Over the last several decades, neuroscientists, cognitive
psychologists, and psycholinguists have investigated the implicit
and explicit continuum in language development and use from
theoretical, empirical, and methodological perspectives. This book
addresses these perspectives in an effort to build connections
among them and to draw pedagogical implications when possible.
The volume includes an examination of the psychological and
neurological processes of implicit and explicit learning, what
aspects of language learning can be affected by explicit learning,
and the effects of bilingualism on the mental processing of
language. Rigorous empirical research investigations probe specific
aspects of acquiring morphosyntax and phonology, including early
input, production, feedback, age, and study abroad. A final section
explores the rich insights provided into language processing by
bilingualism, including such major areas as aging, third language
acquisition, and language separation.
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