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Cited by 1,737

The DOI matches its Crossref record.

Cognition and Second Language Instruction

·2001·Cambridge University Press eBooks
DOI 10.1017/cbo9781139524780
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Abstract

The influence of cognitive processing on second language acquisition (SLA), and on the development of second language (SL) instruction, has always been a subject of major interest to both SLA researchers and those involved in SL pedagogy. Recent theoretical research into SLA and SL pedagogy has shown renewed interest in the role of cognitive variables such as attention, short, working, and long term memory, and automaticity of language processing. This volume first examines the theoretical foundations of research into the cognitive processes underlying SLA, and then describes various implications for pedagogically oriented research and for SL classroom practice. The blend of research from the cognitive sciences and applied linguistics make it an excellent introduction to applied linguists and language teachers interested in the psycholinguistic processes underlying SLA.

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Metadata

Venue
Cambridge University Press eBooks
Publisher
Cambridge University Press
Published
2001-11-29
DOI
10.1017/cbo9781139524780
OpenAlex
W1578342390
Cited by
1,737
References
0
FWCI
36.18
Type
book
Language
en
Open access
closed
Licence
www.cambridge.org/core/terms (unspecified, 3963 d)

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CoChat. (2026). Citation check: Cognition and Second Language Instruction. https://app.cochat.ai/papers/10.1017/cbo9781139524780
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Cognition and Second Language Instruction. (2001). Cambridge University Press eBooks. https://doi.org/10.1017/cbo9781139524780

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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).

Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.