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| Preface & Acknowledgements | |
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| Introduction: mapping the terrain | |
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| Language, linguistics, and psychology: academic interfaces | |
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| Cognitive linguistics | |
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| Psycholinguistics | |
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| Neurolinguistics | |
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| Cognitive science | |
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| Cognitive neuroscience | |
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| Interim summary: the permeability of disciplinary boundaries | |
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| Main avenues to language attainment | |
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| First language acquisition | |
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| Bilingualism | |
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| Second language acquisition | |
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| Similarities and differences between first and second language acquisition | |
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| Third language acquisition and-multilingualism | |
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| Summary | |
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| Language and the brain | |
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| The brain | |
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| The anatomy of the brain | |
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| The neurobiological basis of brain activity | |
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| The functional anatomy of the brain | |
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| The conscious and the unconscious mind | |
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| Research methods for investigating language and the brain | |
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| Psycholinguistic methods | |
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| Pre-neuroimaging methods of brain research | |
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| Neuroimaging | |
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| Molecular genetic investigations and imaging genetics | |
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| Summary | |
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| Psychological processes in language acquisition I: symbolic versus connectionist accounts | |
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| Nativism and Universal Grammar | |
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| Universal Grammar | |
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| A weak form of nativism | |
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| Non-symbolic psychological theories | |
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| Connectionism | |
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| The competition model and the unified model of language acquisition | |
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| Dynamic(al) systems theory | |
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| Emergentism | |
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| Usage-based (or item-/exemplar-based) theories | |
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| Summary | |
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| Psychological processes in language acquisition II: explicit versus implicit learning | |
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| Consciousness and attention | |
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| Consciousness | |
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| Attention | |
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| The explicit-implicit dichotomy | |
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| Explicit learning | |
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| Implicit learning | |
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| Incidental versus intentional learning | |
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| Explicit versus implicit knowledge | |
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| Explicit versus implicit memory | |
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| The declarative-procedural dichotomy | |
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| Beyond the declarative-procedural memory systems | |
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| Anderson's ACT-R theory | |
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| At the interface of explicit/declarative and implicit/procedural knowledge | |
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| Skill learning theory | |
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| Automatization | |
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| Initial attention and noticing | |
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| Explicit versus implicit language learning | |
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| Krashen and the various interface positions | |
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| Ullman's declarative-procedural model | |
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| Automatization and skill learning in a second language | |
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| Schmidt's noticing hypothesis | |
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| The explicit-implicit interface m SLA | |
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| Summary | |
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| The learner in the language learning process I: the dynamic interplay of learner characteristics and the learning environment | |
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| The 'individual differences' paradigm: the myth and the problems | |
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| Problems with the traditional conceptualization of ID factors | |
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| Problems with the traditional selection of ID factors | |
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| Two meanings of 'individual difference research' | |
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| Lack of stability and context-independence | |
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| Multicomponential nature | |
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| Interim summary: the dynamic nature of individual difference factors | |
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| Individual differences and dynamic systems theory | |
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| Reconciliation of personality stability and dynamism | |
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| The proposed framework of learner-based variance in SLA | |
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| The cognitive system | |
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| The motivational system | |
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| The emotional system | |
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| The interaction of cognition, motivation, affect, and the environment | |
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| Summary | |
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| The learner in the language learning process II: the learner's age and the Critical Period Hypothesis | |
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| Is the age issue really about age? | |
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| Critical period-sensitive period | |
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| Definitions of critical and sensitive periods | |
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| Is there a critical period for first language acquisition? | |
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| Is there a critical period for SLA? | |
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| Non-native-like young learners and native-like adult learners | |
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| A dynamic systems perspective on the Critical Period Hypothesis | |
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| The age effect and its possible sources | |
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| The younger the better | |
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| The older the better | |
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| Sources of the age effect in formal school learning contexts | |
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| Sources of the age effect in naturalistic SLA contexts | |
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| Summary | |
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| The psychology of instructed second language acquisition | |
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| Implicit versus explicit learning in instructed SLA | |
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| Is explicit instruction necessary for L2 learning? | |
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| Three past approaches to L2 instruction | |
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| The grammar-translation method | |
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| The audiolingual method | |
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| Communicative language teaching | |
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| Current issues in L2 learning and teaching | |
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| Focus on form and form-focused instruction | |
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| Fluency and Automatization | |
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| Formulaic language | |
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| Summary | |
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| Afterword | |
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| References | |
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| Subject Index | |
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| Author Index | |