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183   $acr
200 00$aImplicit and explicit language learning $econditions, processes, and knowledge in SLA and bilingualism /$fCristina Sanz and Ronald P. Leow, editors
205   $a1st ed.
210   $aWashington, D.C. $cGeorgetown University Press$d2011
215   $a1 online resource (242 p.)
225 1 $aGeorgetown University round table on languages and linguistics series
300   $aDescription based upon print version of record.
311 08$a1-58901-729-3 
320   $aIncludes bibliographical references and index.
327   $apt. 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.
330   $aOver the last several decades, neuroscientists, cognitive psychologists, and psycholinguists have investigated the implicit and explicit continuum in language development and use from theoretical, empirical, and methodological perspectives. This book addresses these perspectives in an effort to build connections among them and to draw pedagogical implications when possible. The volume includes an examination of the psychological and neurological processes of implicit and explicit learning, what aspects of language learning can be affected by explicit learning, and the effects of bilingualism o
410  0$aGeorgetown University Round Table on Languages & Linguistics
606   $aSecond language acquisition$xStudy and teaching
606   $aBilingualism
606   $aLanguage and languages$xStudy and teaching
615  0$aSecond language acquisition$xStudy and teaching.
615  0$aBilingualism.
615  0$aLanguage and languages$xStudy and teaching.
676   $a418.0071
701   $aSanz$b Cristina$01792494
701   $aLeow$b Ronald P$g(Ronald Philip),$f1954-$01128831
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9910961414103321
996   $aImplicit and explicit language learning$94367785
997   $aUNINA