Contributors |
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xix | |
Preface |
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xxiii | |
Acknowledgments |
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xxvii | |
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I HISTORY AND RESEARCH METHODOLOGY |
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A Historical Survey of SLA Research |
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Introduction: Scope of Inquiry |
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3 | (1) |
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Where Does the Field Begin? |
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3 | (2) |
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5 | (1) |
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6 | (1) |
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Background Information on Journals |
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6 | (2) |
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6 | (1) |
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Studies in Second Language Acquisition |
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6 | (1) |
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6 | (2) |
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8 | (1) |
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8 | (5) |
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13 | (3) |
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16 | (5) |
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17 | (1) |
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18 | (1) |
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18 | (1) |
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Correlation and Regression Analysis |
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18 | (1) |
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Confirmatory Factor Analysis and Structural Equational Modeling and Explanatory Factor Analysis and Principal Component Analysis |
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19 | (1) |
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19 | (2) |
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21 | (8) |
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24 | (1) |
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24 | (1) |
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25 | (1) |
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25 | (1) |
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25 | (1) |
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Proficiency Test and Language Skills |
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26 | (1) |
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Individual Differences and Cognitive Process |
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26 | (1) |
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Observation and Interview |
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26 | (1) |
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27 | (1) |
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27 | (2) |
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Research Methodology in Second Language Acquisition from a Linguistic Perspective |
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29 | (1) |
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Some Key Concepts and Distinctions in Methodology in SLA |
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29 | (4) |
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29 | (1) |
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Quantitative vs. Qualitative Work |
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30 | (1) |
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Longitudinal vs. Cross-Sectional Work |
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31 | (1) |
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31 | (1) |
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32 | (1) |
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32 | (1) |
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Some Sources Commenting on Data Collection Methods |
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33 | (1) |
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Methods for Linguistic Approaches to SLA |
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33 | (6) |
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33 | (1) |
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33 | (1) |
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34 | (1) |
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34 | (3) |
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37 | (2) |
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39 | (10) |
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41 | (8) |
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II APPROACHES TO THE STUDY OF SECOND LANGUAGE ACQUISITION |
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Grammatical Theory: Interfaces and L2 Knowledge |
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49 | (1) |
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50 | (1) |
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51 | (8) |
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51 | (4) |
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Problems on the Grammar Side (C-Domain) |
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55 | (1) |
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Articulatory---Perceptual |
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56 | (1) |
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57 | (2) |
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59 | (5) |
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59 | (1) |
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60 | (2) |
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62 | (2) |
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64 | (5) |
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65 | (4) |
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Emergentism and Second Language Acquisition |
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69 | (1) |
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Emergentist Approaches to Language Acquisition |
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70 | (4) |
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70 | (2) |
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Processor-Based Emergentism |
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72 | (2) |
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74 | (5) |
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77 | (1) |
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78 | (1) |
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Scope in Korean-Speaking ESL Learners |
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79 | (6) |
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81 | (1) |
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81 | (1) |
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82 | (3) |
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85 | (4) |
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85 | (1) |
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86 | (3) |
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Variationist Linguistics and Second Language Acquisition |
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A Brief History of Language Variation Study |
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89 | (1) |
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The Quantitative Paradigm |
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90 | (5) |
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91 | (3) |
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The Early Labovian Paradigm in SLA Research |
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94 | (1) |
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95 | (15) |
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95 | (4) |
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99 | (7) |
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The Psycholinguistics of Sociolinguistics in SLA |
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106 | (4) |
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110 | (6) |
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110 | (6) |
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An Information-Processing Approach to Second Language Acquisition |
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Processing-Based Explanations for Language Learning |
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116 | (3) |
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Underlying Mechanisms in the Acquisition of Language Skills |
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119 | (2) |
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Automatic and Controlled Processes |
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121 | (7) |
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124 | (2) |
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Restructuring in the Acquisition Process |
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126 | (2) |
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Individual Differences in Second Language Acquisition |
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128 | (3) |
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Pedagogical Implications and Instructional Strategies |
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131 | (2) |
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133 | (5) |
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134 | (4) |
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The Artificial Development of Second Language Ability: a Sociocultural Approach |
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The Symbolic Basis of Mind |
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138 | (2) |
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Conceptual Mediation: Spontaneous and Scientific Knowledge |
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140 | (2) |
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Spontaneous and Scientific Concepts |
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140 | (1) |
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141 | (1) |
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Metacognition: The Zone of Proximal Development and Self-Regulation |
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142 | (1) |
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Education as Artificial Development |
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143 | (7) |
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Conceptual Knowledge in the Language Classroom: Aspect in L2 Spanish |
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144 | (6) |
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150 | (4) |
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154 | (6) |
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155 | (5) |
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Cognitive Linguistics and Second Language Learning |
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What is Different About Cognitive Linguistics? |
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160 | (1) |
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Cognitive Linguistic Theory and its Implications for SLA |
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161 | (13) |
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Prototypes and Centrality Effects |
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162 | (3) |
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Motivated Meaning Extensions |
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165 | (3) |
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Cognitive Linguistics and L2 Teaching |
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168 | (6) |
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174 | (7) |
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174 | (7) |
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III COMPONENTS OF LINGUISTIC REPRESENTATION AND PROCESSING IN SECOND LANGUAGE ACQUISITION |
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Second Language Acquisition of the Lexicon |
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181 | (1) |
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182 | (5) |
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182 | (3) |
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185 | (1) |
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Representation of Morphology |
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185 | (1) |
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Representation of Links between Meaning and Syntax |
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186 | (1) |
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Language, Culture, and Concepts |
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186 | (1) |
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Acquiring Form---Meaning Relations |
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187 | (6) |
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Psycholinguistic Research on the Relationship between L1 and L2 Word Forms and Meaning |
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187 | (5) |
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Collocation and ``Arbitrary'' Word Associations |
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192 | (1) |
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Syntax---Semantics Correspondences with Verbs |
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193 | (6) |
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193 | (3) |
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Current Issues in Verb Meaning, Verb Argument Structure, and Morphology |
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196 | (3) |
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The Lexicon and Second Language Pedagogy |
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199 | (1) |
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200 | (3) |
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Neurolinguistic Evidence for Conceptual Organization and New Avenues of Research |
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200 | (1) |
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Cognitive Linguistic Approaches to Word Meaning |
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201 | (1) |
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202 | (1) |
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203 | (8) |
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204 | (1) |
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204 | (7) |
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Second Language Acquisition of Morphosyntax |
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211 | (1) |
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Example of the Morphosyntactic Representation of a Linguistic Expression |
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212 | (2) |
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Interpreting the Relationship Between Form in L2 Performance and Underlying Representation |
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214 | (1) |
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215 | (7) |
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Restricted Trees in the Initial State |
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215 | (1) |
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Functional Categories in Initial State Representations |
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216 | (2) |
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L1 Influence on Initial State Morphosyntactic Representations |
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218 | (3) |
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Methodological Issues Concerning the Initial State |
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221 | (1) |
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How L2 Morphosyntactic Representations Change: The Transition Problem |
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222 | (6) |
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222 | (1) |
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Change in Grammars with Functional Categories |
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223 | (5) |
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When Performance Stabilises: The Steady State |
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228 | (4) |
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Conclusion and Future Directions |
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232 | (5) |
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233 | (1) |
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233 | (4) |
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Second Language Phonology |
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237 | (3) |
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Phonological Knowledge and Skill |
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237 | (1) |
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238 | (1) |
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239 | (1) |
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Diverse Theoretical Approaches |
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239 | (1) |
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240 | (1) |
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240 | (6) |
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242 | (3) |
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The Speech Learning Model |
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245 | (1) |
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246 | (5) |
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251 | (2) |
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253 | (1) |
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254 | (1) |
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254 | (1) |
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Work Within Optimality Theory |
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255 | (1) |
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255 | (4) |
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256 | (3) |
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259 | (2) |
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Pragmatic Learning as Individual Cognition |
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261 | (8) |
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261 | (3) |
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264 | (1) |
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265 | (4) |
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269 | (4) |
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273 | (5) |
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278 | (5) |
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283 | (13) |
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284 | (12) |
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Sentence Parsing in L2 Learners: Linguistic and Experience-Based Factors |
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Factors Influencing Sentence Comprehension in L2 Learners |
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296 | (16) |
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296 | (5) |
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301 | (11) |
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312 | (7) |
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313 | (1) |
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313 | (6) |
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Implicit Learning in Second Language Acquisition |
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319 | (2) |
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Implicit and Explicit Knowledge |
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321 | (7) |
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Influences Behaviour Without Awareness |
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321 | (3) |
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Influences Behaviour Automatically |
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324 | (2) |
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326 | (1) |
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327 | (1) |
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The Nature of What Can be Learned Implicitly |
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328 | (12) |
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Chunking and Statistical Learning in Orthography, Phonology and Syntax |
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328 | (2) |
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Abstraction and Transfer in Statistical Learning |
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330 | (2) |
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Implicit Learning of Grammatical Form---Meaning Connections |
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332 | (2) |
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Limitations of Implicit Learning |
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334 | (5) |
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339 | (1) |
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The Role of Attention in Implicit Learning |
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340 | (3) |
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343 | (14) |
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344 | (1) |
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344 | (13) |
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IV NEUROPSYCHOLOGY AND COGNITIVE DEVELOPMENT |
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Neuropsychology of Second Language Acquisition |
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357 | (5) |
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Clinical Aspects of Aphasia in Bilinguals |
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358 | (1) |
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Language Recovery in Bilingual Aphasia |
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358 | (2) |
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Factors Accounting for Differential Language Recovery |
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360 | (1) |
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Lateralization of Languages |
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361 | (1) |
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Implicit and Explicit Learning of Language |
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362 | (3) |
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Unexpected Recovery of L2 |
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362 | (1) |
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Implicit and Explicit Memory Systems |
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363 | (1) |
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Memory Systems and Language Acquisition |
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364 | (1) |
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Sensitive Period for Language Acquisition |
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365 | (2) |
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Acquired Aphasia in Children |
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365 | (1) |
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Age of Language Acquisition |
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366 | (1) |
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Electrophysiological Studies |
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367 | (1) |
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Cortical Stimulation Studies |
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367 | (1) |
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Neuroimaging Studies in Bilinguals |
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368 | (4) |
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368 | (1) |
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369 | (1) |
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370 | (1) |
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Age of Acquisition and Level of Proficiency in L2 |
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371 | (1) |
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Selection of Languages in the Brain |
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372 | (1) |
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Brain Plasticity and Language Acquisition |
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372 | (1) |
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373 | (4) |
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373 | (4) |
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Child Second Language Acquisition |
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377 | (1) |
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What is Child Second Language Acquisition? |
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378 | (1) |
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Why Study Child L2 Acquisition? |
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379 | (3) |
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Theoretical Issues in Child SLA Research |
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382 | (3) |
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Methodological Issues in Child SLA Research |
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385 | (1) |
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Developmental Aspects of Child L2 Acquisition |
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386 | (9) |
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Child L2 Phonological Acquisition |
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387 | (1) |
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Child L2 Lexical Acquisition |
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388 | (2) |
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Child L2 Morphosyntactic Acquisition |
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390 | (5) |
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395 | (6) |
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395 | (6) |
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Age and the End State of Second Language Acquisition |
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401 | (2) |
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The Construct of End State |
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401 | (1) |
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Studying the L2A End State |
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402 | (1) |
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Operationalizing the End State |
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402 | (1) |
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The End State, the Initial State, and Age |
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403 | (1) |
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Sources of Age-Related Effects |
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404 | (3) |
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404 | (1) |
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405 | (1) |
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406 | (1) |
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406 | (1) |
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407 | (1) |
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Studying AoA and the L2A End State |
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407 | (1) |
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The Native Speaker Standard |
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408 | (2) |
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410 | (6) |
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410 | (1) |
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411 | (1) |
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411 | (1) |
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412 | (1) |
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413 | (1) |
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413 | (3) |
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416 | (4) |
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Is There a Critical Period for L2A? |
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416 | (1) |
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Are Critical Period Effects Maturational in Nature? (1) |
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417 | (1) |
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Are Critical Period Effects Maturational in Nature? (2) |
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417 | (1) |
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Approaches to Analysis (1) |
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418 | (1) |
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Approaches to Analysis (2) |
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419 | (1) |
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420 | (5) |
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420 | (5) |
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Multilingualism and Aging |
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Defining Multilingualism and Aging |
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425 | (1) |
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A DST Approach to Language and Aging |
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426 | (3) |
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Multilingualism and Healthy Aging |
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429 | (3) |
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Multilingualism and Dementia |
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432 | (3) |
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The Impact of Bilingualism on Cognitive Functioning in the Elderly |
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435 | (3) |
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438 | (7) |
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439 | (1) |
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439 | (6) |
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V Modality and the Contribution of the Environment |
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Input and Second Language Processing |
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Foreigner Talk, Negotiation for Meaning, and Input as Positive and Negative Evidence |
|
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445 | (1) |
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Input and Comprehension: Simplification and Elaboration |
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446 | (1) |
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Input and Acquisition: The Interaction Hypothesis |
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447 | (3) |
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Negative Feedback: Recasts and SLA |
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450 | (2) |
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Frequencies and Probabilities in L2 Processing: The Role of Input |
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452 | (1) |
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The Debates Between Nativists and Constructivists |
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453 | (1) |
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Dual-System and Single-System Theories of Linguistic Processing |
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454 | (3) |
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Frequencies and Probabilities in SLA |
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457 | (2) |
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Frequencies and Probabilities in the Processing of Russian Verbal Morphology |
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459 | (7) |
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Connecting Input and Processing |
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466 | (1) |
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466 | (7) |
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467 | (1) |
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467 | (6) |
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Second Language Acquisition in the Instructional Environment |
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473 | (1) |
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Historical Perspectives on the IE in L2 Learning and Research |
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473 | (2) |
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Contributions and Concerns |
|
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475 | (1) |
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Input, Evidence, and SLA in Instructional Perspective |
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476 | (2) |
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Modified Interaction as a Source of Evidence |
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478 | (1) |
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Recasts: Variation Across the IE |
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479 | (2) |
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481 | (1) |
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482 | (1) |
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Output Production and Advancement in SLA |
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482 | (1) |
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L2 Teachability and Learner Readiness |
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483 | (2) |
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Tasks as Instruments for L2 Teaching, Learning, and Research |
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485 | (9) |
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Tasks and Classrooms: Expanding their Role in SLA Research |
|
|
494 | (9) |
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495 | (8) |
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Untutored Second Language Acquisition |
|
|
|
|
|
|
503 | (1) |
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Two Views on Second Language Acquisition |
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504 | (2) |
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506 | (3) |
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507 | (1) |
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508 | (1) |
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The Structure of Learner Varieties |
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509 | (10) |
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510 | (4) |
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514 | (5) |
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519 | (4) |
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|
519 | (4) |
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The Interlanguage Development of Deaf and Hearing Learners of L2 English: Parallelism via Minimalism |
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|
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A Broader Context for Second Language Acquisition |
|
|
523 | (1) |
|
Defining a Deaf Learner of L2 English |
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524 | (3) |
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Early Restricted Access to English Input |
|
|
524 | (1) |
|
Characteristics of Deaf Learner Interlanguage |
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525 | (2) |
|
An Input Model Incorporating Visual Compensation |
|
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527 | (1) |
|
A Minimalist Account of Interlanguage Parallels |
|
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528 | (12) |
|
Interpretation of English Universal Quantifier Sentences |
|
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528 | (4) |
|
English Infinitive Complement Interpretation |
|
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532 | (5) |
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Resumptive Pronouns in English Relative Clauses |
|
|
537 | (3) |
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|
540 | (5) |
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|
541 | (4) |
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Second Language Acquisition: Research and Application in the Information Age |
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|
|
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|
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545 | (1) |
|
New Language Learning Contexts and Conditions in the Information Age |
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546 | (2) |
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CALL: Research on Merits and Potentials |
|
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548 | (3) |
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Decreasing Negative Affect |
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549 | (1) |
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Providing a Naturalistic Environment |
|
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550 | (1) |
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551 | (7) |
|
Implicit and Explicit Learning; Implicit and Explicit Knowledge |
|
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551 | (3) |
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|
554 | (1) |
|
From Theory to Practice: SLA Research and CALL Pedagogy |
|
|
554 | (1) |
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The Interface of SLA and CALL Research: Discourse-Oriented Studies |
|
|
555 | (3) |
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Problems and Future Directions |
|
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558 | (3) |
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558 | (1) |
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559 | (1) |
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560 | (1) |
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561 | (8) |
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|
561 | (8) |
|
VI SOCIAL PSYCHOLOGY AND SECOND LANGUAGE ACQUISITION |
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Language Contact and Second Language Acquisition |
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|
569 | (1) |
|
Contact-induced Language Change |
|
|
569 | (3) |
|
The Development of New Contact Varieties |
|
|
572 | (12) |
|
Types of Contact Varieties |
|
|
572 | (2) |
|
Simplification in Pidgin Development |
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|
574 | (2) |
|
Simplification and Regularization in Creole Development |
|
|
576 | (1) |
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|
577 | (7) |
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|
584 | (1) |
|
Fossilization and `Imperfect' Second Language Learning |
|
|
584 | (2) |
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|
586 | (5) |
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|
586 | (5) |
|
Language Mixing, Universal Grammar and Second Language Acquisition |
|
|
|
|
|
|
591 | (2) |
|
Definitions of CM and CS, Borrowing, and Other Related Phenomena |
|
|
593 | (4) |
|
Matrix and Embedded Language |
|
|
594 | (1) |
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|
595 | (1) |
|
CM/CS and Pidgin and Creoles |
|
|
596 | (1) |
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|
597 | (11) |
|
Is CM a Random Phenomenon? |
|
|
597 | (1) |
|
The Search for Universals |
|
|
598 | (1) |
|
|
598 | (3) |
|
Theoretical Models and Constraints on CM |
|
|
601 | (7) |
|
Sociopsychological, Linguistic, and Pragmatic Motivations for CM/CS |
|
|
608 | (4) |
|
Participants' Roles and Relationships |
|
|
609 | (1) |
|
|
610 | (1) |
|
|
611 | (1) |
|
Constraints on CM and Second Language Acquisition |
|
|
612 | (3) |
|
|
615 | (2) |
|
Theoretical and Analytical Problems |
|
|
615 | (1) |
|
|
616 | (1) |
|
|
617 | (6) |
|
|
617 | (6) |
|
Individual Differences in Second Language Acquisition |
|
|
|
|
|
623 | (1) |
|
On Variance and Invariance |
|
|
624 | (1) |
|
Individual Differences Research in SLA: The Quest for the Holy Grail? |
|
|
624 | (1) |
|
Factors that have been Linked to IDs in SLA |
|
|
625 | (12) |
|
Learner-Internal Factors: Ability |
|
|
625 | (1) |
|
Learner-Internal Factors: Personality Traits |
|
|
626 | (4) |
|
Interaction of Learner-Internal and Learner-External Variables |
|
|
630 | (7) |
|
IDs Research in SLA: Obstacles and Difficulties |
|
|
637 | (3) |
|
IDs Research and Teaching Implications |
|
|
637 | (1) |
|
Learners are More than Bunches of Variables |
|
|
637 | (1) |
|
|
638 | (1) |
|
The Rejection of Static Categories |
|
|
639 | (1) |
|
The Danger of Oversimplification |
|
|
639 | (1) |
|
The Limitations of Comparing Group Averages |
|
|
639 | (1) |
|
|
640 | (8) |
|
|
640 | (8) |
|
Social Identity and Language Learning |
|
|
|
|
|
Intergroup/Social Psychological Perspectives |
|
|
648 | (6) |
|
Identity and Additive and Subtractive Bilingualism |
|
|
648 | (1) |
|
Integrativeness and the Socioeducational Model |
|
|
649 | (1) |
|
Contact, Confidence, and the Sociocontextual Model |
|
|
650 | (2) |
|
Social Identity, Ethnolinguistic Vitality, and the Intergroup Model |
|
|
652 | (1) |
|
|
653 | (1) |
|
Critique of the Intergroup/Social Psychological Perspectives |
|
|
654 | (2) |
|
Sociocultural Perspectives |
|
|
656 | (5) |
|
Vygotskian Sociohistorical Theory |
|
|
657 | (1) |
|
Language Socialization and Situated Learning: Participation, Apprenticeship, and Power |
|
|
658 | (1) |
|
Bakhtin and Dialogism: Appropriation and Voice |
|
|
659 | (1) |
|
Critical Theory: Imagined Communities, Investments, and Agency |
|
|
660 | (1) |
|
Some Points of Convergence |
|
|
661 | (1) |
|
|
662 | (2) |
|
Importance of a Comparative Perspective |
|
|
662 | (1) |
|
Multiple/Mixed Methods and Triangulation |
|
|
663 | (1) |
|
|
664 | (7) |
|
|
665 | (1) |
|
|
665 | (6) |
Glossary |
|
671 | (12) |
Author Index |
|
683 | (18) |
Subject Index |
|
701 | |