Mind and context in adult second language acquisition : methods, theory, and practice /

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How do people learn nonnative languages? 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 present...

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Detalles Bibliográficos
Clasificación:Libro Electrónico
Otros Autores: Sanz, Cristina (Editor )
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Washington, DC : Georgetown University Press, ©2005.
Temas:
Second language acquisition.
Cognitive learning.
Psycholinguistics.
Computational linguistics.
Psycholinguistics
Langue seconde > Acquisition.
Apprentissage cognitif.
Psycholinguistique.
Linguistique informatique.
psycholinguistics.
computational linguistics.
REFERENCE.
LANGUAGE ARTS & DISCIPLINES > Alphabets & Writing Systems.
FOREIGN LANGUAGE STUDY.
LANGUAGE ARTS & DISCIPLINES > Linguistics > General.
LANGUAGE ARTS & DISCIPLINES > Grammar & Punctuation.
LANGUAGE ARTS & DISCIPLINES.
LANGUAGE ARTS & DISCIPLINES > Spelling.
Erwachsener
Fremdsprachenlernen
Tweedetaalverwerving.
adulte > langue étrangère > apprentissage (psychologie) > études diverses.
langue étrangère > apprentissage (psychologie) > études diverses.
Andraspråksinlärning.
Acceso en línea:Texto completo
Tabla de Contenidos:
  • Adult SLA / Cristina Sanz
  • Research methodology / Rusan Chen
  • Research methodology / Rebecca Adams, Akiko Fujii, and Alison Mackey
  • Individual differences / Harriet Wood Bowden, Cristina Sanz, and Catherine A. Stafford
  • A cognitive neuroscience perspective on second language acquisition / Michael T. Ullman
  • Attention and awareness in SLA / Ronald P. Leow and Melissa A. Bowles
  • Input and interaction / Alison Mackey and Rebekha Abbuhl
  • Explicitness in pedagogical interventions / Cristina Sanz and Kara Morgan-Short
  • Processing instruction / Bill VanPatten
  • Content-based foreign language instruction / Heidi Byrnes.

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