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Cognition and Second Language Instruction Paperback - 2001
by Peter Robinson (Editor)
First line
The essential claim of this chapter is that the concept of attention is necessary in order to understand virtually every aspect of second language acquisition (SLA), including the development of interlanguages (ILs) over time, variation within IL at particular points in time, the development of L2 fluency, the role of individual differences such as motivation, aptitude and learning strategies in L2 learning, and the ways in which interaction, negotiation for meaning, and all forms of instruction contribute to language learning.
Details
- Title Cognition and Second Language Instruction
- Author Peter Robinson (Editor)
- Binding Paperback
- Edition First Edition
- Pages 464
- Volumes 1
- Language ENG
- Publisher Cambridge University Press, Cambridge
- Date 2001-11-29
- ISBN 9780521003865 / 0521003865
- Weight 1.35 lbs (0.61 kg)
- Dimensions 9 x 6 x 1.2 in (22.86 x 15.24 x 3.05 cm)
- Dewey Decimal Code 418.007
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Cognition and Second Language Instruction (Cambridge Applied Linguistics)
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US: Cambridge University Press, 2001. Paperback. Good. The influence of cognitive processing on second language acquisition (SLA), and on the development of second language (SL) instruction, has always bee n a subject of major interest to both SLA researchers and those involved in SL pedagogy. Recent theoretical research into SLA and SL pedagogy has show n renewed interest in the role of cognitive variables such as attention, sh ort, working, and long term memory, and automaticity of language processing . This volume first examines the theoretical foundations of research into t he cognitive processes underlying SLA, and then describes various implicati ons for pedagogically oriented research and for SL classroom practice. The blend of research from the cognitive sciences and applied linguistics make it an excellent introduction to applied linguists and language teachers int erested in the psycholinguistic processes underlying SLA.
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