Get fulltext from our e-platform
Cognitive Processing in Second Language Acquisition
Inside the learner's mind
Editors
This edited volume represents state of the field research linking cognition and second language acquisition, reflecting the experience of the learner when engaged in noticing, input/output processing, retrieval, and even attrition of target forms. Contributions are both theoretical and practical, describing a variety of L1, L2 and L3 combinations from around the world as observed in spoken, written, and computer-mediated contexts. The book relates conditions of language, task, medium or environment to how learners make decisions about language, with discussions about the application or efficacy of these conditions on linguistic success and development, and pedagogical implications.
[Converging Evidence in Language and Communication Research, 13] 2010. vii, 373 pp.
Publishing status: Available
Published online on 13 April 2010
Published online on 13 April 2010
© John Benjamins Publishing Company
Table of Contents
- Acknowledgements | pp. vii–7
- Introduction: Cognitive processing in second language acquisitionMartin Pütz and Laura Sicola | pp. 1–6
- I. Cognitive theoretical foundations of language and learning
- 1. Concept stretching and model merging: An attempt to better account for L2 processing and acquisition of grammatical constructionsMark Fifer Seilhamer | pp. 9–26
- 2. Construction learning as category learningNick C. Ellis | pp. 27–48
- 3. The role of relevance theory in SLA studiesMaria Jodlowiec | pp. 49–66
- 4. Distinct mechanisms in the processing of English past tense morphology: A view from L2 processingBilal Kırkıcı | pp. 67–84
- 5. Third language acquisition, macrocategories and synonymyKsenya Filatova | pp. 85–96
- II. Mental processes and acquisition procedures followed by language learners
- 6. First exposure: Converting target language input to intakeRebekah Rast | pp. 99–116
- 7. On the stability of representations in the multilingual lexiconKees de Bot and Wander Lowie | pp. 117–134
- 8. Conceptual representations in the multilingual mind: A study of advanced Dutch students of EnglishWander Lowie, Marjolijn H. Verspoor and Bregtje Seton | pp. 135–148
- 9. Formulaic language in L2: Storage, retrieval and production of idioms by second language learnersAnna Cieslicka | pp. 149–168
- 10. A procedure for testing the Noticing Hypothesis in the context of vocabulary acquisitionAline Godfroid, Alex Housen and Frank Boers | pp. 169–197
- 11. Construal and the use of impersonalisation strategies in English and Spanish in an FLL contextJuana I. Marín-Arrese | pp. 199–226
- 12. Inside the attriter’s mind: A comparative exploration of the cognitive constraints in Dutch L1 attrition in an L2 English environment and advanced Dutch L1 acquisitionMerel Keijzer | pp. 227–240
- III. Cognitive language pedagogy: Classroom studies with applications for teaching
- 13. Situating and distributing cognition across task demands: The SSARC model of pedagogic task sequencingPeter Robinson | pp. 243–268
- 14. Typology in the L2 classroom: Second language acquisition from a typological perspectiveLuna Filipović and Ivana Vidaković | pp. 269–292
- 15. Metaphoric competence in the first and second language: Similarities and differencesJeannette Littlemore | pp. 293–316
- 16. Figurative competence is better developed in L1 than in L2, or is it? Understanding conversational implicatures in L1 and L2Katarzyna Bromberek-Dyzman and Anna Ewert | pp. 317–334
- 17. Attention to phonological form: Modified output in task-based negotiated interactionLaura Sicola | pp. 335–350
- 18. Quality and type of corrective feedback, noticing, and learner uptake in synchronous computer-mediated text-based and voice chatsSusana M. Sotillo | pp. 351–370
- Index | pp. 371–373
“Kudos to the editors for putting together such a far-reaching volume. The range of topics will be of broad interest — to those who are interested in cognitive and psycholinguistic processes of second language learning and to those who are interested in understanding what this means for formal classroom learning. This is a must-read for students and scholars of SLA and anyone who wants to learn what SLA can tell us about general human cognition.”
Susan Gass, Michigan State University
Cited by (14)
Cited by 14 other publications
Chen, Zhaojuan, Lu Guan & Xiaoyong Zhou
Ma, Ting, Lawrence Jun Zhang & Judy M. Parr
Mora, Joan C. & Ingrid Mora-Plaza
Senaldi, Marco S. G. & Debra A. Titone
Hatamvand, Ali, Reza Khany & Mahmoud Samaie
Czerwińska, Kornelia & Agnieszka Piskorska
Filipović, Luna & Martin Pütz
2014. Introduction. In Multilingual Cognition and Language Use [Human Cognitive Processing, 44], ► pp. 1 ff.
Al Hashimy, Amaal Saleh Hassan & Narayanan Kulathuramaiyer
Hashimy, Amaal Saleh Hassan Al & Narayanan Kulathuramaiyer
Verspoor, Marjolijn & Frank Boers
Williams, John & Marianne Gullberg
This list is based on CrossRef data as of 16 march 2026. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.