Includes bibliographical references (p. [295]-313) and index.

Preface

Introduction

Chapter 1: Comprehension and production strategies in language learning

Chapter 2: The role of memory and lexical learning

Chapter 3: Psycholinguistic processes in language use and language learning

Chapter 4: Models of language learning

Chapter 5: A rationale for task-based instruction

Chapter 6: Implementing task-based instruction

Chapter 7: Processing perspectives on testing

Chapter 8: Research into language aptitude

Chapter 9: Issues in aptitude theory: exceptional learners and modularity

Chapter 10: Learning style

Chapter 11: Learners, learning, and pedagogy

Chapter 12: Conclusions

"This book has two major themes: firstly, it discusses psycholinguistic and cognitive aspects of language learning, and secondly, it looks at the contrast between universalist accounts of language learning and accounts which focus on individual differences between learners. Interwoven throughout is a focus on practical applications of these themes in task-based learning and language testing. The book aims to redress the balance of viewpoints in second language acquisition research and language teaching pedagogy, which the author feels has leaned too far towards linguistics and sociolinguistics in recent years and has not, until recently, drawn effectively on contemporary cognitive psychology." (Book Cover)