The book offers a novel view of consciousness and its place in second language learning, using the established cognitive framework, MOGUL. It also provides an extensive review of theories of consciousness and related cognitive theory and research, placing that work in the context of second language learning.

John Truscott is a Professor in the Center for Teacher Education, National Tsing Hua University, Taiwan. His research interests include second language acquisition, cognitive science, linguistic theory and syntax and he has published extensively on these topics.

John Truscott is a Professor in the Center for Teacher Education, National Tsing Hua University, Taiwan. His research interests include second language acquisition, cognitive science, linguistic theory and syntax and he has published extensively on these topics.

In a word, this work by Truscott supports the study of second language development by offering a vivid and readable investigation of the long-standing and intractable phenomenon of consciousness. This inspiring piece has greatly contributed to the on-going debates in cognitive approaches to language teaching and language learning.

Argyro Kanaki, University of Dundee, UK:

John Truscott explores the links between consciousness and second language learning by giving a wealth of detailed, precise and concise information, along with cutting-edge research from cognitive science, on the conscious and unconscious processes that influence the acquisition and the use of language... (This) book offers stimulating reading for researchers, undergraduate and postgraduate students, teachers and anyone else interested in how we learn and how we should teach, especially in SLA.

Melinda Whong, University of Leeds, UK:

Truscott advances the understanding of the cognitive processes underlying second language development by providing a clear and readable treatment of the longstanding and difficult phenomenon of consciousness. Situated within a psychologically plausible model of second language development, this thought-provoking work has much to contribute to current debates in cognitive approaches to language learning and teaching.

Mike Sharwood Smith, Academy of Social Sciences, Warsaw, Poland:

This is a masterly and enlightening treatment of the challenging topic that is consciousness. It is informed by cutting-edge research from within cognitive science which is then applied, in clear and concise terms, to the vexed but vital question of how conscious processes might influence the acquisition and use of second languages. Highly recommended.