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As such, this form-oriented learning process needs to be given more attention in L2 vocabulary research. Furthermore, given that L2 word learning is incremental both in terms of word form (partial word form learning over time) and word meaning (learning L2-appropriate semantic space and usage over time), tension may arise with regard to the need to allocate resources to learn new bits of word form, on the one hand, and the need to learn new bits of word meaning, on the other hand. g. Barcroft 2002, 2003, among others).

And T. Rohrer. 2007. ‘We are live creatures: Embodiment, American Pragmatism, and the cognitive organism’ in Ziemke T. et al. (eds): Body, Language, and Mind. Mouton de Gruyter. Kinsbourne, M. and J. S. Jordan. 2009. ‘Embodied anticipation: A neurodevelopmental interpretation,’ Discourse Processes 46: 103–26. Larsen-Freeman, D. 2007. ‘Reflecting on the cognitive-social debate in second language acquisition,’ Modern Language Journal 91: 773–87. Lantolf, J. and S. Thorne. 2006. Sociocultural Theory and the Genesis of Second Language Development.

Long, M. and C. Doughty. 2003. ‘SLA and cognitive science’ in Doughty C. and M. Long (eds): Handbook of Second Language Acquisition. Blackwell, pp. 866–70. Maynard, S. 1993. Discourse Modality: Subjectivity, Emotion, and Voice in the Japanese language. Benjamins. 621 622 EXTENDED, EMBODIED COGNITION AND SECOND LANGUAGE ACQUISITION Sperber, D. and D. Wilson. 1986. Relevance: Communication and Cognition. Harvard University Press. Tomasello, M. 2008. Origins of Human Communication. MIT Press. van Lier, L.

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