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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 4 of 4 1 Orders and Sequences in the Acquisition of L2 Morphosyntax, 40 Years On: An Introduction to the Special Issue Hulstijn, J.; Eskildsen, S.; Ellis, Rod. - 2015 BASE Show details 2 Bridging the Gap: Cognitive and social approaches to research in second language learning and teaching. Hulstijn, J. H.; Young, R. F.; Ortega, L.. - : Cambridge University Press, 2014 BASE Show details 3 First Language and Second Language Writing: The Role of Linguistic Knowledge, Speed of Processing, and Metacognitive Knowledge Schoonen, R.; Gelderen, A.v.; Glopper, K.d.... In: Language learning. - Hoboken, NJ : Wiley 53 (2003) 1, 165-202 OLC Linguistik Show details 4 Incidental vocabulary acquisition in a second language: the construct of task-induced involvement Laufer, B; Hulstijn, J. - : Oxford University Press, 2001 Abstract: The paper makes an attempt to stimulate theoretical thinking and empirical research in the domain of L2 vocabulary learning by introducing a construct of involvement with motivational and cognitive dimensions: Need, Search, and Evaluation. Retention of hitherto unfamiliar words is claimed to be conditional upon the amount of involvement while processing these words. Involvement is operationalised by tasks designed to vary in the degree of need, search, and evaluation. The paper reviews a number of constructs that are currently debated and investigated in the literature on cognitive and motivational aspects of L2 learning. It also re-examines the existing empirical literature on task effect in the light of the proposed construct of task-induced involvement, stresses the need for deepening and broadening the construct, and discusses possibilities it offers for research on vocabulary learning. Keyword: Articles URL: http://applij.oxfordjournals.org/cgi/content/short/22/1/1 https://doi.org/10.1093/applin/22.1.1 BASE Hide details

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