目錄
Acknowledgments
Preface
John W. Schwieter and Gabrielle Klassen
PART 1. Linguistic perspectives and implications for L2 pedagogy
CHAPTER 1 Mental representation and skill in instructed SLA Bill VanPatten
CHAPTER 2 Input and output in SLA: Applying theories of mental representation and skill Wynne Wong
CHAPTER 3 Interaction and the Noun Phrase Accessibility Hierarchy: A study using syntactic priming Jennifer Behney and Susan Gass
CHAPTER 4 Generative approaches and the competing systems hypothesis: Formal acquisition to pedagogical application Drew Long and Jason Rothman
CHAPTER 5 Why theory and research are important for the practice of teaching: The case of mood choice in Spanish relative clauses Joyce Bruhn de Garavito
CHAPTER 6 Input-based incremental vocabulary instruction for the L2 classroom Joe Barcroft
CHAPTER 7 Experimentalized CALL for adult second language learners Nora Presson, Colleen Davy and Brian MacWhinney
CHAPTER 8 Accounting for variability in L2 data: Type of knowledge, task effects, and linguistic structure Silvia Perpin?n
CHAPTER 9 The development of tense and aspect morphology in child and adult heritage speakers Alejandro Cuza, Roc?o P?rez-Tattam, Elizabeth Barajas, Lauren Miller and Claudia Sadowski
PART II. Cognitive perspectives and implications for L2 pedagogy
CHAPTER 10 Control and representation in bilingualism: Implications for pedagogy Deanna Friesen and Ellen Bialystok
CHAPTER 11 Language selection, control, and conceptual-lexical development in bilinguals and multilinguals John W. Schwieter and Aline Ferreira
CHAPTER 12 Lexical access in bilinguals and second language learners Gretchen Sunderman and Eileen Fancher
CHAPTER 13 Cognitive foundations of crosslinguistic influence Scott Jarvis, Michelle O'Malley, Linye Jing, Jing Zhang, Jessica Hill, Curtis Chan and Nadezhda Sevostyanova
PART III. Concluding remarks
CHAPTER 14 Ideas for the practice of instructed SLA and their rationale: A summary and commentary James F. Lee
About the editor
About the contributors
Index
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