Cognitive Processing in Second Language Acquisition -- Editorial page -- Title page -- LCC data -- Table of contents -- Acknowledgements -- Introduction: Cognitive processing in second language acquisition -- Section I. Cognitive theoretical foundations of language and learning -- 1. Concept stretching and model merging -- 1. Introduction -- 2. The three models -- 3. When models collide -- 4. Frequency effects -- 5. Conclusion -- Notes -- References -- 2. Construction learning as category learning -- Study 1. The acquisition of VACs -- Study 2. The acquisition of VACs -- Study 3. The L2 acquisition of Tense & Aspect -- Conclusions -- Acknowledgements -- References -- 3. The role of relevance theory in SLA studies -- 1. I ntroduction -- 2. Relevance theory: Basic assumptions and claims about human cognition -- 3. The relevance-theoretic model of human communication -- 4. Second language studies and relevance: Earlier applications -- 5. Relevance theory and emergentism in SLA research -- 6. Concluding remarks -- Notes -- References -- 4. Distinct mechanisms in the processing of English past tense morphology -- 1. Introduction -- 2. A Dual-Mechanism in L2 processing? -- 3. The present study -- 4. Results -- 5. Discussion and conclusion -- Notes -- References -- 5. Third language acquisition, macrocategories and synonymy -- 1. Introduction -- 2. L3 acquisition: Lexicon specificity -- 3. Languages in interaction: Cluster of theories -- 4. Neuropsychology of bilingualism -- 5. Synonymic fields: A cognitive linguistics response to multilingualism? -- 6. Conclusion -- Acknowledgments -- References -- Section II. Mental processes and acquisition procedures followed by language learners -- 6. First exposure: Converting target language input to intake -- Introduction -- Input and intake -- First exposure studies -- The study -- Discussion -- Conclusion.

Notes -- References -- 7. On the stability of representations in the multilingual lexicon -- 1. Introduction -- 2. Representation and storage in the mental lexicon -- 3. I nstability of lexical knowledge in L1 and L2 -- 4. Single subject studies on lexical processing -- 5. The experiments -- 6. Discussion and conclusions -- Notes -- References -- 8. Conceptual representations in the multilingual mind -- 1. Introduction -- 2. A usage-based and dynamic approach to the mental lexicon -- 3. Shared or language specific concepts -- 4. Word associations and conceptual representations -- 5. The experiment -- 6. Results -- 7. Discussion -- 8. Conclusion -- Notes -- References -- 9. Formulaic language in L2 -- 1. Introduction -- 2. Compositional and noncompositional views of idioms -- 3. Idiom production -- 4. Idiom processing in L2 -- 5. The study -- 6. Conclusions -- References -- Appendix 1 -- 10. A procedure for testing the Noticing Hypothesis in the context of vocabulary acquisition -- 1. Introduction -- 2. Rationale for the present study -- 3. A procedure for gauging noticing and its association with uptake: A pilot study -- 4. Results -- 5. Conclusions and perspectives -- Acknowledgements -- Notes -- References -- Appendix -- 11. Construal and the use of impersonalisation strategies in English and Spanish in an FLL context -- 1. Introduction -- 2. Impersonalisation strategies in English -- 3. I mpersonalisation strategies in Spanish -- 4. Defocusing of agency -- 5. The case study -- 6. Results and discussion -- 7. Conclusion -- Notes -- References -- 12. Inside the attriter's mind -- 1. Introduction -- 2. Cognitive explanations for the parallels between language attrition and acquisition -- 3. Methodology -- 4. Results -- 5. Discussion -- 6. Conclusion -- Notes -- References.

Section III. Cognitive language pedagogy: Classroom studies with applications for teaching -- 13. Situating and distributing cognition across task demands -- 1. Introduction: Cognition, settings, abilities and the SSARC modelof pedagogic task sequencing -- 2. Scaling the world to classroom contexts: The Triadic ComponentialFramework for task classification and sequencing -- 3. Mapping Task Complexity/Condition - Task Difficulty interactions -- 4. Summary and conclusions: Cognitive abilities, cognitive processes and task sequencing - The need to research interactions -- References -- 14. Typology in the L2classroom -- 1. Introduction -- 2. Typological foundations -- 3. Intratypological contrasts -- 4. Learning to express Motion in an L2 -- 5. Conclusions -- Notes -- References -- 15. Metaphoric competence in the first and second language -- 1. Introduction -- 2. The development of metaphor interpretation and production skills in the first language -- 3. The relationship between metaphor interpretation and production skills in the L1 and the L2 -- 4. The study -- 5. Results -- 6. Discussion -- Notes -- References -- Appendix 1 -- Appendix 2 -- Appendix 3 -- Appendix 4 -- Appendix 5 -- 16. Figurative competence is better developed in L1 than L2, or is it? -- 1. Introduction -- 2. Multicompetence -- 3. Figurative competence -- 4. Conversational implicature -- 5. The present study -- 6. Discussion and conclusion -- Acknowledgement -- References -- 17. Attention to phonological form -- 1. Introduction -- 2. L2 phonological development -- 3. Attention, output and pedagogic tasks -- 4. Methodology -- 5. Results -- 6. Discussion -- Note -- References -- Appendix A -- Appendix B -- 18.Quality and type of corrective feedback, noticing, and learner uptake in synchronous computer-med -- 1. Introduction -- 2. Study methodology -- 3. Results -- 4. Discussion.

5. Conclusion and implications -- References -- Index -- The series Converging Evidence in Language and Communication Research.