Implicit and Explicit Language Learning
 242 pp., 6 x 9 Paperback ISBN: 9781589017290 (1589017293) eBook ISBN: 9781589017535 E-Inspection Request E-Inspection March 2011 LC: 2010036730 Georgetown University Round Table on Languages and Linguistics series EXPLORE THIS TITLE DescriptionTable of Contents Reviews |
Implicit and Explicit Language Learning
Conditions, Processes, and Knowledge in SLA and Bilingualism
Over the last several decades, neuroscientists, cognitive psychologists, and psycholinguists have investigated the implicit and explicit continuum in language development and use from theoretical, empirical, and methodological perspectives. This book addresses these perspectives in an effort to build connections among them and to draw pedagogical implications when possible. Cristina Sanz is a professor of Spanish applied linguistics, director of the School of Foreign Service & Intensive Spanish Programs, and codirector of the Center for Brain Basis of Cognition at Georgetown University. She is the editor of Mind and Context in Adult Second Language Acquisition, which won the MLA's Kenneth W. Mildenberger Award.
Reviews
"Researchers and graduate students will find this book a treasured resource on implicit and explicit learning .A volume that straddles the domains of psycholinguistics and L2 pedagogy to investigate implicit and explicit learning in SLA could not be better timed or more welcome."—Studies in Second Language Acquisition "This book is an excellent resource for those interested in SLA. Many important researchers participated in the conference from which its chapters are drawn. The empirical studies are all well-designed and cover a broad range of topics with learners from diverse language and learning backgrounds."—APPLIED LINGUISTICS "This book contains a treasure trove of information about a central topic in second language learning, that of implicit and explicit learning. Included is a broad range of topics, all of which contribute significantly to a deeper understanding of the central roles of these two types of learning. An essential part of anyone's library!"—Susan M. Gass, University Distinguished Professor, Michigan State University "The many important and comprehensive contributions to this book collectively advance our knowledge in one of the most interesting and productive lines of research in second language acquisition today."—Alison Mackey, professor of linguistics and head of the applied linguistics program, Georgetown University Table of Contents 1. Introduction Cristina Sanz and Ronald P. Leow, Georgetown University Part I: Theory 2. Stubborn Syntax: How It Resists Explicit Teaching and Learning Bill VanPatten, Texas Tech University 3. An Epitaph for Grammar: An Abridged History Arthur S. Reber, University of British Columbia 4. Implicit and Explicit SLA and Their Interface Nick C. Ellis, University of Michigan 5. How Analysis and Control Lead to Advantages and Disadvantages in Bilingual Processing Ellen Bialystok, York University Part II: Methodological Issues and Empirical Research on Awareness, Pedagogical Contexts, and Individual Differences in SLA 6. Getting a Grip on the Slippery Construct of Awareness: Toward a Finer-Grained Methodological Perspective Ronald P. Leow, Ellen Johnson, and Germán Zárate-Sández, Georgetown University 7. Aging, Pedagogical Conditions, and Differential Success in SLA: An Empirical Study Alison E. Lenet and Cristina Sanz, Georgetown University; Beatriz Lado, University of San Diego; James H. Howard Jr., The Catholic University of America and Georgetown University Medical Center; and Darlene V. Howard, Georgetown University 8. Effects of Feedback Timing in SLA: A Computer-Assisted Study on the Spanish Subjunctive Florencia Henshaw, University of Illinois at Urbana-Champaign 9. Working Memory Predicts the Acquisition of Explicit L2 Knowledge Jared A. Linck and Daniel J. Weiss, The Pennsylvania State University 10. The Effects of Formal Instruction and Study Abroad Contexts on Foreign Language Development: The SALA Project Carmen Pérez-Vidal, Universitat Pompeu Fabra; Maria Juan-Garau, University of the Balearic Islands; and Joan C. Mora, Universitat de Barcelona 11. Input Processing Principles: A Contribution from First-Exposure Data Rebekah Rast, The American University of Paris Part III: Empirical Research on L2 Phonology 12. What Is Implicit and What Is Explicit in L2 Speech? Findings from an Oral Corpus Heather E. Hilton, Université Paris 8 13. Explicit Training and Implicit Learning of L2 Phonemic Contrasts Fred R. Echman, University of Wisconsin-Milwaukee; Gregory K. Iverson, University of Wisconsin-Milwaukee and University of Maryland Center for Advanced Study of Language; Robert Allen Fox and Ewa Jacewicz, The Ohio State University, and Sue Ann Lee, Texas Tech University Part IV: Empirical Studies on Key Issues in Bilingualism: Aging, Third Language Acquisition, and Language Separation 14. English Speakers' Perception of Spanish Vowels: Evidence for Multiple Category Assimilation Leslie S. Gordon, The University of Georgia 15. Early Phonological Acquisition in a Set of English-Spanish Bilingual Twins David Ingram and Virginia Dubasik, Arizona State University; Juana Liceras, University of Ottawa; and Racquel Fernández Fuertes, University of Valladolid 16. Language Learning Strategies in Adult L3 Acquisition: Relationship between L3 Development, Strategy Use, L2 Levels and Gender Hui-Ju Lin, Georgetown University 17. Effects of Bilingualism on Inhibitory Control in Elderly Brazilian Bilinguals Ingrid Finger, Johanna Dagort Billig, and Ana Paula Scholl, Federal University of Rio Grande do Sul, Brazil |
