Catarina Neves Santos, Bruno Ferreira Pedrosa, Marília Martins, Fábio Gouveia, Fátima Franco, Margarida João Vardasca, Bernardo Pedro, Jorge Domingues Nogueira
Interruptions during general practice consultations: negative impact on physicians, and patients' indifference
Family practice
part one preliminaries chapter one introduction 11 study second language acquisition 12 definitions 13 nature language 131 semantics 132 pragmatics 133 syntax 134 morphology lexicon 135 sound systems 14 nature nonnative speaker knowledge 15 conclusion chapter two data come 21 data types 22 learner corpora 23 data elicitation 231 measuring general proficiency 232 measuring nonlinguistic information 233 verbal report data 2331 thinkalouds 2332 stimulated recall 2333 postproduction interviews 234 narrative inquiry 235 languageelicitation measures 2351 elicited imitation 2352 judgments 2353 language games 2354 discourse completion 236 processing data 2361 reaction time 2362 selfpaced reading 2363 eyetracking 2364 neurolinguistic data 24 replication 25 metaanalyses 26 issues data analysis 27 acquisition 28 conclusion part two historical underpinnings sla research chapter three role native language historical overview 31 introduction 32 behaviorism 321 linguistic background 322 psychological background 33 contrastive analysis hypothesis 34 error analysis 35 conclusion chapter four transition period 41 introduction 42 first language acquisition 421 words 422 sounds pronunciation 423 syntax 424 morphology 43 child l2 acquisition 44 child l2 morpheme order studies 45 adult l2 morpheme order studies 46 monitor model 461 acquisitionlearning hypothesis 462 natural order hypothesis 463 monitor hypothesis 464 input hypothesis 465 affective filter hypothesis 466 limitations 47 conclusion chapter five alternative approaches role previously known languages 51 revised perspectives role native language 511 avoidance 512 differential learning rates 513 different paths 514 overproduction 515 predictabilityselectivity 516 l1 influences l2 processing 517 morpheme order 52 conclusion part three focus form language universals chapter six formal approaches sla 61 introduction 62 universal grammar 621 initial state 6211 fundamental difference hypothesis 6212 access ug hypothesis 622 ug principles 623 ug parameters 624 minimalist program 625 falsification 63 transfer generativeug perspective 631 levels representation 632 clustering 633 learnability 64 fundamental difference hypothesis revised 65 semantics syntaxsemantics interface hypothesis 651 semantics 652 syntax semantics interface hypothesis 66 phonology 661 markedness differential hypothesis 662 similaritydissimilarity speech learning model 663 optimality theory 664 ontogeny phylogeny model 67 conclusion chapter seven typological approaches 71 typological universals 711 test case accessibility hierarchy 712 test case ii acquisition questions 713 test case iii voicedvoiceless consonants 72 falsifiability 73 typological universals conclusion 74 typological primacy model 75 role l1 three approaches 76 conclusion general comments universals part four focus meaning chapter eight meaningbased approaches 81 introduction 82 functional approaches 821 relationship form function formtofunction 822 conceptoriented approach 83 tense aspect aspect hypothesis 84 discourse hypothesis 85 conclusion chapter nine lexicon 91 significance lexicon 92 lexical knowledge mean know word 921 production reception 922 knowledge control 923 breadth depth 924 subcategorization 925 word associations networks 926 word formation 927 formulaic language collocations chunking 9271 use multiword units 9272 learning multiword units 9273 processing multiword units 93 influences l2 vocabulary development 931 role l1 932 incidental vocabulary learning 9321 input type 9322 helps learning 933 depth processing 934 incremental vocabulary learning 94 using lexical skills 941 production 942 perception 95 conclusion part five cognitive processing approaches sla chapter ten psycholinguistic approaches learning 101 introduction 102 models language production 103 processability theory 104 processing input 1041 input processing 1042 processing determinism 1043 autonomous induction theory 1044 shallow structure hypothesis 105 emergentist models 1051 competition model 1052 frequencybased accounts 106 complex dynamic systems 107 skill acquisition theory 108 conclusion chapter eleven psycholinguistic constructs knowledge types 111 introduction 112 information processing 1121 automaticity 1122 restructuring 1123 ushaped learning 1124 attention 1125 working memory 1126 salience 1127 priming 113 knowledge types 1131 acquisitionlearning 1132 declarativeprocedural 1133 implicitexplicit 1134 representationcontrol 114 interface knowledge types 1141 interface 1142 weak interface 1143 strong interface 115 conclusion part six social environment learning chapter twelve interlanguage context 121 introduction 122 sociocultural approaches 1221 mediation 1222 internalization 1223 zone proximal development 1224 private speech 1225 learning sociocultural framework 1226 gesture sla 123 sociolinguistic variation 124 systematic variation 1241 linguistic context 1242 social context relating native language 1243 social context relating interlocutor task type conversational topic 1244 sociolinguistic norms 125 conversation analysis 126 communication strategies 127 l2 pragmatics 128 conclusion sla disciplines chapter thirteen input interaction output 131 introduction 132 input 133 comprehension 134 interaction 135 output 1351 hypothesis testing 1352 automaticity 1353 meaningbased grammarbased processing 136 feedback 1361 negotiation 1362 corrective feedback 13621 recasts 13622 elicitation 13623 metalinguistic feedback 137 role input interaction language learning 1371 functions input interaction 1372 effectiveness feedback 13721 attention 13722 contrast theory 13723 metalinguistic awareness 1373 benefits interaction 138 limitations input 139 conclusion chapter fourteen contexts language learning classrooms study abroad technology 141 introduction 142 classroombased instruction 1421 classroom language 1422 teachabilitylearnability 1423 focus form taskbased language teaching 14231 timing 14232 forms focus 14233 task design 14234 input manipulation input enhancement 143 complexity accuracy fluency planning 144 processing instruction 145 uniqueness instruction 146 effectiveness instruction 147 sla classroom practices 148 additional contexts 1481 study abroad 1482 technologyenhanced language learning 149 conclusion part seven individual language learner chapter fifteen learnerinternal influences 151 introduction 152 influence psychology sla 153 methodological considerations 154 age differences 155 aptitude 156 motivation 1561 motivation function time success 1562 changes time 1563 l2 motivational self system 1564 influence success motivation demotivation 157 affect 1571 anxiety 1572 emotional variables 158 personality 1581 extroversion introversion 1582 grit 159 learning strategies 1510 conclusion chapter sixteen related disciplines focus multilingual multimodal learner 161 introduction 162 bilingual acquisition 163 third language acquisitionmultilingualism 164 heritage language acquisition 165 sla deafhard hearing 166 conclusion part eight conclusion chapter seventeen integrated view second language acquisition 171 integration subareas 1711 apperceived input 1712 comprehended input 1713 intake 1714 integration 1715 output 172 conclusion