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Record Nr. |
UNINA9910810128103321 |
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Titolo |
Implicit and explicit language learning : conditions, processes, and knowledge in SLA and bilingualism / / Cristina Sanz and Ronald P. Leow, editors |
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Pubbl/distr/stampa |
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Washington, D.C., : Georgetown University Press, 2011 |
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ISBN |
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Edizione |
[1st ed.] |
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Descrizione fisica |
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1 online resource (242 p.) |
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Collana |
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Georgetown University round table on languages and linguistics series |
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Altri autori (Persone) |
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SanzCristina |
LeowRonald P <1954-> (Ronald Philip) |
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Disciplina |
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Soggetti |
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Second language acquisition - Study and teaching |
Bilingualism |
Language and languages - Study and teaching |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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pt. 1. Theory -- pt. 2. Methodological issues and empirical research on awareness, pedagogical contexts, and individual differences in SLA -- pt. 3. Empirical research on L2 phonology -- pt. 4. Empirical studies on key issues in bilingualism : aging, third language acquisition, and language separation. |
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Sommario/riassunto |
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Over the last several decades, neuroscientists, cognitive psychologists, and psycholinguists have investigated the implicit and explicit continuum in language development and use from theoretical, empirical, and methodological perspectives. This book addresses these perspectives in an effort to build connections among them and to draw pedagogical implications when possible. The volume includes an examination of the psychological and neurological processes of implicit and explicit learning, what aspects of language learning can be affected by explicit learning, and the effects of bilingualism o |
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