Psycholinguistic Approaches to Instructed Second Language Acquisition: Linking Theory, Findings and Practice

by Daniel R. Walter

Overview

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.

Product Details

ISBN-13:	9781788928755
Publisher:	Channel View Publications
Publication date:	04/03/2023
Pages:	224
Product dimensions:	6.15(w) x 9.20(h) x 0.60(d)

About the Author

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.

Table of Contents

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

Editorial Reviews

Walter does a lovely job of weaving together the two central traditions of psycholinguistics and pedagogy for understanding instructed second language learning. Based on a detailed survey of the most important research findings, Walter then shows how these findings can profitably illuminate classroom practice and the construction of pedagogical materials and methods.

Brian MacWhinney

A richly comprehensive and at the same time very practical introduction to two research strands that often remain disconnected. Walter links psycholinguistic approaches with instructed second language acquisition while focusing on pedagogical implications and student needs. An ideal book for language educators and researchers who value synthesis of theory and practice.

Angelika Kraemer

Walter's book would be a great resource for a L2 pedagogy seminar. Major research insights, including from cognitive science, provide the foundation for accessible recommendations for curriculum and pedagogical planning. Best of all: the integration of K-12 perspectives and research showing the importance of multilingual cultures' insights into language learning.

Silja Weber

A richly comprehensive and at the same time very practical introduction to two research strands that often remain disconnected. Walter links psycholinguistic approaches with instructed second language acquisition while focusing on pedagogical implications and student needs. An ideal book for language educators and researchers who value synthesis of theory and practice.

Walter does a lovely job of weaving together the two central traditions of psycholinguistics and pedagogy for understanding instructed second language learning. Based on a detailed survey of the most important research findings, Walter then shows how these findings can profitably illuminate classroom practice and the construction of pedagogical materials and methods.

Walter's book would be a great resource for a L2 pedagogy seminar. Major research insights, including from cognitive science, provide the foundation for accessible recommendations for curriculum and pedagogical planning. Best of all: the integration of K-12 perspectives and research showing the importance of multilingual cultures' insights into language learning.

A richly comprehensive and at the same time very practical introduction to two research strands that often remain disconnected. Walter links psycholinguistic approaches with instructed second language acquisition while focusing on pedagogical implications and student needs. An ideal book for language educators and researchers who value synthesis of theory and practice.-- "Angelika Kraemer, Cornell University, USA"

Walter does a lovely job of weaving together the two central traditions of psycholinguistics and pedagogy for understanding instructed second language learning. Based on a detailed survey of the most important research findings, Walter then shows how these findings can profitably illuminate classroom practice and the construction of pedagogical materials and methods.-- "Brian MacWhinney, Carnegie Mellon University, USA"

Walter's book would be a great resource for a L2 pedagogy seminar. Major research insights, including from cognitive science, provide the foundation for accessible recommendations for curriculum and pedagogical planning. Best of all: the integration of K-12 perspectives and research showing the importance of multilingual cultures' insights into language learning.-- "Silja Weber, Tampere University, Finland"

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