This special issue brings forward new insights on the brain changes following second language instruction. The fundamental research question of the extent to which different teaching-related variables impact patterns of brain adaptation in adult learners is addressed. The articles contribute to a new field of experimental language research dubbed ‘the neurocognition of the teaching/acquisition interface.’
Faretta-StutenbergMMorgan-ShortsK (2018) The interplay of individual differences and context of learning in behavioral and neurocognitive second language development. Second Language Research34(1): 67–101. This article appears in the current special issue of Second Language Research.
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LuckSKappenmanES (eds) (2013) The Oxford handbook of event-related potential components. Oxford and New York: Oxford University Press.
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NickelsSSteinhauerK (2018) Prosody–syntax integration in a second language: Contrasting event-related potentials from German and Chinese learners of English using linear mixed effect models. Second Language Research34(1):9–37. This article appears in the current special issue of Second Language Research.
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RastelliS (2018) Neurolinguistics and second language teaching: A view from the crossroads. Second Language Research34(1): 103–123. This article appears in the current special issue of Second Language Research.
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RobertsLAlonsoGGPliatsikasCRothmanJ (2018) Evidence from neurolinguistic methodologies: Can it actually inform linguistic/language acquisition theories and translate to evidence-based applications?Second Language Research This article appears in the current special issue of Second Language Research.
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SteinhauerK (2014) Event-related Potentials (ERPs) in second language research: A brief introduction to the technique, a selected review, and an invitation to reconsider critical periods in L2. Applied Linguistics35: 393–417.
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UllmanMT (2005) A cognitive neuroscience perspective on second language acquisition: The declarative/procedural model. In: SanzC (ed.) Mind and context in adult second language acquisition: Methods, theory and practice (pp. 141–78). Washington, DC: Georgetown University Press.
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UllmanMTLovelettJ (2018) Implications of the declarative/procedural model for improving second language learning: The role of memory enhancement techniques. Second Language Research34(1): 39–65. This article appears in the current special issue of Second Language Research.
