Publications: Volumes

Sanz, C. (2005). (Ed.). Mind and Context in Adult Second Language Acquisition. Washington, DC: Georgetown University Press.

Awarded the Kenneth W. Mildenberger Prize for an Outstanding Research Publication in the Field of Teaching Foreign Languages and Literatures.

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This book presents an overview of processing approaches to adult second language acquisition and brings together, for the first time, a comprehensive picture of the latest research on this subject.
Clearly organized into four distinct but integrated parts, Mind and Context in Adult Second Language Acquisition first provides an introduction to information-processing approaches and the tools for students to understand the data. The next sections explain factors that affect language learning, both internal (attention and awareness, individual differences, and the neural bases of language acquisition) and external (input, interaction, and pedagogical interventions). It concludes by looking at two pedagogical applications: processing instruction and content based instruction.

Table of Contents:

Introduction, Cristina Sanz.

SECTION 1: Theories and research methods: Theories in SLA: Processing approaches, Cristina Sanz; Research methodology: quantitative approaches, Ru San Chen; Research methodology: qualitative approaches, Adams, Fuji & Mackey.

SECTION 2: Internal and external variables: Individual differences: age, aptitude, experience, Bowden, Sanz, & Stafford; Attention & Awareness, Ronald P. Leow; Declarative & Procedural Learning,Ullman; Input and interaction, Alison Mackey; Instructional variables: explanation and feedback, Sanz & Morgan-Short.

SECTION 3: Pedagogical designs based on processing approaches to SLA: Processing Instruction, Bill VanPatten; Content-based FL instruction, Heidi Byrnes.

Sanz, C. (2000). (Guest Ed.). Cognition & Spanish Bilinguals, SAL, 4:2.

Contributors: E. Bates, UC San Diego; E. Bialystok, York U.; A. Costa, Harvard U.; A. Hernández, UC Santa Barbara; J. Altarriba, SUNY Albany; C. Pérez, U. Pompeu Fabra; M. Siguan, U. de Barcelona; J. Vaid, Texas A & M.

Table of Contents:

C. Sanz. Introduction

A. E. Hernandez, I. Sierra & E. Bates, Department of Psychology, University of California, Santa Barbara. Sentence interpretation in bilingual and monolingual Spanish speakers: Grammatical processing in a monolingual mode.

S. Majumder, M. Martin, & E. Bialystok, Department of Psychology, York University. Phonological acquisition in Spanish-English bilingual children.

J. Altarriba, Ph.D., Department of Psychology, SUNY Albany. Language processing and memory retrieval in Spanish-English bilinguals

M. Siguan, Department of Psychology, Universitat de Barcelona. Review of the research on bilingualism carried out in Spain.

C. Perez-Vidal, M.L. Celaya, & M.R. Torras, Traducció I Filologia, Universitat Pompeu Fabra, Spain. Written performace in EFL by young Catalan/ Spanish bilinguals.

A. Costa, L. Bosch, & N. Sebastián-Salles, Department of Psychology, Harvard University. Review of psycholinguistic research on Catalan-Spanish bilinguals: Language discrimination in prelinguistic infants, speech perception, and speech production.

Jyotsna Vaid & Ramdas Menon, Psychology Department, Texas A & M University. Correlates of Bilinguals’ Preferred Language for Mental Computations.

R. P. Leow & Cristina Sanz (2000). Spanish Applied Linguistics at the Turn of the Millennium. Somerville, MA: Cascadilla Press.

Refereed proceedings of the Third Conference on the Acquisition of Spanish and Portuguese with the same name held at Georgetown University in October 1999. Somerville, MA: Cascadilla Press.

Table of Contents:

Introduction, R.P. Leow & Cristina Sanz

MORPHOSYNTAX

Preterit and Imperfect in Spanish: The Early Stages of Development, Joaquim Camps

The Relationship between Syntactic and Morphological Abilities in Advanced FL Learners of Spanish, Joseph Collentine

Verbal Morphology in Early Spanish, Pilar Duran
A New Approach to the Study of the SLA of Copula Choice, Kimberly L. Geeslin

N-drop and Determiners in Native and Non-native Spanish: More on the Role of Morphology in the Acquisition of Syntactic Knowledge, Juana M. Liceras, Lourdes Díaz & Caroline Mongeon

Causative Psych Verbs in Spanish L2 Acquisition, Silvina Montrul

READING

Comprehending Subject-Object Relations While Processing Object Pronouns in Written Input, James F. Lee

An Investigation into the Relationship Between L2 Reading Anxiety and L2 Reading Comprehension, and Self-reported Level of Comprehension, Topic Familiarity, Features of a L2 Text and Reading Ability in the L1 and L2, Dolly Jesusita Young

BILINGUALISM

Estructuras Subordinadas en Niños Monolingües y Bilingües Vasco-Españoles, Andoni Barreña

Code-switching and Minority Language Attrition, Jacqueline Almeida Toribio

PHONOLOGY

Language Experience and the Perception of Stop Consonant Voicing in Spanish: The Case of Late English-Spanish Bilinguals, Mary L. Zampini, Connie M. Clarke & Kerry P. Green

WRITING

Narrative Competence in Spanish as L2 among College Students, Arnulfo G. Ramírez.