The Bloomsbury Companion to Second Language Acquisition

Bloomsbury Companion To Second Language Acquisition, this book is designed to be the essential one-volume resource for advanced students and academics.

It offers a comprehensive reference resource: it features an overview of key topics in SLA as well the key research methods. It then goes on to look at current research areas and new directions in the field by examining key relationships in the field, including the relationship between first and second language acquisition and the relationship between L2 input and L2 output.

It is a complete resource for postgraduate students and researchers working within second language acquisition and applied linguistics.

Ernesto Macaro is Professor of Applied Linguistics (Second Language Acquisition) in the Department of Education at the University of Oxford, UK. He has previously been a Head of Languages in a secondary school.

Notes on Contributors \ Acknowledgments \ Part 1: The Second Language Acquisition Landscape \ 1. Second Language Acquisition: the landscape, the scholarship and the reader, Ernesto Macaro (University of Oxford, UK) \ 2. A compendium of key concepts in second language acquisition, Ernesto Macaro, Robert Vanderplank and Victoria Murphy (Oxford University Language Centre and University of Oxford, UK) \ 3. Research methods in second language acquisition, Andrew D. Cohen and Ernesto Macaro (University of Minnesota, USA and University of Oxford, UK) \ Part 2: Issues and Relationships in Second Language Acquisition \ 4. The relationship between first and second language acquisition revisited, Vivian Cook (Newcastle University, UK) \ 5. The relationship between age of learning and type of linguistic exposure in children learning a second language, Victoria A. Murphy (University of Oxford, UK) \ 6. The relationship between L2 vocabulary knowledge and L2 vocabulary use, Paul Meara (University of Wales Swansea, UK) \ 7. The relationship between L2 input and L2 output, Susan Gass (Michigan State University, USA) \ 8. The relationship between pedagogical focus and interaction in L2 lessons, Paul Seedhouse (Newcastle University, UK) \ 9. The relationship between language aptitude and language learning motivation: individual differences from a dynamic systems perspective, Zoltán Dörnyei (University of Nottingham, UK) \ 10. The relationship between strategic behaviour and language learning success, Ernesto Macaro (University of Oxford, UK) \ Conclusions, Ernesto Macaro, (University of Oxford, UK) \ References \ Index