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Table of Contents
Dedication; Acknowledgements; Contents; List of Figures; List of Tables; 1: Introduction; 1.1 The Purpose ofßThis Book; 1.2 Spanish inßtheßSecond-Language Classroom; 1.3 Explicit andßImplicit Knowledge inßL2 Spanish Language Learning; 1.4 Being Unaware ofßLearning L2 Spanish; 1.5 About This Book; References; 2: The Linguistic Expression ofßMotion inßLanguage; 2.1 Motion: AnßExample ofßaßUniversal Concept; 2.2 The Internal Structure ofßtheßConcept ofßMotion; 2.3 Talmy's Typological Framework; 2.4 Anglophones' Preference inßTalking AboutßMotion Events.
2.5 Hispanophones' Preference inßTalking AboutßMotion Events2.6 Manner ofßMotion: Do Hispanic Speakers Ever Talk AboutßIt?; 2.7 Some Constraints onßtheßUse ofßManner inßtheßSpanish Discourse; 2.8 Motion Conflation: Central Tendencies Rather ThanßCrosslinguistic Differences; 2.9 How theßMeaning ofßMotion Surfaces onßMeaning-Form Mappings; References; 3: Motion-Event Descriptions aßRecurrent Topic inßSpanish Discourse; 3.1 Conversations AboutßMotion Events inßL2 Spanish Language Learning; 3.2 Teachability andßLearnability ofßtheßSpanish Motion Meaning-Form Mappings.
3.3 Empirical Evidence inßtheßDomain ofßMotion inßSecond/Foreign LanguageReferences; 4: Motion Events inßtheßSpeech + Gesture Interface; 4.1 Gestures inßSpeech; 4.2 Types ofßGestures; 4.3 Child Speech + Gesture; 4.4 Gestures inßtheßL2 Language Classroom; 4.5 Gestures: Are They Teachable Content?; 4.6 Gestures inßtheßDomain ofßMotion; 4.7 Mixed Evidence ofßAcquisition ofßtheßL2 Speech + Gesture Interface; References; 5: Investigating Learner Sensitivity toßtheßPath Conflation inßL2 Spanish; 5.1 Design ofßtheßStudy; 5.2 Three Groups ofßAdult Anglophone Learners ofßL2 Spanish.
5.3 An Implicit Learning ofßtheßMeaning-ƯForm Mappings ofßMotion inßL2 Spanish5.4 Dynamic Visual Stimuli for Comprehending and Speaking AboutßMotion; 5.5 A Comparison ofßMotion-Event Descriptions inßFirst andßSecond Language; References; 6: Sensitivity toßtheßPath Conflation inßWritten L2 Spanish; 6.1 Comprehension Precedes Production ofßL2 Vocabulary; 6.2 Receptive Task forßInvestigating theßPath Conflation inßWritten L2 Spanish; 6.3 Procedure forßInvestigating theßPath Conflation inßWritten L2 Spanish; 6.4 Expected Outcomes ofßInvestigating theßPath Conflation inßWritten L2 Spanish.
6.5 Findings ofßInvestigating theßPath Conflation inßWritten L2 Spanish6.6 What Findings Tell Us AboutßtheßPath Conflation inßWritten L2 Spanish; 6.6.1 Consistency forßtheßManner ofßMotion inßL1 English; 6.6.2 The Path ofßMotion: AßBenchmark inßtheßReceptive Task inßL2 Spanish; 6.6.3 Advanced L2 Spanish Learners' Performance inßMonolingual Mode; 6.6.4 Low Proficiency L2 Spanish Learners' Performance inßBilingual Mode; References; 7: Sensitivity toßtheßPath Conflation inßOral L2 Spanish; 7.1 Experimental Context forßtheßOral Production Task; 7.2 The Structure ofßtheßOral Production Task.
2.5 Hispanophones' Preference inßTalking AboutßMotion Events2.6 Manner ofßMotion: Do Hispanic Speakers Ever Talk AboutßIt?; 2.7 Some Constraints onßtheßUse ofßManner inßtheßSpanish Discourse; 2.8 Motion Conflation: Central Tendencies Rather ThanßCrosslinguistic Differences; 2.9 How theßMeaning ofßMotion Surfaces onßMeaning-Form Mappings; References; 3: Motion-Event Descriptions aßRecurrent Topic inßSpanish Discourse; 3.1 Conversations AboutßMotion Events inßL2 Spanish Language Learning; 3.2 Teachability andßLearnability ofßtheßSpanish Motion Meaning-Form Mappings.
3.3 Empirical Evidence inßtheßDomain ofßMotion inßSecond/Foreign LanguageReferences; 4: Motion Events inßtheßSpeech + Gesture Interface; 4.1 Gestures inßSpeech; 4.2 Types ofßGestures; 4.3 Child Speech + Gesture; 4.4 Gestures inßtheßL2 Language Classroom; 4.5 Gestures: Are They Teachable Content?; 4.6 Gestures inßtheßDomain ofßMotion; 4.7 Mixed Evidence ofßAcquisition ofßtheßL2 Speech + Gesture Interface; References; 5: Investigating Learner Sensitivity toßtheßPath Conflation inßL2 Spanish; 5.1 Design ofßtheßStudy; 5.2 Three Groups ofßAdult Anglophone Learners ofßL2 Spanish.
5.3 An Implicit Learning ofßtheßMeaning-ƯForm Mappings ofßMotion inßL2 Spanish5.4 Dynamic Visual Stimuli for Comprehending and Speaking AboutßMotion; 5.5 A Comparison ofßMotion-Event Descriptions inßFirst andßSecond Language; References; 6: Sensitivity toßtheßPath Conflation inßWritten L2 Spanish; 6.1 Comprehension Precedes Production ofßL2 Vocabulary; 6.2 Receptive Task forßInvestigating theßPath Conflation inßWritten L2 Spanish; 6.3 Procedure forßInvestigating theßPath Conflation inßWritten L2 Spanish; 6.4 Expected Outcomes ofßInvestigating theßPath Conflation inßWritten L2 Spanish.
6.5 Findings ofßInvestigating theßPath Conflation inßWritten L2 Spanish6.6 What Findings Tell Us AboutßtheßPath Conflation inßWritten L2 Spanish; 6.6.1 Consistency forßtheßManner ofßMotion inßL1 English; 6.6.2 The Path ofßMotion: AßBenchmark inßtheßReceptive Task inßL2 Spanish; 6.6.3 Advanced L2 Spanish Learners' Performance inßMonolingual Mode; 6.6.4 Low Proficiency L2 Spanish Learners' Performance inßBilingual Mode; References; 7: Sensitivity toßtheßPath Conflation inßOral L2 Spanish; 7.1 Experimental Context forßtheßOral Production Task; 7.2 The Structure ofßtheßOral Production Task.