Now in its sixth edition, this bestselling textbook remains the cornerstone for the study of second language acquisition, providing a comprehensive yet accessible introduction to SLA.
Now in its sixth edition, this bestselling textbook remains the cornerstone for the study of second language acquisition, providing a comprehensive yet accessible introduction to SLA.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Susan M. Gass is University Distinguished Professor Emerita at Michigan State University where she served as Director of the English Language Center, Co-Director of the Center for Language Education and Research, and the Center for Language Teaching Advancement. She has published more than 30 books and more than 150 articles in the field of second language acquisition, with works translated into Russian, Korean, and Chinese. She served as Editor of Studies in Second Language Acquisition and is on numerous editorial boards of applied linguistics journals. She is an honorary professor of Southeast University of Nanjing, China. Susan is the winner of many local, national, and international awards and has served as the president of the American Association for Applied Linguistics (AAAL) and of the International Association of Applied Linguistics (AILA). She has lectured in six of the seven continents, Antarctica being the exception, although on an upcoming trip to Antarctica, she is willing to lecture if she can get the penguins to listen. Jennifer Behney is Associate Professor of Teaching English as a Second Language (TESL) in the English Department at Kent State University where she teaches undergraduate and graduate courses. Her work has appeared in Language Learning, Foreign Language Annals, Studies in Second Language Acquisition, and various book chapters. She was co-author of Interaction, a title in the Cambridge series Elements of Second Language Acquisition, and co-editor of a volume on salience in SLA. She is a recipient of the Ed Allen Award for Outstanding College World Language Instructor. Luke Plonsky is Professor of Applied Linguistics at Northern Arizona University, where he teaches courses in second language acquisition and research methods. His work in these and other areas has resulted in over 100 articles, book chapters, and books. Luke is Editor of Studies in Second Language Acquisition and Managing Editor of Foreign Language Annals. In addition to a current appointment as Honorary Professor at the International Education Institute at University of St. Andrews (Scotland), Luke has held faculty appointments at Georgetown University and University College London, and was a Fulbright Scholar in Spain in 2021. Luke has also lectured in China, Japan, The Netherlands, Poland, Spain and Puerto Rico. Elizabeth Huntley is an instructor of Arabic and Linguistics at the University of Colorado Denver, as well as Managing Editor of the journal Studies in Second Language Acquisition. She holds a doctorate degree in Second Language Studies from Michigan State University. As a teacher-researcher, Huntley applies methodologically rigorous techniques to answer questions of both theoretical and practical importance. Huntley has taught Arabic as a Second Language in both high school and university programs, as well as worked in study abroad, since 2006. She has received research funding from the Qatar Foundation and the National Council of Less Commonly Taught Languages. She has co-authored two Arabic world language textbooks published by Routledge: 'Arabiyyat al-Naas fii maSr and 'Arabiyyat al-Naas II.
Inhaltsangabe
Preface 1. Introduction 1.1 The What and Why of Second Language Acquisition 1.2 Definitions 1.3 The Nature of Language 1.3.1 Semantics 1.3.2 Pragmatics 1.3.3 Syntax 1.3.4 Morphology and the Lexicon 1.3.5 Sound Systems 1.4 The Nature of L2 Knowledge 1.5 Conclusion Points to Remember 2. A Bit of (Recent) History 2.1 Introduction 2.2 Behaviorism 2.2.1 Linguistic Background 2.2.2 Psychological Background 2.3 Contrastive Analysis 2.4 Error Analysis 2.5 Child Language Acquisition 2.5.1 Child First Language Acquisition 2.5.2 Child L2 Acquisition 2.6 A Change in Perspective 2.7 Morpheme Order Studies 2.7.1 Child L2 Morpheme Order Studies 2.7.2 Adult L2 Morpheme Order Studies 2.8 The Monitor Model 2.8.1 The Acquisition- Learning Hypothesis 2.8.2 The Natural Order Hypothesis 2.8.3 The Monitor Hypothesis 2.8.4 The Input Hypothesis 2.8.5 The Affective Filter Hypothesis 2.8.6 Criticisms of the Monitor Model 2.9 Looking Again at the Role of the L1 2.9.1 Avoidance 2.9.2 Differential Learning Rates 2.9.3 Different Learning Paths 2.9.4 Overproduction 2.9.5 Predictability/ Selectivity 2.9.6 Transfer and Learning of Multiple Languages 2.9.7 L1 Influences in L2 Processing 2.10 Conclusion Points to Remember 3. Linguistic- based Approaches 3.1 Introduction 3.2 Universal Grammar 3.2.1 UG and Child Language Acquisition 3.2.2 UG and SLA 3.2.3 Access or Not 3.2.4 The Minimalist Program 3.3 Typological Universals 3.4 Phonology 3.5 Functional Approaches 3.5.1 Concept- Oriented Approach 3.5.2 Tense- Aspect 3.6 The Discourse Hypothesis 3.7 Conclusion Points to Remember 4. The Lexicon 4.1 Introduction: The Significance of the Lexicon 4.2 Lexical Knowledge: What does it Mean to Know a Word? 4.2.1 Production and Reception 4.2.2 Knowledge and Control 4.2.3 Breadth and Depth 4.2.4 Word Associations and Networks 4.2.5 Word Formation 4.2.6 Formulaic Language, Collocations, and Chunking 4.3 Influences on L2 Vocabulary and Development 4.3.1 The Role of the L1 4.3.2 Incidental Vocabulary Learning 4.3.3 What Helps Learning? 4.3.4 Depth of Processing and the Involvement Load Hypothesis 4.3.5 Incremental Vocabulary Learning 4.4 Using Lexical Skills 4.4.1 Production 4.4.2 Perception 4.5 Conclusion Points to Remember 5. Psycholinguistic Approaches to Learning 5.1 Introduction 5.2 Models of Language Production 5.3 Processability Theory 5.4 Processing of Input 5.4.1 Input Processing 5.4.2 Processing Determinism 5.4.3 Autonomous Induction Theory 5.4.4 Shallow Structure Hypothesis 5.5 Emergentist Models 5.5.1 Competition Model 5.5.2 Frequency- Based Accounts 5.6 Complex Dynamic Systems 5.7 Skill Acquisition Theory 5.8 Information Processing 5.8.1 Automaticity 5.8.2 Restructuring 5.8.3 U- Shaped Learning 5.8.4 Attention 5.8.5 Working Memory 5.8.6 Salience 5.8.7 Priming 5.9 Knowledge Types 5.9.1 Acquisition/ Learning 5.9.2 Declarative/ Procedural 5.9.3 Implicit/ Explicit 5.9.4 Representation/ Control 5.9.5 Interface of Knowledge Types 5.10 Conclusion Points to Remember 6. Interlanguage in Context 6.1 Introduction 6.2 Sociocultural Approaches 6.2.1 Mediation, Regulation, and Internalization 6.2.2 Zone of Proximal Development 6.2.3 Learning in a Sociocultural Framework 6.2.4 Gesture and SLA 6.3 Variationist Approaches 6.3.1 Type I Variation: From Free to Systematic 6.3.2 Type II Variation: Sociolinguistic Variation 6.3.3 Contextual Sources of Variation: Interlocuter, Task Type, and Topic 6.4 Conversation Analysis 6.5 L2 Pragmatics 6.6. Conclusion Points to Remember 7. Input, Interaction, Output 7.1 Introduction 7.2 Input 7.3 Comprehension 7.4 Interaction 7.5 Output 7.5.1 Receiving Feedback 7.5.2 Hypothesis Testing 7.5.3 Automaticity 7.5.4 Meaning- Based to Grammar- Based Processing 7.6 Feedback 7.6.1 Negotiation 7.6.2 Corrective Feedback 7.6.3 Language- Related Episodes 7.7 Input and Interaction in Language Learning 7.7.1 The Function of Input and Interaction 7.7.2 Effectiveness of Feedback 7.8 Who Benefits from Interaction: When and Why? 7.8.1 Working Memory 7.8.2 Inhibition 7.9 Conclusion Points to Remember 8. Contexts of Language Learning: Classrooms, Study Abroad, and Technology 8.1 Introduction 8.2 Classroom- Based Instruction 8.2.1 Classroom Language 8.2.2 Teachability/ Learnability 8.2.3 Focus on Form and Task- Based Language Teaching 8.3 Complexity, Accuracy, Fluency, and Planning 8.4 Processing Instruction 8.5 Effectiveness of Instruction 8.6 SLA and Classroom Practices 8.7 Additional Contexts 8.7.1 Study Abroad 8.7.2 Technology- Enhanced Language Learning 8.8 Conclusion Points to Remember 9. The Individual Language Learner 9.1 Introduction 9.2 The Influence of Psychology in SLA 9.3 Methodological Considerations 9.4 Age Differences 9.5 Aptitude 9.6 Motivation 9.6.1 Motivation as a Function of Time and Success 9.6.2 Changes over Time 9.6.3 The L2 Motivational Self System (L2MSS) 9.7 Affect 9.7.1 Anxiety 9.7.2 Other Emotional Variables 9.8 Personality 9.8.1 Extroversion and Introversion 9.8.2 Grit 9.9 Learning Strategies 9.10 Conclusion Points to Remember 10. Related Disciplines 10.1 Introduction 10.2 Bilingual Acquisition 10.3 Third Language Acquisition/ Multilingualism 10.3.1 Typological Primacy Model and Transfer 10.3.2 Property- By- Property Transfer 10.3.3 The Ln Lexicon 10.3.4 Other sources of Ln Transfer 10.4 Heritage Language Acquisition 10.5 SLA by the Deaf/ Hard of Hearing 10.6 Conclusion Points to Remember Glossary References 319 Author Index 409 Subject Index 410
Part One: Preliminaries
Chapter One: Introduction
1.1 THE STUDY OF SECOND LANGUAGE ACQUISITION
1.2 DEFINITIONS
1.3 THE NATURE OF LANGUAGE
1.3.1 Semantics
1.3.2 Pragmatics
1.3.3 Syntax
1.3.4 Morphology and the Lexicon
1.3.5 Sound Systems
1.4 THE NATURE OF NONNATIVE SPEAKER KNOWLEDGE
1.5 CONCLUSION
Chapter Two: Where Do Data Come From?
2.1 DATA TYPES
2.2 LEARNER CORPORA
2.3 DATA ELICITATION
2.3.1 Measuring General Proficiency
2.3.2 Measuring Nonlinguistic Information
2.3.3 Verbal Report Data
2.3.3.1 Think-Alouds
2.3.3.2 Stimulated Recall
2.3.3.3 Post-Production Interviews
2.3.4 Narrative Inquiry
2.3.5 Language-Elicitation Measures
2.3.5.1 Elicited Imitation
2.3.5.2 Judgments
2.3.5.3 Language Games
2.3.5.4 Discourse Completion
2.3.6 PROCESSING DATA
2.3.6.1 Reaction Time
2.3.6.2 Self-paced Reading
2.3.6.3 Eye-Tracking
2.3.6.4 Neurolinguistic Data
2.4 REPLICATION
2.5 META-ANALYSES
2.6 ISSUES IN DATA ANALYSIS
2.7 WHAT IS ACQUISITION?
2.8 CONCLUSION
Part Two: Historical Underpinnings of SLA Research
Chapter Three: The Role of the Native Language - A Historical Overview
3.1 INTRODUCTION
3.2 BEHAVIORISM
3.2.1 Linguistic Background
3.2.2 Psychological Background
3.3 CONTRASTIVE ANALYSIS HYPOTHESIS
3.4 ERROR ANALYSIS
3.5 CONCLUSION
Chapter Four: The Transition Period
4.1 INTRODUCTION
4.2 FIRST LANGUAGE ACQUISITION
4.2.1 Words
4.2.2 Sounds and Pronunciation
4.2.3 Syntax
4.2.4 Morphology
4.3 CHILD L2 ACQUISITION
4.4 CHILD L2 MORPHEME ORDER STUDIES
4.5 ADULT L2 MORPHEME ORDER STUDIES
4.6 THE MONITOR MODEL
4.6.1 The Acquisition-Learning Hypothesis
4.6.2 The Natural Order Hypothesis
4.6.3 The Monitor Hypothesis
4.6.4 The Input Hypothesis
4.6.5 The Affective Filter Hypothesis
4.6.6 Limitations
4.7 CONCLUSION
Chapter Five: Alternative Approaches to the Role of Previously Known Languages
5.1 REVISED PERSPECTIVES ON THE ROLE OF THE NATIVE LANGUAGE
5.1.1 Avoidance
5.1.2 Differential Learning Rates
5.1.3 Different Paths
5.1.4 Overproduction
5.1.5 Predictability/Selectivity
5.1.6 L1 Influences in L2 Processing
5.1.7 Morpheme Order
5.2 CONCLUSION
Part Three: A Focus on Form - Language Universals
Chapter Six: Formal Approaches to SLA
6.1 INTRODUCTION
6.2 UNIVERSAL GRAMMAR
6.2.1 Initial State
6.2.1.1Fundamental Difference Hypothesis
6.2.1.2Access to UG Hypothesis
6.2.2 UG Principles
6.2.3 UG Parameters
6.2.4 Minimalist Program
6.2.5 Falsification
6.3 TRANSFER: THE GENERATIVE/UG PERSPECTIVE
6.3.1 Levels of Representation
6.3.2 Clustering
6.3.3 Learnability
6.4 THE FUNDAMENTAL DIFFERENCE HYPOTHESIS REVISED
6.5 SEMANTICS AND THE SYNTAX-SEMANTICS INTERFACE HYPOTHESIS
6.5.1 Semantics
6.5.2 Syntax and Semantics: The Interface Hypothesis
6.6 PHONOLOGY
6.6.1 Markedness Differential Hypothesis
6.6.2 Similarity/Dissimilarity: Speech Learning Model
6.6.3 Optimality Theory
6.6.4 Ontogeny Phylogeny Model
6.7 CONCLUSION
Chapter Seven: Typological Approaches
7.1 TYPOLOGICAL UNIVERSALS
7.1.1 Test Case I: The Accessibility Hierarchy
7.1.2 Test Case II: The Acquisition of Questions
7.1.3 Test Case III: Voiced/Voiceless Consonants
7.2 FALSIFIABILITY
7.3 TYPOLOGICAL UNIVERSALS: CONCLUSION
7.4 TYPOLOGICAL PRIMACY MODEL
7.5 THE ROLE OF THE L1: THREE APPROACHES
7.6 CONCLUSION: GENERAL COMMENTS ABOUT UNIVERSALS
Part Four: A Focus on Meaning
Chapter Eight: Meaning-based Approaches
8.1 INTRODUCTION
8.2 FUNCTIONAL APPROACHES
8.2.1 The Relationship between Form and Function: Form-to-Function
8.2.2 Concept-oriented Approach
8.3 TENSE AND ASPECT: THE ASPECT HYPOTHESIS
8.4 THE DISCOURSE HYPOTHESIS
8.5 CONCLUSION
Chapter Nine: The Lexicon
9.1 THE SIGNIFICANCE OF THE LEXICON
9.2 LEXICAL KNOWLEDGE: WHAT DOES IT MEAN TO KNOW A WORD?
9.2.1 Production and Reception
9.2.2 Knowledge and Control
9.2.3 Breadth and Depth
9.2.4 Subcategorization
9.2.5 Word Associations and Networks
9.2.6 Word Formation
9.2.7 Formulaic Language, Collocations, and Chunking
9.2.7.1 Use of Multiword Units
9.2.7.2 Learning of Multiword Units
9.2.7.3 Processing of Multiword Units
9.3 INFLUENCES ON L2 VOCABULARY AND DEVELOPMENT
9.3.1 The Role of the L1
9.3.2 Incidental Vocabulary Learning
9.3.2.1 Input Type
9.3.2.2 What Helps Learning?
9.3.3 Depth of Processing
9.3.4 Incremental Vocabulary Learning
9.4 USING LEXICAL SKILLS
9.4.1 Production
9.4.2 Perception
9.5 CONCLUSION
Part Five: Cognitive and Processing Approaches to SLA
Chapter Ten: Psycholinguistic Approaches to Learning
10.1 INTRODUCTION
10.2 MODELS OF LANGUAGE PRODUCTION
10.3 PROCESSABILITY THEORY
10.4 PROCESSING OF INPUT
10.4.1 Input Processing
10.4.2 Processing Determinism
10.4.3 Autonomous Induction Theory
10.4.4 Shallow Structure Hypothesis
10.5 EMERGENTIST MODELS
10.5.1 Competition Model
10.5.2 Frequency-based Accounts
10.6 COMPLEX DYNAMIC SYSTEMS
10.7 SKILL ACQUISITION THEORY
10.8 CONCLUSION
Chapter Eleven: Psycholinguistic Constructs and Knowledge Types
11.1 INTRODUCTION
11.2 INFORMATION PROCESSING
11.2.1 Automaticity
11.2.2 Restructuring
11.2.3 U-shaped Learning
11.2.4 Attention
11.2.5 Working Memory
11.2.6. Salience
11.2.7 Priming
11.3 KNOWLEDGE TYPES
11.3.1 Acquisition/Learning
11.3.2 Declarative/Procedural
11.3.3 Implicit/Explicit
11.3.4 Representation/Control
11.4 INTERFACE OF KNOWLEDGE TYPES
11.4.1 No Interface
11.4.2 Weak Interface
11.4.3 Strong Interface
11.5 CONCLUSION
Part Six: The Social Environment of Learning
Chapter Twelve: Interlanguage in Context
12.1 INTRODUCTION
12.2 SOCIOCULTURAL APPROACHES
12.2.1 Mediation
12.2.2 Internalization
12.2.3 Zone of Proximal Development
12.2.4 Private Speech
12.2.5 Learning in a Sociocultural Framework
12.2.6 Gesture and SLA
12.3 SOCIOLINGUISTIC VARIATION
12.4 SYSTEMATIC VARIATION
12.4.1 Linguistic Context
12.4.2 Social Context Relating to the Native Language
12.4.3 Social Context Relating to Interlocutor, Task Type, and Conversational Topic
12.4.4 Sociolinguistic Norms
12.5 CONVERSATION ANALYSIS
12.6 COMMUNICATION STRATEGIES
12.7 L2 PRAGMATICS
12.8 CONCLUSION: SLA AND OTHER DISCIPLINES
Chapter Thirteen: Input, Interaction, and Output
13.1 INTRODUCTION
13.2 INPUT
13.3 COMPREHENSION
13.4 INTERACTION
13.5 OUTPUT
13.5.1 Hypothesis Testing
13.5.2 Automaticity
13.5.3 Meaning-based to Grammar-Based Processing
13.6. Feedback
13.6.1 Negotiation
13.6.2 Corrective Feedback
13.6.2.1 Recasts
13.6.2.2 Elicitation
13.6.2.3 Metalinguistic Feedback
13.7 THE ROLE OF INPUT AND INTERACTION IN LANGUAGE LEARNING
13.7.1 The Functions of Input and Interaction
13.7.2 Effectiveness of Feedback
13.7.2.1 Attention
13.7.2.2 Contrast Theory
13.7.2.3 Metalinguistic Awareness
13.7.3 Who Benefits From Interaction: When and Why?
13.8 LIMITATIONS OF INPUT
13.9 CONCLUSION
Chapter Fourteen: Contexts of Language Learning - Classrooms, Study Abroad, and Technology
14.1 INTRODUCTION
14.2 CLASSROOM-BASED INSTRUCTION
14.2.1 Classroom Language
14.2.2 Teachability/Learnability
14.2.3 Focus on Form and Task-based Language Teaching
14.2.3.1 Timing
14.2.3.2 Forms to Focus On
14.2.3.3 Task Design
14.2.3.4 Input Manipulation and Input Enhancement
14.3 COMPLEXITY, ACCURACY, FLUENCY, AND PLANNING
14.4 PROCESSING INSTRUCTION
14.5 UNIQUENESS OF INSTRUCTION
14.6 EFFECTIVENESS OF INSTRUCTION
14.7 SLA AND CLASSROOM PRACTICES
14.8 ADDITIONAL CONTEXTS
14.8.1 Study Abroad
14.8.2 Technology-enhanced Language Learning
14.9 CONCLUSION
Part Seven: The Individual Language Learner
Chapter Fifteen: Learner-internal Influences
15.1 INTRODUCTION
15.2 THE INFLUENCE OF PSYCHOLOGY IN SLA
15.3 METHODOLOGICAL CONSIDERATIONS
15.4 AGE DIFFERENCES
15.5 APTITUDE
15.6 MOTIVATION
15.6.1 Motivation as a Function of Time and Success
15.6.2 Changes over Time
15.6.3 The L2 Motivational Self System
15.6.4 Influence of Success on Motivation and Demotivation
15.7 AFFECT
15.7.1 Anxiety
15.7.2 Other Emotional Variables
15.8 PERSONALITY
15.8.1 Extroversion and Introversion
15.8.2 Grit
15.9 LEARNING STRATEGIES
15.10 CONCLUSION
Chapter Sixteen: Related Disciplines - A Focus on the Multilingual and Multimodal Learner
16.1 INTRODUCTION
16.2 BILINGUAL ACQUISITION
16.3 THIRD LANGUAGE ACQUISITION/MULTILINGUALISM
16.4 HERITAGE LANGUAGE ACQUISITION
16.5 SLA BY THE DEAF/HARD OF HEARING
16.6 CONCLUSION
Part Eight: Conclusion
Chapter Seventeen: An Integrated View of Second Language Acquisition
Preface 1. Introduction 1.1 The What and Why of Second Language Acquisition 1.2 Definitions 1.3 The Nature of Language 1.3.1 Semantics 1.3.2 Pragmatics 1.3.3 Syntax 1.3.4 Morphology and the Lexicon 1.3.5 Sound Systems 1.4 The Nature of L2 Knowledge 1.5 Conclusion Points to Remember 2. A Bit of (Recent) History 2.1 Introduction 2.2 Behaviorism 2.2.1 Linguistic Background 2.2.2 Psychological Background 2.3 Contrastive Analysis 2.4 Error Analysis 2.5 Child Language Acquisition 2.5.1 Child First Language Acquisition 2.5.2 Child L2 Acquisition 2.6 A Change in Perspective 2.7 Morpheme Order Studies 2.7.1 Child L2 Morpheme Order Studies 2.7.2 Adult L2 Morpheme Order Studies 2.8 The Monitor Model 2.8.1 The Acquisition- Learning Hypothesis 2.8.2 The Natural Order Hypothesis 2.8.3 The Monitor Hypothesis 2.8.4 The Input Hypothesis 2.8.5 The Affective Filter Hypothesis 2.8.6 Criticisms of the Monitor Model 2.9 Looking Again at the Role of the L1 2.9.1 Avoidance 2.9.2 Differential Learning Rates 2.9.3 Different Learning Paths 2.9.4 Overproduction 2.9.5 Predictability/ Selectivity 2.9.6 Transfer and Learning of Multiple Languages 2.9.7 L1 Influences in L2 Processing 2.10 Conclusion Points to Remember 3. Linguistic- based Approaches 3.1 Introduction 3.2 Universal Grammar 3.2.1 UG and Child Language Acquisition 3.2.2 UG and SLA 3.2.3 Access or Not 3.2.4 The Minimalist Program 3.3 Typological Universals 3.4 Phonology 3.5 Functional Approaches 3.5.1 Concept- Oriented Approach 3.5.2 Tense- Aspect 3.6 The Discourse Hypothesis 3.7 Conclusion Points to Remember 4. The Lexicon 4.1 Introduction: The Significance of the Lexicon 4.2 Lexical Knowledge: What does it Mean to Know a Word? 4.2.1 Production and Reception 4.2.2 Knowledge and Control 4.2.3 Breadth and Depth 4.2.4 Word Associations and Networks 4.2.5 Word Formation 4.2.6 Formulaic Language, Collocations, and Chunking 4.3 Influences on L2 Vocabulary and Development 4.3.1 The Role of the L1 4.3.2 Incidental Vocabulary Learning 4.3.3 What Helps Learning? 4.3.4 Depth of Processing and the Involvement Load Hypothesis 4.3.5 Incremental Vocabulary Learning 4.4 Using Lexical Skills 4.4.1 Production 4.4.2 Perception 4.5 Conclusion Points to Remember 5. Psycholinguistic Approaches to Learning 5.1 Introduction 5.2 Models of Language Production 5.3 Processability Theory 5.4 Processing of Input 5.4.1 Input Processing 5.4.2 Processing Determinism 5.4.3 Autonomous Induction Theory 5.4.4 Shallow Structure Hypothesis 5.5 Emergentist Models 5.5.1 Competition Model 5.5.2 Frequency- Based Accounts 5.6 Complex Dynamic Systems 5.7 Skill Acquisition Theory 5.8 Information Processing 5.8.1 Automaticity 5.8.2 Restructuring 5.8.3 U- Shaped Learning 5.8.4 Attention 5.8.5 Working Memory 5.8.6 Salience 5.8.7 Priming 5.9 Knowledge Types 5.9.1 Acquisition/ Learning 5.9.2 Declarative/ Procedural 5.9.3 Implicit/ Explicit 5.9.4 Representation/ Control 5.9.5 Interface of Knowledge Types 5.10 Conclusion Points to Remember 6. Interlanguage in Context 6.1 Introduction 6.2 Sociocultural Approaches 6.2.1 Mediation, Regulation, and Internalization 6.2.2 Zone of Proximal Development 6.2.3 Learning in a Sociocultural Framework 6.2.4 Gesture and SLA 6.3 Variationist Approaches 6.3.1 Type I Variation: From Free to Systematic 6.3.2 Type II Variation: Sociolinguistic Variation 6.3.3 Contextual Sources of Variation: Interlocuter, Task Type, and Topic 6.4 Conversation Analysis 6.5 L2 Pragmatics 6.6. Conclusion Points to Remember 7. Input, Interaction, Output 7.1 Introduction 7.2 Input 7.3 Comprehension 7.4 Interaction 7.5 Output 7.5.1 Receiving Feedback 7.5.2 Hypothesis Testing 7.5.3 Automaticity 7.5.4 Meaning- Based to Grammar- Based Processing 7.6 Feedback 7.6.1 Negotiation 7.6.2 Corrective Feedback 7.6.3 Language- Related Episodes 7.7 Input and Interaction in Language Learning 7.7.1 The Function of Input and Interaction 7.7.2 Effectiveness of Feedback 7.8 Who Benefits from Interaction: When and Why? 7.8.1 Working Memory 7.8.2 Inhibition 7.9 Conclusion Points to Remember 8. Contexts of Language Learning: Classrooms, Study Abroad, and Technology 8.1 Introduction 8.2 Classroom- Based Instruction 8.2.1 Classroom Language 8.2.2 Teachability/ Learnability 8.2.3 Focus on Form and Task- Based Language Teaching 8.3 Complexity, Accuracy, Fluency, and Planning 8.4 Processing Instruction 8.5 Effectiveness of Instruction 8.6 SLA and Classroom Practices 8.7 Additional Contexts 8.7.1 Study Abroad 8.7.2 Technology- Enhanced Language Learning 8.8 Conclusion Points to Remember 9. The Individual Language Learner 9.1 Introduction 9.2 The Influence of Psychology in SLA 9.3 Methodological Considerations 9.4 Age Differences 9.5 Aptitude 9.6 Motivation 9.6.1 Motivation as a Function of Time and Success 9.6.2 Changes over Time 9.6.3 The L2 Motivational Self System (L2MSS) 9.7 Affect 9.7.1 Anxiety 9.7.2 Other Emotional Variables 9.8 Personality 9.8.1 Extroversion and Introversion 9.8.2 Grit 9.9 Learning Strategies 9.10 Conclusion Points to Remember 10. Related Disciplines 10.1 Introduction 10.2 Bilingual Acquisition 10.3 Third Language Acquisition/ Multilingualism 10.3.1 Typological Primacy Model and Transfer 10.3.2 Property- By- Property Transfer 10.3.3 The Ln Lexicon 10.3.4 Other sources of Ln Transfer 10.4 Heritage Language Acquisition 10.5 SLA by the Deaf/ Hard of Hearing 10.6 Conclusion Points to Remember Glossary References 319 Author Index 409 Subject Index 410
Part One: Preliminaries
Chapter One: Introduction
1.1 THE STUDY OF SECOND LANGUAGE ACQUISITION
1.2 DEFINITIONS
1.3 THE NATURE OF LANGUAGE
1.3.1 Semantics
1.3.2 Pragmatics
1.3.3 Syntax
1.3.4 Morphology and the Lexicon
1.3.5 Sound Systems
1.4 THE NATURE OF NONNATIVE SPEAKER KNOWLEDGE
1.5 CONCLUSION
Chapter Two: Where Do Data Come From?
2.1 DATA TYPES
2.2 LEARNER CORPORA
2.3 DATA ELICITATION
2.3.1 Measuring General Proficiency
2.3.2 Measuring Nonlinguistic Information
2.3.3 Verbal Report Data
2.3.3.1 Think-Alouds
2.3.3.2 Stimulated Recall
2.3.3.3 Post-Production Interviews
2.3.4 Narrative Inquiry
2.3.5 Language-Elicitation Measures
2.3.5.1 Elicited Imitation
2.3.5.2 Judgments
2.3.5.3 Language Games
2.3.5.4 Discourse Completion
2.3.6 PROCESSING DATA
2.3.6.1 Reaction Time
2.3.6.2 Self-paced Reading
2.3.6.3 Eye-Tracking
2.3.6.4 Neurolinguistic Data
2.4 REPLICATION
2.5 META-ANALYSES
2.6 ISSUES IN DATA ANALYSIS
2.7 WHAT IS ACQUISITION?
2.8 CONCLUSION
Part Two: Historical Underpinnings of SLA Research
Chapter Three: The Role of the Native Language - A Historical Overview
3.1 INTRODUCTION
3.2 BEHAVIORISM
3.2.1 Linguistic Background
3.2.2 Psychological Background
3.3 CONTRASTIVE ANALYSIS HYPOTHESIS
3.4 ERROR ANALYSIS
3.5 CONCLUSION
Chapter Four: The Transition Period
4.1 INTRODUCTION
4.2 FIRST LANGUAGE ACQUISITION
4.2.1 Words
4.2.2 Sounds and Pronunciation
4.2.3 Syntax
4.2.4 Morphology
4.3 CHILD L2 ACQUISITION
4.4 CHILD L2 MORPHEME ORDER STUDIES
4.5 ADULT L2 MORPHEME ORDER STUDIES
4.6 THE MONITOR MODEL
4.6.1 The Acquisition-Learning Hypothesis
4.6.2 The Natural Order Hypothesis
4.6.3 The Monitor Hypothesis
4.6.4 The Input Hypothesis
4.6.5 The Affective Filter Hypothesis
4.6.6 Limitations
4.7 CONCLUSION
Chapter Five: Alternative Approaches to the Role of Previously Known Languages
5.1 REVISED PERSPECTIVES ON THE ROLE OF THE NATIVE LANGUAGE
5.1.1 Avoidance
5.1.2 Differential Learning Rates
5.1.3 Different Paths
5.1.4 Overproduction
5.1.5 Predictability/Selectivity
5.1.6 L1 Influences in L2 Processing
5.1.7 Morpheme Order
5.2 CONCLUSION
Part Three: A Focus on Form - Language Universals
Chapter Six: Formal Approaches to SLA
6.1 INTRODUCTION
6.2 UNIVERSAL GRAMMAR
6.2.1 Initial State
6.2.1.1Fundamental Difference Hypothesis
6.2.1.2Access to UG Hypothesis
6.2.2 UG Principles
6.2.3 UG Parameters
6.2.4 Minimalist Program
6.2.5 Falsification
6.3 TRANSFER: THE GENERATIVE/UG PERSPECTIVE
6.3.1 Levels of Representation
6.3.2 Clustering
6.3.3 Learnability
6.4 THE FUNDAMENTAL DIFFERENCE HYPOTHESIS REVISED
6.5 SEMANTICS AND THE SYNTAX-SEMANTICS INTERFACE HYPOTHESIS
6.5.1 Semantics
6.5.2 Syntax and Semantics: The Interface Hypothesis
6.6 PHONOLOGY
6.6.1 Markedness Differential Hypothesis
6.6.2 Similarity/Dissimilarity: Speech Learning Model
6.6.3 Optimality Theory
6.6.4 Ontogeny Phylogeny Model
6.7 CONCLUSION
Chapter Seven: Typological Approaches
7.1 TYPOLOGICAL UNIVERSALS
7.1.1 Test Case I: The Accessibility Hierarchy
7.1.2 Test Case II: The Acquisition of Questions
7.1.3 Test Case III: Voiced/Voiceless Consonants
7.2 FALSIFIABILITY
7.3 TYPOLOGICAL UNIVERSALS: CONCLUSION
7.4 TYPOLOGICAL PRIMACY MODEL
7.5 THE ROLE OF THE L1: THREE APPROACHES
7.6 CONCLUSION: GENERAL COMMENTS ABOUT UNIVERSALS
Part Four: A Focus on Meaning
Chapter Eight: Meaning-based Approaches
8.1 INTRODUCTION
8.2 FUNCTIONAL APPROACHES
8.2.1 The Relationship between Form and Function: Form-to-Function
8.2.2 Concept-oriented Approach
8.3 TENSE AND ASPECT: THE ASPECT HYPOTHESIS
8.4 THE DISCOURSE HYPOTHESIS
8.5 CONCLUSION
Chapter Nine: The Lexicon
9.1 THE SIGNIFICANCE OF THE LEXICON
9.2 LEXICAL KNOWLEDGE: WHAT DOES IT MEAN TO KNOW A WORD?
9.2.1 Production and Reception
9.2.2 Knowledge and Control
9.2.3 Breadth and Depth
9.2.4 Subcategorization
9.2.5 Word Associations and Networks
9.2.6 Word Formation
9.2.7 Formulaic Language, Collocations, and Chunking
9.2.7.1 Use of Multiword Units
9.2.7.2 Learning of Multiword Units
9.2.7.3 Processing of Multiword Units
9.3 INFLUENCES ON L2 VOCABULARY AND DEVELOPMENT
9.3.1 The Role of the L1
9.3.2 Incidental Vocabulary Learning
9.3.2.1 Input Type
9.3.2.2 What Helps Learning?
9.3.3 Depth of Processing
9.3.4 Incremental Vocabulary Learning
9.4 USING LEXICAL SKILLS
9.4.1 Production
9.4.2 Perception
9.5 CONCLUSION
Part Five: Cognitive and Processing Approaches to SLA
Chapter Ten: Psycholinguistic Approaches to Learning
10.1 INTRODUCTION
10.2 MODELS OF LANGUAGE PRODUCTION
10.3 PROCESSABILITY THEORY
10.4 PROCESSING OF INPUT
10.4.1 Input Processing
10.4.2 Processing Determinism
10.4.3 Autonomous Induction Theory
10.4.4 Shallow Structure Hypothesis
10.5 EMERGENTIST MODELS
10.5.1 Competition Model
10.5.2 Frequency-based Accounts
10.6 COMPLEX DYNAMIC SYSTEMS
10.7 SKILL ACQUISITION THEORY
10.8 CONCLUSION
Chapter Eleven: Psycholinguistic Constructs and Knowledge Types
11.1 INTRODUCTION
11.2 INFORMATION PROCESSING
11.2.1 Automaticity
11.2.2 Restructuring
11.2.3 U-shaped Learning
11.2.4 Attention
11.2.5 Working Memory
11.2.6. Salience
11.2.7 Priming
11.3 KNOWLEDGE TYPES
11.3.1 Acquisition/Learning
11.3.2 Declarative/Procedural
11.3.3 Implicit/Explicit
11.3.4 Representation/Control
11.4 INTERFACE OF KNOWLEDGE TYPES
11.4.1 No Interface
11.4.2 Weak Interface
11.4.3 Strong Interface
11.5 CONCLUSION
Part Six: The Social Environment of Learning
Chapter Twelve: Interlanguage in Context
12.1 INTRODUCTION
12.2 SOCIOCULTURAL APPROACHES
12.2.1 Mediation
12.2.2 Internalization
12.2.3 Zone of Proximal Development
12.2.4 Private Speech
12.2.5 Learning in a Sociocultural Framework
12.2.6 Gesture and SLA
12.3 SOCIOLINGUISTIC VARIATION
12.4 SYSTEMATIC VARIATION
12.4.1 Linguistic Context
12.4.2 Social Context Relating to the Native Language
12.4.3 Social Context Relating to Interlocutor, Task Type, and Conversational Topic
12.4.4 Sociolinguistic Norms
12.5 CONVERSATION ANALYSIS
12.6 COMMUNICATION STRATEGIES
12.7 L2 PRAGMATICS
12.8 CONCLUSION: SLA AND OTHER DISCIPLINES
Chapter Thirteen: Input, Interaction, and Output
13.1 INTRODUCTION
13.2 INPUT
13.3 COMPREHENSION
13.4 INTERACTION
13.5 OUTPUT
13.5.1 Hypothesis Testing
13.5.2 Automaticity
13.5.3 Meaning-based to Grammar-Based Processing
13.6. Feedback
13.6.1 Negotiation
13.6.2 Corrective Feedback
13.6.2.1 Recasts
13.6.2.2 Elicitation
13.6.2.3 Metalinguistic Feedback
13.7 THE ROLE OF INPUT AND INTERACTION IN LANGUAGE LEARNING
13.7.1 The Functions of Input and Interaction
13.7.2 Effectiveness of Feedback
13.7.2.1 Attention
13.7.2.2 Contrast Theory
13.7.2.3 Metalinguistic Awareness
13.7.3 Who Benefits From Interaction: When and Why?
13.8 LIMITATIONS OF INPUT
13.9 CONCLUSION
Chapter Fourteen: Contexts of Language Learning - Classrooms, Study Abroad, and Technology
14.1 INTRODUCTION
14.2 CLASSROOM-BASED INSTRUCTION
14.2.1 Classroom Language
14.2.2 Teachability/Learnability
14.2.3 Focus on Form and Task-based Language Teaching
14.2.3.1 Timing
14.2.3.2 Forms to Focus On
14.2.3.3 Task Design
14.2.3.4 Input Manipulation and Input Enhancement
14.3 COMPLEXITY, ACCURACY, FLUENCY, AND PLANNING
14.4 PROCESSING INSTRUCTION
14.5 UNIQUENESS OF INSTRUCTION
14.6 EFFECTIVENESS OF INSTRUCTION
14.7 SLA AND CLASSROOM PRACTICES
14.8 ADDITIONAL CONTEXTS
14.8.1 Study Abroad
14.8.2 Technology-enhanced Language Learning
14.9 CONCLUSION
Part Seven: The Individual Language Learner
Chapter Fifteen: Learner-internal Influences
15.1 INTRODUCTION
15.2 THE INFLUENCE OF PSYCHOLOGY IN SLA
15.3 METHODOLOGICAL CONSIDERATIONS
15.4 AGE DIFFERENCES
15.5 APTITUDE
15.6 MOTIVATION
15.6.1 Motivation as a Function of Time and Success
15.6.2 Changes over Time
15.6.3 The L2 Motivational Self System
15.6.4 Influence of Success on Motivation and Demotivation
15.7 AFFECT
15.7.1 Anxiety
15.7.2 Other Emotional Variables
15.8 PERSONALITY
15.8.1 Extroversion and Introversion
15.8.2 Grit
15.9 LEARNING STRATEGIES
15.10 CONCLUSION
Chapter Sixteen: Related Disciplines - A Focus on the Multilingual and Multimodal Learner
16.1 INTRODUCTION
16.2 BILINGUAL ACQUISITION
16.3 THIRD LANGUAGE ACQUISITION/MULTILINGUALISM
16.4 HERITAGE LANGUAGE ACQUISITION
16.5 SLA BY THE DEAF/HARD OF HEARING
16.6 CONCLUSION
Part Eight: Conclusion
Chapter Seventeen: An Integrated View of Second Language Acquisition
17.1 AN INTEGRATION OF SUB-AREAS
17.1.1 Apperceived Input
17.1.2 Comprehended Input
17.1.3 Intake
17.1.4 Integration
17.1.5 Output
17.2 CONCLUSION
Rezensionen
This has always been a go-to introductory textbook and it is a bestseller because it contains everything readers need to know about the field. Now in a fifth edition, it is once again absolutely state-of-the-art in its comprehensive coverage, easily readable style, and now includes helpful new pedagogical tools. It is an ideal text for introductory classes in applied linguistics and second language research, and a critical resource for more advanced courses or researchers in those areas as well as in general linguistics, TESOL, and language education. Every SLA researcher, novice or experienced, will benefit from having this book on their bookcase.
Alison Mackey, Georgetown University & Lancaster University
Second Language Acquisition: An Introductory Course, with Sue Gass, Jennifer Behney, and Luke Plonsky at the helm, has always been outstanding, but manages to improve with every new edition. The authors are established experts; the coverage is up to date, balanced, and comprehensive; and the presentation is lucid - even when dealing with what is sometimes quite complex material. The book is intended as an introductory text but is intellectually stimulating, and in my experience consistently "hooks" undergraduate and graduate students alike, motivating many of them to pursue doctoral work in SLA, second language studies, linguistics, applied linguistics, second language education, or TESOL. Highly recommended.
Michael H. Long, University of Maryland-College Park
Building on both foundational and cutting-edge research in the field of Second Language Acquisition and drawing from a range of disciplinary perspectives, this user-friendly text is highly engaging, resource-rich, and clearly organized. This new edition provides an excellent introduction to the study, practice, and science of how humans learn second (and additional) languages.
Kendall A. King, University of Minnesota-Twin Cities
The authors have expertly updated, expanded and reorganized this new edition of what is arguably the foundational textbook for the study of second-language acquisition research. I have made the previous editions required reading in my SLA courses over the past twenty-five years, and I have never been disappointed with the students' reaction to the organization and presentation of the content. This text provides students with an excellent basis for gaining applicable background knowledge in the area, or for deeper investigation into the subject matter.
Fred Eckman, University of Wisconsin-Milwaukee
The arrival of the new version of this well-loved text could be compared with the launch of a new version of a well-known eco-friendly luxury car: It has the quality and the familiarity of the old model combined with the latest breakthroughs. This fifth edition provides students and researchers with the knowledge and tools to move the field forward.
Jean-Marc Dewaele, Birkbeck, University of London
This book is a truly valuable resource for both students and scholars wishing to expand their knowledge of the field of second language acquisition and gain a solid understanding of its core pursuits, findings, theories, principles, and methods. The book is current, comprehensive, and clearly written, and offers just the right amount of explanation and illustrative examples. Importantly, it also prompts readers to think through the presented arguments and evidence in order to draw their own conclusions and generate their own insights.
Scott Jarvis, University of Utah
In keeping with the tradition of excellence established with the first edition of this text, the fifth edition provides a comprehensive introduction to the state of the art in research in SLA. While it retains the features that have made it the staple text for generalist SLA courses, its organization has been further strengthened to help students fit together the many puzzle pieces that make up this critical area of applied linguistics.
