This book assembles 11 analytical and empirical studies on the process of second language acquisition, probing a wide array of issues, from transfer appropriate processing to L2 default processing strategies, among hearing or deaf learners of a variety of target languages including English, Japanese, Chinese, Korean, French, Spanish, and American Sign Language. Although instruction per se is not the focus of this volume, the chapters are written with instructed learners in mind, and hence offer valuable insights for both second and foreign language researchers and practitioners.

Preface1. Revisiting the Role of Consciousness with MOGUL - Michael Sharwood Smith2. Multi-Competence: Black Hole or Wormhole for Second Language Acquisition Research? - Vivian Cook3. Transfer Appropriate Processing as a Model for Classroom Second Language Acquisition - Patsy Lightbown4. On the Role of Meaning in Focus on Form - ZhaoHong Han5. The Efficacy of Visual Input Enhancement in Teaching Deaf Learners of L2 English - Gerald P. Berent and Ronald R. Kelly6. Learner Spontaneous Attention in L2 Input Processing: An Exploratory Study - Eun Sung Park and ZhaoHong Han7. Working Memory and L2 Processing of Redundant Grammatical Forms - Nuria Sagarra8. L2 Learners' Interpretation of Operator-Variable Binding in VP Ellipsis - Hong Guang Ying9. Metasyntactic Ability in L2: An Investigation of Task Demand - Daphnée Simard and Véronique Fortier10. Prosody Acquisition by Japanese Learners - Tomoko Shibata and Richard R. Hurtig11. Recognition and Production of Formulas in L2 Pragmatics - Kathleen Bardovi-HarligReferencesIndex