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Vol 10 No 1 (2010): Cognitive processes, Instructed Second Language Acquisition and Foreign Language Teaching Materials
Issue Editors: Raquel Criado Sánchez & Aquilino Sánchez Pérez
Published:
01-06-2010
About the Authors
International Journal of English Studies
167-170
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Editorial
Aquilino Sánchez Pérez
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Introduction
Raquel Criado Sánchez, Aquilino Sánchez Pérez
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The Two Faces of SLA: Mental Representation and Skill
Bill Van Patten
1-18
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Differences in Attainment and Performance in a Foreign Language: The Role of Working Memory Capacity
Roger Gilabert, Carmen Muñoz
19-42
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Self-directed Noticing for Defossilissation: Three Case Studies
Frances Boettinger, Junghye Park, Ivor Timmis
43-64
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The Effect of Instruction on Learners' Pragmatic Awareness: a Focus on Refusals
Eva Alcón Soler, Josep Guzmán Pitarch
65-80
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Effects of Explicit Instruction on Incidental Noticing of Metaphorical Word Sequences during a Subsequent Reading Task
Charles Mark Mueller
81-101
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An attempt to elaborate a construct to measure the degree of explicitness and implicitness in ELT materials
Raquel Criado Sánchez, Aquilino Sánchez Pérez, Pascual Cantos Gómez
103-129
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The Differential Effect of Two Types of Direct Written Corrective Feedback on Noticing and Uptake: Reformulation vs. Error Correction
María Santos, Sonia López Serrano, Rosa M. Manchón
131-154
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Practice for Second Language Learning: Don’t Throw out the Baby with the Bathwater
Robert DeKeyser
155-165
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Book Reviews
Criado Sánchez, Raquel. (2010).
Activity Sequencing in Foreign Language Teaching Textbooks. A Cognitive and Communicative Processes-Based Perspective
Carmen María Bretones
171-174
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