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• W4387671097 abstract "Language LearningEarly View OPEN PEER COMMENTARY Even in a Relatively New Field We Can Learn From the Past to Build a More Robust Future: A Commentary on “The Neurocognitive Underpinnings of Second Language Processing: Knowledge Gains from the Past and Future Outlook” This article relates to: The Neurocognitive Underpinnings of Second Language Processing: Knowledge Gains from the Past and Future Outlook Janet G. van Hell, Language Learning First Published online: July 19, 2023 Cristina Sanz, Corresponding Author Cristina Sanz [email protected] orcid.org/0000-0001-9153-7038 Georgetown University Correspondence concerning this article should be addressed to Cristina Sanz, Georgetown University, Spanish & Portuguese 37 & O St Nw Icc 412, Washington, District of Columbia 20057, United States. Email: [email protected]Search for more papers by this author Cristina Sanz, Corresponding Author Cristina Sanz [email protected] orcid.org/0000-0001-9153-7038 Georgetown University Correspondence concerning this article should be addressed to Cristina Sanz, Georgetown University, Spanish & Portuguese 37 & O St Nw Icc 412, Washington, District of Columbia 20057, United States. Email: [email protected]Search for more papers by this author First published: 15 October 2023 https://doi.org/10.1111/lang.12611 The handling editor for this article was Scott Jarvis. Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat References Cox, J., & Sanz, C. (2015). Deconstructing PI for the ages: Explicit instruction vs. practice in young and older adult bilinguals. International Review of Applied Linguistics, 53(2), 225–248. https://doi.org/10.1515/iral-2015-0011 Lenet, A., Sanz, C., Lado, B., Howard, J. H., & Howard, D. V. (2011). Aging, pedagogical conditions, and differential success in SLA: An empirical study. In C. Sanz & R. P. Leow (Eds.), Implicit and explicit language learning: Conditions, processes and knowledge in SLA and bilingualism (pp. 73–84). Georgetown University Press. http://press.georgetown.edu/book/languages/implicit-and-explicit-language-learning Morgan-Short, K., Steinhauer, K., Sanz, C., & Ullman, M. T. (2012). Explicit and implicit second language training differentially affect the achievement of native-like brain activation patterns. Journal of Cognitive Neuroscience, 24(4), 933–947. https://doi.org/10.1162/jocn_a_00119 Sanz, C. (2005). Mind and context in adult second language acquisition. Georgetown University Press. http://press.georgetown.edu/book/languages/mind-and-context-adult-second-language-acquisition Sanz, C., Lin, H. J., Lado, B., Bowden, H. W., & Stafford, C. A. (2014). One size fits all? Learning conditions and working memory capacity in ab initio language development. Applied Linguistics, 37(5), 669–692. https://doi.org/10.1093/applin/amu058 Early ViewOnline Version of Record before inclusion in an issue ReferencesRelatedInformation" @default.
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