In:Innovative Research and Practices in Second Language Acquisition and Bilingualism
Edited by John W. Schwieter
[Language Learning & Language Teaching 38] 2013
► pp. v–viii
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Published online: 22 August 2013
https://doi.org/10.1075/lllt.38.toc
https://doi.org/10.1075/lllt.38.toc
Table of contents
Acknowledgments
Part I. Linguistic perspectives and implications
for L2 pedagogy
Chapter 1. Mental representation and skill in instructed SLA
Chapter 2. Input and output in SLA: Applying theories of mental representation and skill
Chapter 3. Interaction and the Noun Phrase Accessibility Hierarchy: A study using syntactic priming
Chapter 4. Generative approaches and the competing systems hypothesis: Formal acquisition to pedagogical application
Chapter 5. Why theory and research are important for the practice of teaching: The case of mood choice in Spanish relative clauses
Chapter 6. Input-based incremental vocabulary instruction for the L2 classroom
Chapter 7. Experimentalized CALL for adult second language learners
Chapter 8. Accounting for variability in L2 data: Type of knowledge, task effects, and linguistic structure
Chapter 9. The development of tense and aspect morphology in child and adult heritage speakers
Part II. Cognitive perspectives and implications
for L2 pedagogy
Chapter 10. Control and representation in bilingualism: Implications for pedagogy
Chapter 11. Language selection, control,
and conceptual-lexical development
in bilinguals and multilinguals
Chapter 12. Lexical access in bilinguals and second language learners
Chapter 13. Cognitive foundations of crosslinguistic influence
Part III. Concluding remarks
Chapter 14. Ideas for the practice of instructed SLA and their rationale: A summary and commentary
About the editor
About the contributors
Index
