约翰·W. 施维特（John W. Schwieter）：加拿大劳瑞尔大学西班牙语和语言学领域助理教授，主要研究方向为心理语言学、双语现象、第二语言习得、语言学习与教学等。

Table of contents

Part I. Linguistic perspectives and implications for L2 pedagogy

Chapter 1 Mental representation and skill in instructed SLA  3

Chapter 2 Input and output in SLA: Applying theories of mental representation and skill  23

Chapter 3 Interaction and the Noun Phrase Accessibility Hierarchy: A study using syntactic priming  43

Chapter 4 Generative approaches and the competing systems hypothesis: Formal acquisition to pedagogical application  63

Chapter 5 Why theory and research are important for the practice of teaching: The case of mood choice in Spanish relative clauses  85

Chapter 6 Input-based incremental vocabulary instruction for the L2 classroom  107

Chapter 7 Experimentalized CALL for adult second language learners  139

Chapter 8 Accounting for variability in L2 data: Type of knowledge, task effects, and linguistic structure  165

Chapter 9 The development of tense and aspect morphology in child and adult heritage speakers  193

Part II. Cognitive perspectives and implications for L2 pedagogy

Chapter 10 Control and representation in bilingualism: Implications for pedagogy  223

Chapter 11 Language selection, control, and conceptual-lexical development in bilinguals and multilinguals  241

Chapter 12 Lexical access in bilinguals and second language learners  267

Chapter 13 Cognitive foundations of crosslinguistic influence  287

Part III. Concluding remarks

Chapter 14 Ideas for the practice of instructed SLA and their rationale: A summary and commentary  311