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Index
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
(Page numbers annotated with ‘t’, ‘f’, ‘n’, or ‘g’ refer to tables, figures, notes, or glossary entries respectively.)
A
Abdullah, K.129
Abrahamsson, N.31
85
95n6
abstract schema177–8
accessibility173t
Acculturation Model19
206–8
207t
313g
accuracy14
269t
313g
accuracy order64
74
313g
Achiba, M.89–90
Adams, R. et al.161
Adaptive Control of Thought (ACT) Model17
174
178
304
313g
additional language acquisition24n2
211
239n1
affective factors37
38t
271
age of learner25–6
Critical Period Hypothesis (CPH)26–31
educational policy34–5
and L1 transfer133–4
137t
and psychological factors42
59
and rate of acquisition32–3
and route of L2 acquisition33–4
36n3
and ultimate attainment26–32
summary35–6
300–1
agency23
48
195
208
229
232
236
Akakura, M.245
247t
248
alertness183
186
alignment222–3
Aljaafreh, A.217
218t
Allwright, R.302
Alvarez, E.34
Al
zheimer’s Disease199
amnesia176
AMTB (Attitude Motivation Test Battery)47–8
Andersen, R.104
132–3
186
Anderson, J.17
174
175
178
304
aphasia176
199
Armstrong, N.99
Arthur, B. et al.147
148
articulation269–70
Ashby, W.99
Asher, J.251
aspect acquisition78–9
Aspect Hypothesis104
313g
Aston, G.53
Atkinson, D. et al.205
213
222–3
239n1
attention14–15
181
313g
affecting factors186–7
detection184–5
executive control185–6
key characteristics181
182t
learned selective attention180
neurobiological studies199
Schmidt’s Noticing Hypothesis182–3
Tomlin and Villa’s Theory of Attention183–4
summary188–9
Attitude Motivation Test Battery (AMTB)47–8
attractor states22
110
196
313g
Attribution Theory50
313g
Aubrey, S.159
Audiolingual Method243
257–8
313g
avoidance11
119
129
270
313g
awareness173
182
267
B
Baddeley, A.45
Bailey, K.56
Bailey, N. et al.74
Barcelona Age Factor Project35
Bardovi-Harlig, K.78–9
90–1
308
Barkhuizen, G.65
basic variety71
72t
196
313g
Batstone, R.222
Bayley, R.97
100
102
103
Beckner, C. et al.194–5
197
Beebe, L.130
behaviourist learning theory28
117
118
244t
257
313–14g
Bell, H.87
Benati, A.255
Berdan, R.115n4
bi/multilingualism6
24n3
140
and aphasia199
co-ordinate bilingualism179–80
compound bilingualism180
simultaneous bilingual acquisition24n1
Bialystok, E.28–9
36n1
Bickerton, D.105
107–8
Birdsong, D.29
31
311n2
Bley-Vroman, R.64
281
Block, D.19
205
211
231
237
239n1
304
blocking180–1
186
323
Bongaerts, T.29
31
Bongartz, C.234
Bowen, J.141n2
Brown, R.8
74
Burden, R.50
Burt, M.74
117–18
Bygate, M.274
282
Bylund, E. et al.119–20
121
C
CA see conversation analysis
Cadierno, T.255
CAF see complexity, accuracy, and fluency
Callies, M.124
126
Cameron, L.194
202
Cancino, H. et al.33
36n3
79
97
108–9
111
115n4
207
careful style10
98
314g
Carroll, J.39–41
40t
41
central executive45
185
CF see confirmation checks
Chamot, A.57
Chaudron, C.148
Chomsky, N.6
22
27
72
175
203n3
chunking41
65
174–5
185–6
clarification requests150t
162
Clement, R.48–9
co-construction215
Cochrane, R.33
Cognition Hypothesis270–1
279
314g
cognitive comparison160
185
260
314g
cognitive factors37
38t
271
cognitive psychology171
cognitive SLA171
attention181–9
cognitive theories189–95
critiques of205
209–11
paradigms171–2
representation of L2 knowledge172–81
research198–200
responses to critique211
vs social SLA209–11
212–13
212t
conclusion200–2
304–5
cognitive strategies57
Cole, K.233
collaborative dialogue219–20
239n3
collaborative learning234
communication strategies138
270
314g
communication: willingness to communicate38t
communicative competence66–7
211
314g
communities of practice227
232–3
314g
comparative fallacy64
294
314g
competence6
99
176
314g see also communicative competence; discourse competence; grammatical competence; interactional competence; linguistic competence; multicompetence; pragmalinguistic competence; sociolinguistic competence; sociopragmatic competence; strategic competence
Competition Model195
314g
Complex Adaptive Systems Theory177
194–5
314g
adaptable systems195–6
unstable systems196–8
complexity269t
296–7
314g
complexity, accuracy, and fluency (CAF)269
269t
273
284
Complexity Theory22–3
110
194–5
314g
comprehensible input12
14
148