Introduction:
Introduction
Susan M. Gass, Michigan State University
Alison Mackey, Georgetown University
Section 1: Language in Context
Chapter 1
Interactionist approach
Alison Mackey, Georgetown University
Rebekha Abbuhl, California State University, Long Beach
Susan Gass, Michigan State University
Chapter 2
The role of Feedback
Shawn Loewen, Michigan State University
Chapter 3
Variationist perspectives
Bob Bayley, University of California, Davis
Elaine Tarone, University of Minnesota
Chapter 4
Sociocultural theory
Jim Lantolf, Penn State University
Chapter 5
Complexity theory/emergentism
Diane Larsen-Freeman, University of Michigan at Ann Arbor
Section 2: Linguistic Perspectives
Part One: Language Form
Chapter 6
Phonology
Fred Eckman, University of Wisconsin, Milwaukee
Chapter 7
L2 Morphosyntax/Syntax
Donna Lardiere, Georgetown University
Part Two: Meaning
Chapter 8
Semantics
Roumyana Slabakova, University of Iowa
Chapter 9
Pragmatics
Kathleen Bardovi-Harlig
Chapter 10
Vocabulary
Batia Laufer – University of Haifa
I.S.P. Nation – Victoria University of Wellington

Section 3. Psycholinguistic and neurolinguistic perspectives
Chapter 11
Processing
Norman Segalowitz & Pavel Trofimovich Concordia University, Montreal
Chapter 12
Frequency-based accounts
Nick Ellis, University of Michigan at Ann Arbor
Chapter 13
Competition model
Brian MacWhinney, Carnegie Mellon University
Chapter 14
Processability theory
Manfred Pienemann, Paderborn University, Germany and Newcastle University, UK
Jörg-U. Keßler, Ludwigsburg University of Education, Germany
Chapter 15
Noticing/attention/awareness
Peter Robinson, Aoyama, Japan
Richard Schmidt, University of Hawai’i at Manoa
Chapter 16
Input processing
Bill Van Patten, Texas Tech University
Chapter 17
Neurolinguistics
Kara Morgan-Short, University of Illinois-Chicago
Michael Ullman, Georgetown University

Section 4. Skill Learning
Chapter 18
L2 reading
Keiko Koda, Carnegie Mellon University
Chapter 19
L2 writing
Charlene Polio, Michigan State University
Chapter 20
L2 speech production
Lucy Pickering, Georgia State University
Chapter 21
L2 speech perception
Debra Hardison, Michigan State University
Chapter 22
Oral versus written production
Folkert Kuiken & Ineke Vedder, University of Amsterdam

Section 5. Individual Differences
Chapter 23
Aptitude
Peter Skehan, The Chinese University of Hong Kong, Hong Kong, China
Chapter 24
Motivation
Ema Ushioda and Zoltán Dörnyei, University of Nottingham, United Kingdom
Chapter 25
Issues of identity
Patsy Duff, University of British Columbia
Chapter 26
Working memory
John Williams, University of Cambridge, United Kingdom
Chapter 27
Language learning across the lifespan
Robert DeKeyser, University of Maryland at College Park
Chapter 28
Educational level
Martha Bigelow and Jill Watson, University of Minnesota
Chapter 29
Attrition/fossilization
ZhaoHong Han, Columbia University
Chapter 30
Heritage language learners
Olga Kagan, University of California at Los Angeles
Kathleen Dillon, University of California, Davis
Chapter 31
Advanced language proficiency
Heidi Byrnes, Georgetown University

Section 6. The Setting for Learning
Chapter 32:
Learning in a second language setting (study abroad)
Sally Magnan, University of Wisconsin and Bobbie Lafford, Arizona State University
Chapter 33
Classroom research including SL and FL environments
Jessica Williams, University of Illinois-Chicago
Chapter 34
Learning through technology
Trude Heift, Simon Fraser University and Carol Chapelle, Iowa State University
Section 7. Conclusion: Assessment of L2 knowledge
Chapter 35
Assessing learner knowledge
Lourdes Ortega/John Norris, University of Hawai’i at Manoa
Glossary

Author Index

Subject Index
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