This book addresses issues such as the relation of form to meaning, the relevance of SLA research, and the validity of task-based learning. It also contrasts universalist accounts of language learning and individual differences between learners.
1. Comprehension and production strategies in language learning
2. The role of memory and lexical learning
3. Psycholinguistic processes in language use and language learning
4. Models of language learning
5. A ratonale for task-based instruction
6. Implementing task-based instruction
7. Processing perspectives on testing
8. Research into language aptitude
9. Issues in aptitude theory: exceptional learners and modularity
10. Learning style
11. Learners, learning, and pedagogy
12. Conclusions