The initial state of learner spontaneous input processing in
foreign language learning, as well as the extent to which this
processing leads to intake, is of central importance to
theoreticians and teachers alike. In this collection of original
studies, leading experts examine a range of issues, such as what
learners do when faced with a language they know little or nothing
about, what factors appear to mediate beginning learners'
processing of input, how beginners treat two types of information -
form and meaning - in the input, and how adult cognition deals with
stimulus frequency at this initial stage. This book provides a
microscopic view on learners' processing of foreign language input
at the early stages of learning, and evaluates a variety of
methodological options within the context of ab initio processing
of foreign languages other than English, such as German, Korean,
Norwegian, Polish, and Spanish.
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