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This book applies a psycholinguistic perspective to instructed second language acquisition, seeking to bridge the gap between second language acquisition research and language teaching practices. It challenges the traditional divide between conscious and unconscious processes, or explicit and implicit learning, and re-envisions this as a continuum of the varying levels of consciousness which can be applied by learners to different language behaviors in the second language classroom. It applies this model to learner development and the classroom context, discussing pedagogical applications for instructors at all levels. This book will be of interest to researchers and graduate students in second language acquisition, psycholinguistics and language pedagogy. The accessible discussion of research findings, pedagogical approaches and classroom tasks and activities make this book particularly relevant for language teachers, providing the tools needed to apply second language acquisition research in their classroom.
Daniel R. Walter is Assistant Professor of German and Linguistics at Oxford College of Emory University, USA. His research interests include second language acquisition, German as a second language, morphology and syntax, second language pedagogy, and psycholinguistics.
Acknowledgements
Introduction
Chapter 1 Instructed SLA: A (Modern) History
Chapter 2 The Conscious|Unconscious Divide
Chapter 3 Re-envisioning a Conscious–Unconscious Continuum
Chapter 4 The Conscious Continuum in Individual Development
Chapter 5 Psycholinguistic Processes in the Classroom
Chapter 6 Curricular and Pedagogical Recommendations
References
Index