Vol. 10 No. 1 (2010): Cognitive processes, Instructed Second Language Acquisition and Foreign Language Teaching Materials

• 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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