''The influence of cognitive processing on second language acquisition (SLA), and on the development of second language (SL) instruction, has always been a subject of major interest to both SLA researchers and those involved in SL pedagogy. Recent theoretical research into SLA and SL pedagogy has shown renewed interest in the role of cognitive variables such as attention, short, working, and long term memory. This volume first examines the theoretical foundations of research into the cognitive processes underlying SLA and then describes various implications for pedagogically oriented research and for SL classroom practice. This book's blend of research from the cognitive sciences and applied linguistics make it an exellent introduction to applied linguists and language teachers interested in the psycholinguistic processes underlying SLA.'' (Book Cover)

CONTENTS:

SECTION 1. THEORETICAL ISSUES 1. Attention / Richard Schmidt 2. The memory for language / Nick C. Ellis 3. The competition model: the input, the context, and the brain / Brian MacWhinney 4. Sentence processing / Michael Harrington 5. Automaticity and automatization / Robert M. DeKeyser 6. Learnability and second language acquisition theory / Kevin R.Gregg

SECTION II. COGNITION AND INSTRUCTION 7. Cognition and tasks / Peter Skehan and Pauline Foster 8. Cognitive underpinning of focus on form / Catherine Doughty 9. Intentional and incidental second language vocabulary learning: a reappraisal of elaboration, rehearsal and automaticity / Jan H. Hulstjin 10. Task complexity, cognitive resources, and syllabus design: a triadic framework for examining task influences on SLA / Peter Robinson 11. Aptitude, individual differences, and instructional design / Mark Sawyer and Leila Ranta 12. Cognition, instruction and protocol analysis / René Jourdenais

References

Index