Implicit and Explicit Language Learning
Conditions, Processes, and Knowledge in SLA and BilingualismeBook - 2010
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 on the mental processing of language. Rigorous empirical research investigations probe specific aspects of acquiring morphosyntax and phonology, including early input, production, feedback, age, and study abroad. A final section explores the rich insights provided into language processing by bilingualism, including such major areas as aging, third language acquisition, and language separation.
Baker & Taylor
Explores language development from all theoretical, empirical and methodological perspectives, drawing connections between these views when possible.
First presented at the 2009 Georgetown University Roundtable on Language and Linguistics, these papers focus on implicit and explicit learning of second languages. Second language acquisition (SLA) is a curious phenomena in that it requires focus on nouns, verbs, predicates, pluralism and a variety of other concepts, yet a childhood speaker undergoing first language acquisition is probably unable to explain any of these. Edited by Sanz and Leow, both in Spanish applied linguistics at Georgetown University, submitted manuscripts went through a refereeing process with detailed comments and suggestions. No index is included. Annotation ©2011 Book News, Inc., Portland, OR (booknews.com)