Cognitive Processing in Second Language Acquisition

1. Acknowledgements; 2. Introduction: Cognitive processing in second language acquisition (by Putz, Martin); 3. I. Cognitive theoretical foundations of language and learning; 4. 1. Concept stretching and model merging: An attempt to better account for L2 processing and acquisition of grammatical constructions (by Seilhamer, Mark Fifer); 5. 2. Construction learning as category learning (by Ellis, Nick C.); 6. 3. The role of relevance theory in SLA studies (by Jodlowiec, Maria); 7. 4. Distinct mechanisms in the processing of English past tense morphology: A view from L2 processing (by Kirkici, Bilal); 8. 5. Third language acquisition, macrocategories and synonymy (by Filatova, Ksenya); 9. II. Mental processes and acquisition procedures followed by language learners; 10. 6. First exposure: Converting target language input to intake (by Rast, Rebekah); 11. 7. On the stability of representations in the multilingual lexicon (by Bot, Kees de); 12. 8. Conceptual representations in the multilingual mind: A study of advanced Dutch students of English (by Lowie, Wander); 13. 9. Formulaic language in L2: Storage, retrieval and production of idioms by second language learners (by Cieslicka, Anna); 14. 10. A procedure for testing the Noticing Hypothesis in the context of vocabulary acquisition (by Godfroid, Aline); 15. 11. Construal and the use of impersonalisation strategies in English and Spanish in an FLL context (by Marin Arrese, Juana Isabel); 16. 12. Inside the attriter's mind: A comparative exploration of the cognitive constraints in Dutch L1 attrition in an L2 English environment and advanced Dutch L1 acquisition (by Keijzer, Merel C.J.); 17. III. Cognitive language pedagogy: Classroom studies with applications for teaching; 18. 13. Situating and distributing cognition across task demands: The SSARC model of pedagogic task sequencing (by Robinson, Peter); 19. 14. Typology in the L2 classroom: Second language acquisition from a typological perspective (by Filipovic, Luna); 20. 15. Metaphoric competence in the first and second language: Similarities and differences (by Littlemore, Jeannette); 21. 16. Figurative competence is better developed in L1 than in L2, or is it?: Understanding conversational implicatures in L1 and L2 (by Bromberek-Dyzman, Katarzyna); 22. 17. Attention to phonological form: Modified output in task-based negotiated interaction (by Sicola, Laura); 23. 18. Quality and type of corrective feedback, noticing, and learner uptake in synchronous computer-mediated text-based and voice chats (by Sotillo, Susana M.); 24. Index