1. Introduction Cristina Sanz and Ronald P. Leow, Georgetown University Part I: Theory 2. Stubborn Syntax: How It Resists Explicit Teaching and Learning Bill VanPatten, Texas Tech University 3. An Epitaph for Grammar: An Abridged History Arthur S. Reber, University of British Columbia 4. Implicit and Explicit SLA and Their Interface Nick C. Ellis, University of Michigan 5.
How Analysis and Control Lead to Advantages and Disadvantages in Bilingual Processing Ellen Bialystok, York University Part II: Methodological Issues and Empirical Research on Awareness, Pedagogical Contexts, and Individual Differences in SLA 6. Getting a Grip on the Slippery Construct of Awareness: Toward a Finer-Grained Methodological Perspective Ronald P. Leow, Ellen Johnson, and Germán Zárate-Sández, Georgetown University 7. Aging, Pedagogical Conditions, and Differential Success in SLA: An Empirical Study Alison E. Lenet and Cristina Sanz, Georgetown University; Beatriz Lado, University of San Diego; James H. Howard Jr., The Catholic University of America and Georgetown University Medical Center; and Darlene V. Howard, Georgetown University 8.
Effects of Feedback Timing in SLA: A Computer-Assisted Study on the Spanish Subjunctive Florencia Henshaw, University of Illinois at Urbana-Champaign 9. Working Memory Predicts the Acquisition of Explicit L2 Knowledge Jared A. Linck and Daniel J. Weiss, The Pennsylvania State University 10. The Effects of Formal Instruction and Study Abroad Contexts on Foreign Language Development: The SALA Project Carmen Pérez-Vidal, Universitat Pompeu Fabra; Maria Juan-Garau, University of the Balearic Islands; and Joan C. Mora, Universitat de Barcelona 11. Input Processing Principles: A Contribution from First-Exposure Data Rebekah Rast, The American University of Paris Part III: Empirical Research on L2 Phonology 12. What Is Implicit and What Is Explicit in L2 Speech? Findings from an Oral Corpus Heather E.
Hilton, Université Paris 8 13. Explicit Training and Implicit Learning of L2 Phonemic Contrasts Fred R. Echman, University of Wisconsin-Milwaukee; Gregory K. Iverson, University of Wisconsin-Milwaukee and University of Maryland Center for Advanced Study of Language; Robert Allen Fox and Ewa Jacewicz, The Ohio State University, and Sue Ann Lee, Texas Tech University Part IV: Empirical Studies on Key Issues in Bilingualism: Aging, Third Language Acquisition, and Language Separation 14. English Speakers' Perception of Spanish Vowels: Evidence for Multiple Category Assimilation Leslie S. Gordon, The University of Georgia 15. Early Phonological Acquisition in a Set of English-Spanish Bilingual Twins David Ingram and Virginia Dubasik, Arizona State University; Juana Liceras, University of Ottawa; and Racquel Fernández Fuertes, University of Valladolid 16. Language Learning Strategies in Adult L3 Acquisition: Relationship between L3 Development, Strategy Use, L2 Levels and Gender Hui-Ju Lin, Georgetown University 17.
Effects of Bilingualism on Inhibitory Control in Elderly Brazilian Bilinguals Ingrid Finger, Johanna Dagort Billig, and Ana Paula Scholl, Federal University of Rio Grande do Sul, Brazil.