Over the last several decades, neuroscientists, cognitive psychologists, and psycholinguists have investigated the implicit and explicit continuum in language development and use from theoretical, empirical, and methodological perspectives. This book addresses these perspectives in an effort to build connections among them and to draw pedagogical implications when possible.

The volume includes an examination of the psychological and neurological processes of implicit and explicit learning, what aspects of language learning can be affected by explicit learning, and the effects of bilingualism on the mental processing of language. Rigorous empirical research investigations probe specific aspects of acquiring morphosyntax and phonology, including early input, production, feedback, age, and study abroad. A final section explores the rich insights provided into language processing by bilingualism, including such major areas as aging, third language acquisition, and language separation.

Cristina Sanz is a professor of Spanish applied linguistics, director of the School of Foreign Service & Intensive Spanish Programs, and codirector of the Center for Brain Basis of Cognition at Georgetown University. She is the editor of Mind and Context in Adult Second Language Acquisition, which won the MLA’s Kenneth W. Mildenberger Award.

Ronald P. Leow is professor of Spanish applied linguistics and director of Spanish language instruction at Georgetown University. He is the coeditor of Little Words: Their History, Phonology, Syntax, Semantics, Pragmatics, and Acquisition.

This book is an excellent resource for those interested in SLA. Many important researchers participated in the conference from which its chapters are drawn. The empirical studies are all well-designed and cover a broad range of topics with learners from diverse language and learning backgrounds.

Researchers and graduate students will find this book a treasured resource on implicit and explicit learning….A volume that straddles the domains of psycholinguistics and L2 pedagogy to investigate implicit and explicit learning in SLA could not be better timed or more welcome.

1. Introduction Cristina Sanz and Ronald P. Leow, Georgetown University

Part I: Theory2. Stubborn Syntax: How It Resists Explicit Teaching and Learning Bill VanPatten, Texas Tech University3. An Epitaph for Grammar: An Abridged History Arthur S. Reber, University of British Columbia4. Implicit and Explicit SLA and Their Interface Nick C. Ellis, University of Michigan5. How Analysis and Control Lead to Advantages and Disadvantages in Bilingual Processing Ellen Bialystok, York University

Part II: Methodological Issues and Empirical Research on Awareness, Pedagogical Contexts, and Individual Differences in SLA6. Getting a Grip on the Slippery Construct of Awareness: Toward a Finer-Grained Methodological Perspective Ronald P. Leow, Ellen Johnson, and Germán Zárate-Sández, Georgetown University7. Aging, Pedagogical Conditions, and Differential Success in SLA: An Empirical Study Alison E. Lenet and Cristina Sanz, Georgetown University; Beatriz Lado, University of San Diego; James H. Howard Jr., The Catholic University of America and Georgetown University Medical Center; and Darlene V. Howard, Georgetown University8. Effects of Feedback Timing in SLA: A Computer-Assisted Study on the Spanish Subjunctive Florencia Henshaw, University of Illinois at Urbana-Champaign9. Working Memory Predicts the Acquisition of Explicit L2 Knowledge Jared A. Linck and Daniel J. Weiss, The Pennsylvania State University10. The Effects of Formal Instruction and Study Abroad Contexts on Foreign Language Development: The SALA Project Carmen Pérez-Vidal, Universitat Pompeu Fabra; Maria Juan-Garau, University of the Balearic Islands; and Joan C. Mora, Universitat de Barcelona11. Input Processing Principles: A Contribution from First-Exposure Data Rebekah Rast, The American University of Paris

Part III: Empirical Research on L2 Phonology12. What Is Implicit and What Is Explicit in L2 Speech? Findings from an Oral Corpus Heather E. Hilton, Université Paris 8

13. Explicit Training and Implicit Learning of L2 Phonemic Contrasts Fred R. Echman, University of Wisconsin-Milwaukee; Gregory K. Iverson, University of Wisconsin-Milwaukee and University of Maryland Center for Advanced Study of Language; Robert Allen Fox and Ewa Jacewicz, The Ohio State University, and Sue Ann Lee, Texas Tech University

Part IV: Empirical Studies on Key Issues in Bilingualism: Aging, Third Language Acquisition, and Language Separation14. English Speakers' Perception of Spanish Vowels: Evidence for Multiple Category Assimilation Leslie S. Gordon, The University of Georgia15. Early Phonological Acquisition in a Set of English-Spanish Bilingual Twins David Ingram and Virginia Dubasik, Arizona State University; Juana Liceras, University of Ottawa; and Racquel Fernández Fuertes, University of Valladolid16. Language Learning Strategies in Adult L3 Acquisition: Relationship between L3 Development, Strategy Use, L2 Levels and Gender Hui-Ju Lin, Georgetown University17. Effects of Bilingualism on Inhibitory Control in Elderly Brazilian Bilinguals Ingrid Finger, Johanna Dagort Billig, and Ana Paula Scholl, Federal University of Rio Grande do Sul, Brazil