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.
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