Mind and Context in Adult Second Language Acquisition

Mind and Context in Adult Second Language Acquisition : Methods, Theory, and Practice

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How do people learn nonnative languages? And is there one part or function of our brains solely dedicated to language processing, or do we apply our general information-processing abilities when learning a new language? In this book, an interdisciplinary collaboration of scholars and researchers presents an overview of the latter approach to adult second language acquisition and brings together, for the first time, a comprehensive picture of the latest research on this subject. Clearly organized into four distinct but integrated parts, "Mind and Context in Adult Second Language Acquisition" first provides an introduction to information-processing approaches and the tools for students to understand the data. The next sections explain factors that affect language learning, both internal (attention and awareness, individual differences, and the neural bases of language acquisition) and external (input, interaction, and pedagogical interventions). It concludes by looking at two pedagogical applications: processing instruction and content based instruction.
This important and timely volume is a must-read for students of language learning, second language acquisition, and linguists who want to better understand the information-processing approaches to learning a non-primary language. This book will also be of immense interest to language scholars, program directors, teachers, and administrators in both second language acquisition and cognitive psychology.
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Product details

  • Paperback | 344 pages
  • 152 x 229 x 18.29mm | 454g
  • Washington, DC, United States
  • English
  • 1589010701
  • 9781589010703
  • 2,941,815

Table of contents

Acknowledgments IntroductionCristina Sanz Part 1: THEORY AND METHODOLOGY1. Adult SLA: The interaction between external and internal factorsCristina Sanz 2. Research methodology: Quantitative approachesRusan Chen 3. Research methodology: Qualitative researchRebecca Adams, Akiko Fuji, and Alison Mackey PART 2: INTERNAL FACTORS 4. Individual differences: Age, sex, working memory, and prior knowledgeHarriet Wood Bowden, Cristina Sanz, and Catherine A. Stafford 5. A cognitive neuroscience perspective on second language acquisition: The declarative/procedural modelMichael T. Ullman 6. Attention and awareness in SLARonald P. Leow and Melissa A. Bowles Part 3: EXTERNAL FACTORS 7. Input and InteractionAlison Mackey and Rebekha Abbuhl 8. Explicitness in pedagogical interventions: Input, practice, and feedback Cristina Sanz and Kara Morgan-Short Part 4: PEDAGOGICAL IMPLICATIONS 9. Processing Instruction Bill VanPatten 10. Content-based foreign language instruction Heidi Byrnes Contributors Index
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Review quote

A comprehensive introductory textbook ... This book deserves the special attention of anyone who is interested in adult SLA. Language and Education Unparalleled in its class-skillfully planned, cleverly organized and exceptionally well written. International Journal of Bilingual Education & Bilingualism I learned a great deal as I read this volume, and I was also reminded of issues I had studied in the past but had not thought about for some time. Reading these chapters made me see several old issues in a new light, and they updated my awareness and understanding of some recent studies that I had not yet read. I found the authors' rational arguments and thematic analyses convincing, and their syntheses of the complex body of SLA research on adult learners was truly impressive. Modern Language Journal
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About Cristina Sanz

Cristina Sanz is an associate professor in the Department of Spanish and Portuguese at Georgetown University.
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