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Foreign Language Learning
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Based on a research project funded by the Army Research Institute, this book reports original empirical and theoretical research on foreign language acquisition and makes recommendations about applications to foreign language instruction. Chapter 1 is an overview outlining the scope of the project and summarizing some of the experiments that were conducted and concludes with an overview and evaluation of the research provided by the chapter authors and book editors. In each of the following chapters, the contributors report unpublished research on selected specific psycholinguistic training principles. Sandwiched between the introductory and final chapters are four major sections: vocabulary and concept acquisition, which discusses the effect of first-language phonological configuration on lexical acquisition in a second language, contextual inference effects in foreign language vocabulary acquisition and retention, mediated processes in foreign language vocabulary acquisition and retention, and the status of the count-mass distinction in a mental grammar; language comprehension, which addresses voice communication between air traffic controllers and pilots who are nonnative speakers of English, cognitive strategies in discourse processing and the effects of context and word order in Maasai sentence production and comprehension. It also covers reading processes, which discusses the enhancement of text comprehension through highlighting, the effect of alphabet and fluency on unitization processes in reading, and reading proficiency of bilinguals in their first and second languages; and bilingualism, which addresses Stroop interference effects in bilinguals between similar and dissimilar languages, the individual differences in second language proficiency, and the hierarchical model of bilingual representation.
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Table of Contents

Contents: A.F. Healy, L.E. Bourne, Jr., Preface. Part I:Introductory Overview. A.F. Healy, I. Barshi, R.J. Crutcher, L. Tao, T.C. Rickard, W.R. Marmie, V.I. Schneider, A. Feldman, C.J. Buck-Gengler, S.G. Romero, N.B. Sherrod, J. Parker, L.E. Bourne, Jr., Toward the Improvement of Training in Foreign Languages. Part II:Vocabulary and Concept Acquisition. A. Feldman, A.F. Healy, Effect of First Language Phonological Configuration on Lexical Acquisition in a Second Language. V.I. Schneider, A.F. Healy, L.E. Bourne, Jr., Contextual Interference Effects in Foreign Language Vocabulary Acquisition and Retention. R.J. Crutcher, The Role of Prior Knowledge in Mediating Foreign Vocabulary Acquisition and Retention: A Process Analytic Approach. M. Serwatka, A.F. Healy, On the Status of the Count-Mass Distinction in a Mental Grammar. S.E. Gathercole, A.S.C. Thorn, Phonological Short-Term Memory and Foreign Language Learning. Part III:Language Comprehension. I. Barshi, A.F. Healy, Misunderstandings in Voice Communication: Effects of Fluency in a Second Language. L. Tao, A.F. Healy, Anaphora in Language Processing: Transfer of Cognitive Strategies by Native Chinese, Dutch, English, and Japanese Speakers. I. Barshi, D. Payne, Argument Structure and Maasai Possessive Interpretation: Implications for Language Learning. M.F. St. John, M.A. Gernsbacher, Learning and Losing Syntax: Practice Makes Perfect and Frequency Builds Fortitude. Part IV:Reading Processes. J. Moravcsik, A.F Healy, Highlighting Important Words Leads to Poorer Comprehension. C.J. Buck-Gengler, S.G. Romero, A.F. Healy, L.E. Bourne, Jr., The Effect of Alphabet and Fluency on Unitization Processes in Reading. A.T. Gesi Blanchard, Transfer Effects of First Language Proficiency on Second Language Reading. Part V:Bilingualism. M. Brauer, Stroop Interference in Bilinguals: The Role of Similarity Between the Two Languages. A. Miyake, N.P. Friedman, Individual Differences in Second Language Proficiency: Working Memory as "Language Aptitude." J.F. Kroll, E. Michael, A. Sankaranarayanan, A Model of Bilingual Representation and Its Implications for Second Language Acquisition. Part VI:Commentary. B. McLaughlin, Second-Language Learning Revisited: The Psycholinguistic Perspective.

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