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Innovative Research and Practices in Second Language Acquisition and Bilingualism / edited by John W. Schwieter.

Collaborateur(s) : Schwieter, John W, 1979- | Wilfrid Laurier University.
Collection : Language Learning & Language Teaching. Éditeur : Philadelphia, PA : John Benjamins Publishing Company, 2013Édition : 1st ed.Description :xiii, 335 p. : ill. ; 25 cm.ISBN : 9789027213181 (pbk).ISSN : 1569-9471.Sujet(s) : Second language acquisition -- Study and teaching | Second language acquisition -- Research | Language and languages -- Study and teaching | Language and languages -- Research | Education, Bilingual | Language acquisitionRessources en ligne : Publisher's Website. | Check the UO Library catalog.
Dépouillement complet :
Preface / John W. Schwieter and Gabrielle Klassen
PART I. Linguistic perspectives and implications for L2 pedagogy
Chapter 1: Mental representation and skill in instructed SLA / Bill VanPatten
Chapter 2: Input and output in SLA: Applying theories of mental representation and skill / Wynne Wong
Chapter 3: Interaction and the Noun Phrase Accessibility Hierarchy: A study using syntactic priming / Jennifer Behney and Susan M. Gass
Chapter 4: Generative approaches and the competing systems hypothesis: Formal acquisition to pedagogical application / Drew Long and Jason Rothman
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
Chapter 6: Input-based incremental vocabulary instruction for the L2 classroom / Joe Barcroft
Chapter 7: Experimentalized CALL for adult second language learners / Nora Presson, Colleen Davy, and Brian MacWhinney
Chapter 8: Accounting for variability in L2 data: Type of knowledge, task effects, and linguistic structure / Silvia Perpiñán
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
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
Chapter 11: Language selection, control, and conceptual-lexical development in bilinguals and multilinguals / John W. Schwieter and Aline Ferreira
Chapter 12: Lexical access in bilinguals and second language learners / Gretchen Sunderman and Eileen Fancher
Chapter 13: Cognitive foundations of crosslinguistic influence / Scott Jarvis, Michelle O'Malley, Linye Jing, Jing Zhang, Jessica Hill, Curtis Chan, and Nadezhda Sevostyanova
PART III. Concluding remarks
Chapter 14: Ideas for the practice of instructed SLA and their rationale: A summary and commentary / James Lee
About the editor
About the contributors
Index
Résumé : "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." (Book Cover)
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Volume 38 in the Language Learning & Language Teaching Series.

Includes references at the end of each chapter and an index.

Preface / John W. Schwieter and Gabrielle Klassen

PART I. Linguistic perspectives and implications for L2 pedagogy

Chapter 1: Mental representation and skill in instructed SLA / Bill VanPatten

Chapter 2: Input and output in SLA: Applying theories of mental representation and skill / Wynne Wong

Chapter 3: Interaction and the Noun Phrase Accessibility Hierarchy: A study using syntactic priming / Jennifer Behney and Susan M. Gass

Chapter 4: Generative approaches and the competing systems hypothesis: Formal acquisition to pedagogical application / Drew Long and Jason Rothman

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

Chapter 6: Input-based incremental vocabulary instruction for the L2 classroom / Joe Barcroft

Chapter 7: Experimentalized CALL for adult second language learners / Nora Presson, Colleen Davy, and Brian MacWhinney

Chapter 8: Accounting for variability in L2 data: Type of knowledge, task effects, and linguistic structure / Silvia Perpiñán

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

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

Chapter 11: Language selection, control, and conceptual-lexical development in bilinguals and multilinguals / John W. Schwieter and Aline Ferreira

Chapter 12: Lexical access in bilinguals and second language learners / Gretchen Sunderman and Eileen Fancher

Chapter 13: Cognitive foundations of crosslinguistic influence / Scott Jarvis, Michelle O'Malley, Linye Jing, Jing Zhang, Jessica Hill, Curtis Chan, and Nadezhda Sevostyanova

PART III. Concluding remarks

Chapter 14: Ideas for the practice of instructed SLA and their rationale: A summary and commentary / James Lee

About the editor

About the contributors

Index

"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." (Book Cover)

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