ABSTRACT
This chapter provides an overview of the role of learning context in second language (L2) neurocognition. It begins by addressing what, if any, predictions the theoretical perspectives covered in Part III of this handbook make regarding the effects of the context in which an L2 is learned on L2 neurocognition. It then provides (where available) an overview of empirical findings from relevant neurolinguistic studies, including research involving L2 learners in laboratory-based settings (e.g., implicit/explicit, instructed/uninstructed learning conditions), study abroad, long-term immersion, and classroom settings. The chapter concludes with suggestions and future directions for this critical issue in L2 neurocognition research.
