This state-of-the-art quantity describes the results of Cognitive Linguistics for the research of moment language acquisition (SLA). Chapters within the first sections establish theoretical and empirical strands of Cognitive Linguistics, providing them as a coherent entire. Chapters within the 3rd part speak about the relevance of Cognitive Linguistics to SLA and outline a study schedule linking those fields with implications for language guide. Its complete diversity and tutorial-style chapters make this guide of Cognitive Linguistics and moment Language Acquisition a precious source for college kids and researchers alike.
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Extra info for Handbook of Cognitive Linguistics and Second Language Acquisition
At the interface: Dynamic interactions of explicit and implicit language knowledge. Studies in Second Language Acquisition, 27, 305–352. Ellis, N. C. (2006). Language acquisition as rational contingency learning. Applied Linguistics, 27(1), 1–24. Ellis, N. C. (in press, a). The dynamics of language use, language change, and first and second language acquisition. Modern Language Journal. Ellis, N. C. (in press, b). Optimizing the input: Frequency and sampling in usage-based and form-focussed learning.
In D. I. ), The crosslinguistic study of language acquisition (Vol. 5, pp. 265–323). Mahwah, NJ: Erlbaum. Slobin, D. I. (2004). The many ways to search for a frog: Linguistic typology and the expression of motion events. In S. Strömqvist & L. T. ), Relating events in narrative: Vol. 2: Typological and contextual perspectives (pp. 219–257). Spivey, M. (2006). The continuity of mind (Vol. Oxford University Press). Oxford. Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition through collaborative dialogue.
631–678). Oxford: Blackwell. Robinson, P. (2007 a). Attention and awareness. In J. Cenoz & N. ), Encylopedia of language and education Vol. 6: Knowledge about language. New York: Springer Academic. Robinson, P. (2007 b). Task complexity, theory of mind and intentional reasoning: Effects on speech production, interaction, uptake and perceptions of task difficulty. In P. Robinson & R. ), Task complexity, the Cognition Hypothesis and second language instruction (Special issue), International Review of Appied Linguistics.
Handbook of Cognitive Linguistics and Second Language Acquisition