Second Language Acquisition at Georgetown

Georgetown Professor Cristina Sanz wins Mildenberger prize for edited book on SLA with contributions from Georgetown colleagues.

Taken from the MLA citation: "The publication grew out of an SLA course taught by Cristina Sanz, which included lectures by her colleagues from other departments, including the medical campus, as well as beyond the campus. Several chapters were co-authored with current or former students, providing evidence of a rich exchange of ideas among colleagues on both sides of the teaching spectrum, another outstanding feature of the SLA program at Georgetown."

Mind and Context in Adult Second Language Acquisition: Methods, Theory, And Practice

Introduction to the volume

CRISTINA SANZ.........................................................................4-8

Section 1: Theory and methodology

Adult SLA: The interaction between external and internal factors

CRISTINA SANZ.......................................................................10-38

Research methodology: Quantitative approaches

RUSAN CHEN.............................................................................39-102

Research methodology: Qualitative research

REBECCA ADAMS, AKIKO FUJI & ALISON MACKEY.........103-157

Section 2: Internal and external factors

Internal factors Individual differences: Age, gender, working memory, and prior knowledge

HARRIET WOOD BOWDEN, CRISTINA SANZ, & CATHERINE A. STAFFORD

......................................................................................................158-215

A Cognitive neuroscience perspective on second language acquisition: The declarative/procedural model

MICHAEL T. ULLMAN.................................................................216-276

Attention and Awareness in SLA

RONALD P. LEOW & MELISSA BOWLES..................................277-316

External factors Input and interaction

ALISON MACKEY & REBEKHA ABBUHL................................317-355

Explicitness in pedagogical interventions: Input, practice, and feedback

CRISTINA SANZ & KARA MORGAN-SHORT..........................356-398

Section 3: Pedagogical implications

Processing Instruction

BILL VANPATTEN.........................................................................400-422

Content-based foreign language instruction

HEIDI BYRNES.................................................................................423-459