Memory, Psychology and Second Language Learning

Mick Randall | British University in Dubai
ISBN 9789027219770 | EUR 105.00 | USD 158.00
ISBN 9789027219787 | EUR 36.00 | USD 54.00
ISBN 9789027292148 | EUR 105.00/36.00*
| USD 158.00/54.00*
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This book explores the contributions that cognitive linguistics and psychology, including neuropsychology, have made to the understanding of the way that second languages are processed and learnt. It examines areas of phonology, word recognition and semantics, examining ‘bottom-up’ decoding processes as compared with ‘top-down’ processes as they affect memory. It also discusses second language learning from the acquisition/learning and nativist/connectionist perspectives. These ideas are then related to the methods that are used to teach second languages, primarily English, in formal classroom situations. This examination involves both ‘mainstream’ communicative approaches, and more traditional methods widely used to teach EFL throughout the world. The book is intended to act both as a textbook for students who are studying second language teaching and as an exploration of issues for the interested teacher who would like to further extend their understanding of the cognitive processes underlying their teaching.

Mick Randall is currently Senior Lecturer in TESOL and Head of the Institute of Education at the British University in Dubai. He has taught courses in second language learning and teaching, applied linguistics and psychology in a number of different contexts. He has a special interest in the cognitive processing of language and in the psycholinguistics of word recognition, spelling and reading.

[Language Learning & Language Teaching, 19] 2007.  x, 220 pp.
Publishing status: Available
Table of Contents
“Randall's book can prove quite useful to anyone interested in gaining a general insight to the main aspects of psycholinguistics with respect to second language learning...the book provides very useful information for language teachers,especially in the last two chapters.”
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Bertin, Jean-Claude & Jean-Paul Narcy-Combes
2012. Tutoring at a distance: modelling as a tool to control chaos. Computer Assisted Language Learning 25:2  pp. 111 ff. DOI logo
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2017. La production écrite vue comme un processus bilingue : dans quelle mesure les TIC peuvent-elles aider ?. Pratiques :173-174 DOI logo
Brudermann, Cédric A.
2015. Computer-mediated online language learning programmes vs. tailor-made teaching practices at university level: a foul relationship or a perfect match?. Open Learning: The Journal of Open, Distance and e-Learning 30:3  pp. 267 ff. DOI logo
Brunfaut, Tineke & Andrea Révész
2015. The Role of Task and Listener Characteristics in Second Language Listening. TESOL Quarterly 49:1  pp. 141 ff. DOI logo
Ciekanski, Maud
2014. Les corpus : de nouvelles perspectives pour l'apprentissage des langues en autonomie ?. Recherches en didactique des langues et des cultures 11:1 DOI logo
Felce, Catherine
2012. Entre usage et apprentissage. Le rapport à la norme de L2 dans des productions orales d’apprenants de l’allemand peu avancés. Corela :HS-11 DOI logo
2012. Word Knowledge and Its Relation to Text Comprehension: A Comparative Study of Chinese‐ and Korean‐Speaking L2 Learners and L1 Speakers of Japanese. The Modern Language Journal 96:1  pp. 108 ff. DOI logo
Hummel, Kirsten M. & Leif M. French
2010. Phonological Memory and Implications for the Second Language Classroom. The Canadian Modern Language Review 66:3  pp. 371 ff. DOI logo
Hwu, Fenfang, Wei Pan & Shuyan Sun
2014. Aptitude-treatment interaction effects on explicit rule learning: A latent growth curve analysis. Language Teaching Research 18:3  pp. 294 ff. DOI logo
2021. Dyslexia and Working Memory: Understanding Reading Comprehension and High Level Language Skills in Students with Dyslexia. Kastamonu Eğitim Dergisi 29:5  pp. 941 ff. DOI logo
Lai, Arthur
2016. Mobile immersion: an experiment using mobile instant messenger to support second-language learning. Interactive Learning Environments 24:2  pp. 277 ff. DOI logo
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2013. "Enseigner / apprendre" la prononciation autrement : une approche psychosociale musique-parole. Recherches en didactique des langues et des cultures 10:1 DOI logo
Miras, Grégory
2017. Réponse à Joëlle Aden : le corps à la lumière de l’émergentisme linguistique.. Recherches en didactique des langues et des cultures 14:1 DOI logo
Moonen, Machteld, Rick de Graaff, Gerard Westhoff & Mieke Brekelmans
2014. The multi-feature hypothesis: Connectionist guidelines for L2 task design. Language Teaching Research 18:4  pp. 474 ff. DOI logo
Osborne, Caitríona, Qi Zhang & George Xinsheng Zhang
2020. Which is more effective in introducing Chinese characters? An investigative study of four methods used to teach CFL beginners. The Language Learning Journal 48:4  pp. 385 ff. DOI logo
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2011. La mémorisation phonologique précoce de l’anglais : un atout pour l’apprentissage tout au long de la vie ?1. Introduction. Recherches en didactique des langues et des cultures 8:1 DOI logo
Rolland, Yvon
2013. Apprentissage phonologique dans une approche didactique plurilingue. Recherches en didactique des langues et des cultures 10:1 DOI logo
Schaeffer-Lacroix, Eva
2010. Évolution du système linguistique d'apprenants d'allemand à l'aide de corpus numériques. L'exemple de l'adjectif.. Alsic :Vol. 13 DOI logo
Simard, Daphnée, Tatiana Molokopeeva & Yan Qing Zhang
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Starkey-Perret, Rebecca, Sophie Belan, Thi Phuong Lê Ngo & Guillaume Rialland
2017. The effect of form-focussed pre-task activities on accuracy in L2 production in an ESP course in French higher education. In New developments in ESP teaching and learning research,  pp. 171 ff. DOI logo
Yang, Juan
2018. What makes learning Chinese characters difficult? The voice of students from English secondary schools. Journal of Chinese Writing Systems 2:1  pp. 35 ff. DOI logo
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[no author supplied]
2008. Publications Received. Language Teaching 41:2  pp. 311 ff. DOI logo

This list is based on CrossRef data as of 14 february 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.


Main BIC Subject

CFDM: Bilingualism & multilingualism

Main BISAC Subject

LAN009000: LANGUAGE ARTS & DISCIPLINES / Linguistics / General
ONIX Metadata
ONIX 2.1
ONIX 3.0
U.S. Library of Congress Control Number:  2007018286 | Marc record