of anyone interested in developing and enhancing their knowledge of the relationship between theory and research in SLA and bilingualism and pedagogical practice.”
Cited by

Cited by other publications

Haser, Verena, Anita Auer, Bert Botma, Beáta Gyuris, Kathryn Allan, Mackenzie Kerby, Lieselotte Anderwald, Alexander Kautzsch, Maja Miličević, Tihana Kraš & Marcus Callies
2015. IEnglish Language. The Year's Work in English Studies 94:1  pp. 1 ff. Crossref logo

This list is based on CrossRef data as of 01 may 2020. 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
BIC Subject: CJA – Language teaching theory & methods
BISAC Subject: FOR000000 – FOREIGN LANGUAGE STUDY / General
U.S. Library of Congress Control Number:  2013020754