09296nam 2200697Ia 450 991081438410332120240314023432.090-272-7166-6(CKB)2670000000403872(SSID)ssj0000950253(PQKBManifestationID)11513225(PQKBTitleCode)TC0000950253(PQKBWorkID)11005366(PQKB)11186661(MiAaPQ)EBC1331836(Au-PeEL)EBL1331836(CaPaEBR)ebr10740394(CaONFJC)MIL507995(OCoLC)855503987(EXLCZ)99267000000040387220130617d2013 uy 0engurcn|||||||||txtccrInnovative research and practices in second language acquisition and bilingualism /Edited by John W. Schwieter1st ed.Amsterdam John Benjamins Publishing Company2013xiii, 335 pLanguage Learning & Language Teaching,1569-9471 ;v. 38Bibliographic Level Mode of Issuance: Monograph1-299-76744-3 90-272-1317-8 Includes bibliographical references and index.Innovative Research and Practicesin Second Language Acquisition and Bilingualism -- Editorial page -- Title page -- LCC data -- Table of contents -- Acknowledgments -- Preface -- Part I. Linguistic perspectives and implications for L2 pedagogy -- Chapter 1. Mental representation and skill in instructed SLA -- 1. Introduction -- 2. Language as mental representation -- 2.1 What is mental representation of language? -- 2.2 How does mental representation develop? -- 2.3 Is the development of mental representation amenable to instruction? -- 3. Language as skill -- 3.1 What is skill? -- 3.2 How does skill develop? -- 3.3 Is skill development amenable to instruction? -- 4. A confusion in the profession -- 4.1 Grammar as skill in teaching -- 5. Conclusion and pedagogical implications -- References -- Chapter 2. Input and output in SLA -- 1. Introduction -- 2. Mental representation and skill -- 3. Input, output, and pedagogy -- 3.1 Drills -- 3.2 Krashen and input -- 3.3 Communicative Language Teaching (CLT) -- 4. Pedagogical implications -- 4.1 Activities: Development of mental representation -- 4.2 Activities: Skill development -- 5. Conclusion -- References -- Appendix A -- Appendix B -- Chapter 3. Interaction and the Noun Phrase Accessibility Hierarchy -- 1. Introduction -- 2. Research questions -- 3. Method -- 3.1 Participants -- 3.2 Design -- 3.3 Materials -- 3.4 Procedure -- 3.5 Target structure -- 3.6 Coding -- 3.7 Analysis -- 4. Results -- 5. Discussion -- 6. What about pedagogy? -- 7. Conclusion -- References -- Chapter 4. Generative approaches and the competing systems hypothesis -- 1. Introduction -- 2. The Competing Systems Hypothesis -- 2.1 Rothman (2008) -- 3. Reducing the gap: Towards a theoretical linguistically informed pedagogy -- 4. Towards an empirically informed pedagogy: Grammatical aspect explanations from a descriptive grammar.5. Conclusion -- References -- Chapter 5. Why theory and research are important for the practice of teaching -- 1. Introduction -- 2. Interfaces -- 3. The use of mood in relative clauses -- 4. Specific vs. non-specific: Is interpretation learnable? -- 5. Approach to relative clauses in textbooks -- 6. Discussion and conclusions -- Reference -- Chapter 6. Input-based incremental vocabulary instruction for the L2 classroom -- 1. Introduction -- 2. Lexical input processing: Theory, research, and instruction -- 3. Summary of key implications of research -- 4. Ten principles of IBI vocabulary instruction -- 5. A checklist for designing IBI lessons -- 6. A sample IBI lesson -- 6.1 Sample lesson -- 6.2 Explanation and analysis of sample lesson -- 7. Summary and conclusion -- References -- Chapter 7. Experimentalized CALL for adult second language learners -- 1. Introduction -- 2. eCALL examination of SLA principles -- 2.1 Corrective feedback in the classroom -- 2.2 Corrective feedback in eCALL -- 2.3 Explicit rule instruction -- 2.4 Repeated practice and student modeling -- 3. Automating trial generation and data collection -- 3.1 Automatic generation of materials -- 3.2 Data logging -- 3.3 Limitations to computerization -- 4. Future directions in eCALL -- 4.1 Experiments with large data sets -- 4.2 Mobile computing and usage patterns -- 4.3 Computerized studies of naturalistic interactions -- 5. Conclusion -- References -- Chapter 8. Accounting for variability in L2 data -- 1. Introduction -- 2. Background and motivation -- 3. Accounting for variability -- 4. The current study -- 4.1 The linguistic phenomenon -- 4.2 Participants -- 4.3 Materials -- 5. Results -- 5.1 Results proficiency task -- 5.2 Results production tasks -- 6. Discussion -- 7. Conclusions and pedagogical implications -- References.Chapter 9. The development of tense and aspect morphology in child and adult heritage speakers -- 1. Introduction -- 2. Aspectual contrasts in English and Spanish -- 3. The bilingual acquisition of tense and aspect morphology in Spanish -- 3.1 Developmental implications for child and adult heritage Spanish -- 4. The study -- 4.1 Participants -- 4.2 Task and coding -- 4.3 Results -- 5. Conclusions -- References -- Part II. Cognitive perspectives and implications for L2 pedagogy -- Chapter 10. Control and representation in bilingualism -- 1. Introduction -- 2. Executive control -- 3. Language representation -- 4. Executive control and language representations -- 5. Implications for pedagogy -- 6. Conclusions -- References -- Chapter 11. Language selection, control, and conceptual-lexical development in bilinguals and multilinguals -- 1. Introduction -- 2. Bilingual speech production -- 3. Language selection -- 4. Language control -- 5. The variable nature of language selection and control -- 6. The dynamic conceptual-lexical system -- 6.1 The architecture: The modified hierarchical model -- 6.2 The functionality: The selection by proficiency model -- 7. Beyond two languages -- 7.1 Executive functions and a (multi)lingual advantage -- 8. Implications for language teaching and learning -- 9. Conclusion -- References -- Chapter 12. Lexical access in bilinguals and second language learners -- 1. Introduction -- 2. Lexical access and word recognition -- 3. A model of word recognition -- 3.1 Neighbors -- 3.2 Homographs and cognates -- 3.3 Controlling the competition -- 3.4 L2 proficiency -- 4. A more detailed model of word recognition -- 5. Bilingual word recognition in sentence contexts -- 5.1 Features restriction hypothesis -- 6. Implications for L2 learning and teaching -- 7. Conclusion -- References.Chapter 13. Cognitive foundations of crosslinguistic influence -- 1. Introduction -- 2. Cognitive consequences of bilingualism and multilingualism -- 3. CLI, executive control, and memory -- 3.1 Effects of crosslinguistic relationships on executive control -- 3.2 Effects of executive control on CLI -- 3.3 Effects of CLI and executive control on memory -- 4. Conceptualization -- 5. Conclusion -- References -- Part III. Concluding remarks -- Chapter 14. Ideas for the practice of instructed SLA and their rationale -- 1. Instructional materials -- 2. Curricular changes and language programs -- 3. Teacher education and awareness -- 4. Conclusion -- References -- About the editor -- About the contributors -- Index.In developing this summary and commentary, I have chosen to highlight the connections the authors make to the practice of instructed second language acquisition and their rationale. To that end, I have classified the pedagogical applications, implications and extrapolations offered by the authors into three categories. First, we find suggestions for particular types of instructional materials, activity sequences, and/or approaches to instruction. Second, we find recommendations for curricular changes and language programs in terms of the timing, sequencing and/or the content of instruction. Lastly, we find calls for teacher education and/or awareness of the processes and products of second language acquisition. I will summarize and comment on each chapter as it relates to these categories.Second language acquisitionStudy and teachingSecond language acquisitionResearchLanguage and languagesStudy and teachingLanguage and languagesResearchEducation, BilingualLanguage acquisitionSecond language acquisitionStudy and teaching.Second language acquisitionResearch.Language and languagesStudy and teaching.Language and languagesResearch.Education, Bilingual.Language acquisition.418.0071Schwieter John W.1979-1723032MiAaPQMiAaPQMiAaPQBOOK9910814384103321Innovative research and practices in second language acquisition and bilingualism4123961UNINA