14. Typology in the L2 classroom

Chapters in this book

1. Prelim pages i
2. Table of contents v
3. Acknowledgements vii
4. Introduction: Cognitive processing in second language acquisition 1
5. I. Cognitive theoretical foundations of language and learning
6. 1. Concept stretching and model merging 9
7. 2. Construction learning as category learning 27
8. 3. The role of relevance theory in SLA studies 49
9. 4. Distinct mechanisms in the processing of English past tense morphology 67
10. 5. Third language acquisition, macrocategories and synonymy 85
11. II. Mental processes and acquisition procedures followed by language learners
12. 6. First exposure 99
13. 7. On the stability of representations in the multilingual lexicon 117
14. 8. Conceptual representations in the multilingual mind 135
15. 9. Formulaic language in L2 149
16. 10. A procedure for testing the Noticing Hypothesis in the context of vocabulary acquisition 169
17. 11. Construal and the use of impersonalisation strategies in English and Spanish in an FLL context 199
18. 12. Inside the attriter’s mind 227
19. III. Cognitive language pedagogy
20. 13. Situating and distributing cognition across task demands 243
21. 14. Typology in the L2 classroom 269
22. 15. Metaphoric competence in the first and second language 293
23. 16. Figurative competence is better developed in L1 than in L2, or is it? 317
24. 17. Attention to phonological form 335
25. 18. Quality and type of corrective feedback, noticing, and learner uptake in synchronous computer-mediated text-based and voice chats 351
26. Index 371