An Introduction to Second Language Acquisition Research

Note: Supplemental materials are not guaranteed with Rental or Used book purchases.

ISBN: 9780582553774 | 0582553776
Cover: Nonspecific Binding
Copyright: 4/8/1991

Rent

(Recommended)

$55.49

Term

Due

Price

Semester

Aug 2

$55.49

Quarter

Jul 19

$52.72

Short Term

Jun 21

$49.93

*This item is part of an exclusive publisher rental program and requires an additional convenience fee. This fee will be reflected in the shopping cart.
Buy New

Usually Ships in 3-5 Business Days

$75.80
eBook

Available Instantly

Online: 180 Days

Downloadable: 180 Days

$60.02

Understanding how people learn and fail to learn second and foreign languages is increasingly recognised as a critical social and psycholinguistic issue. Second languages are vitally important to diverse groups of people, ranging from refugees to college students facing foreign language requirements. This book provides a synthesis of empirical findings on second and foreign language learning by children and adults, emphasising the design and execution of appropriate research.

General Editor's Preface

(3)

Authors' Preface

xiii

(3)

Acknowledgements

xvi

1 Introduction

(9)

1.1 The place of second language in the world today

(1)

1.2 Why study second language acquisition?

(3)

1.3 Development of the field of study of second language acquisition

(1)

1.4 The scope of second language acquisition research

(1)

Notes

(1)

Activities

(1)

Suggestions for further reading

(1)

2 Second language acquisition research methodology

(42)

2.1 Introduction

(1)

2.2 Qualitative versus quantitative methodologies

(14)

2.2.1 Introspection

(1)

2.2.2 Participant observation

(1)

2.2.3 Non-participant observation

(1)

2.2.4 Focused description

(2)

2.2.5 Pre-experiment

(1)

2.2.6 Quasi-experiment

(1)

2.2.7 Experiment

(4)

2.3 Setting

(2)

2.4 Instrumentation: production data elicitation

(4)

2.5 Variability problem

(3)

2.6 Instrumentation: intuitional data elicitation

(2)

2.7 Instrumentation: use of miniature languages

(1)

2.8 Instrumentation: affective variables

(2)

2.9 Instruments from other disciplines

(1)

2.10 Measuring learner performance

(6)

2.10.1 Defining language proficiency

(2)

2.10.2 Defining an acquisition point

(1)

2.10.3 Task versus test

(1)

2.10.4 An index of development

(2)

2.11 Conclusion

(1)

Notes

(1)

Activities

(4)

Suggestions for further reading

(2)

3 SLA: Types of data analysis

(29)

3.1 Introduction

(1)

3.2 Contrastive analysis

(4)

3.2.1 The contrastive analysis hypothesis

(2)

3.2.2 Language acquisition as habit formation

(1)

3.2.3 The CAH refuted

(1)

3.3 Error analysis

(6)

3.3.1 Strong versus weak versions of the CAH

(1)

3.3.2 Language acquisition as rule formation

(1)

3.3.3 Interlingual versus intralingual errors

(2)

3.3.4 Interlanguage

(1)

3.3.5 Error analysis criticized

(1)

3.4 Performance analysis

(7)

3.4.1 Morpheme studies

(1)

3.4.2 Developmental sequence

(2)

3.4.3 Learner strategies

(3)

3.4.4 The acquisition of forms and functions

(1)

3.4.5 Formulaic utterances

(1)

3.5 Discourse analysis

(4)

3.5.1 Conversational analysis

(1)

3.5.2 Other applications of discourse analysis

(2)

3.6 Conclusion

(1)

Notes

(1)

Activities

(5)

Suggestions for further reading

(1)

4 Interlanguage studies: Substantive findings

(33)

4.1 Introduction

(1)

4.2 ILs vary systematically

(7)

4.2.1 Free variation

(1)

4.2.2 Systematic variability

(2)

4.2.3 Variability resulting from amount of attention

(1)

4.2.4 Free variation as an impetus for development

(1)

4.2.5 Multiple explanations for variability

(2)

4.3 ILs exhibit common acquisition orders and developmental sequences

(8)

4.3.1 Acquisition order: morpheme studies

(4)

4.3.2 Developmental sequence: interrogatives

(2)

4.3.3 Developmental sequence: negation

(2)

4.4 ILs are influenced by the learner's L1

(11)

4.4.1 The effect of the L1 on SLA: how

(4)

4.4.2 The effect of the L1 on SLA: when (markedness)

101

(2)

4.4.3 The effect of the L1 on SLA: when (perceived transferability)

103

(4)

Notes

107

(1)

Activities

108

(4)

Suggestions for further reading

112

(2)

5 The linguistic environment for language acquisition

114

(39)

5.1 Linguistic input for first language acquisition

114

(2)

5.2 Linguistic input for second language acquisition

116

(12)

5.2.1 Linguistic adjustments to non-native speakers

117

(3)

5.2.2 Conversational adjustments to non-native speakers

120

(8)

5.3 Does the linguistic environment make a difference?

128

(16)

5.3.1 The effect of deviant input

129

(1)

5.3.2 The role of conversation in developing syntax

130

(2)

5.3.3 Input frequency-accuracy order relationships

132

(2)

5.3.4 Input modification and second language comprehension

134

(5)

5.3.5 Comprehensible input and second language acquisition

139

(5)

Notes

144

(1)

Activities

145

(7)

Suggestions for further reading

152

(1)

6 Explanations for differential success among second language learners

153

(67)

6.1 Introduction

153

(1)

6.2 Age

154

(13)

6.2.1 Studies of age and SLA

155

(8)

6.2.2 Explanations for age-related differences

163

(4)

6.3 Aptitude

167

(5)

6.4 Social-psychological factors

172

(12)

6.4.1 Motivation

173

(2)

6.4.2 Attitude

175

(9)

6.5 Personality

184

(8)

6.6 Cognitive style

192

(5)

6.7 Hemisphere specialization

197

(2)

6.8 Learning strategies

199

(4)

6.9 Other factors

203

(3)

6.10 Conclusion

206

(9)

Notes

215

(1)

Activities

216

(2)

Suggestions for further reading

218

(2)

7 Theories in second language acquisition

220

(79)

7.1 Introduction

220

(1)

7.2 Theory construction and social science

221

(6)

7.2.1 The role of theories in making research cumulative

221

(1)

7.2.2 Purposes and types of theory

222

(5)

7.3 Nativist theories of SLA

227

(22)

7.3.1 General characteristics

227

(1)

7.3.2 Chomsky's Universal Grammar and SLA

228

(7)

7.3.3 A critique of language-specific nativist theories

235

(5)

7.3.4 Krashen's Monitor Theory

240

(5)

7.3.5 A critique of Monitor Theory

245

(4)

7.4 Environmentalist theories of SLA

249

(17)

7.4.1 General characteristics

249

(2)

7.4.2 Schumann's Pidginization Hypothesis and Acculturation Model

251

(7)

7.4.3 A critique of the Pidginization Hypothesis and Acculturation Model

258

(8)

7.5 Interactionist theories of SLA

266

(21)

7.5.1 General characteristics

266

(1)

7.5.2 Givon's Functional-Typological Theory and SLA

267

(2)

7.5.3 A critique of Givon's theory in SLA research

269

(1)

7.5.4 The ZISA's group's Multidimensional Model

270

(13)

7.5.5 A critique of the Multidimensional Model

283

(4)

7.6 Conclusion: the state of SLA theories

287

(3)

7.6.1 Comparing and evaluating theories

287

(2)

7.6.2 A note of caution

289

(1)

Notes

290

(3)

Activities

293

(3)

Suggestions for further reading

296

(3)

8 Instructed second language acquisition

299

(33)

8.1 Introduction

299

(1)

8.2 Early research on the effect of instruction, and some claimed implications

300

(4)

8.3 The effect of instruction on accuracy orders and developmental sequences

304

(5)

8.4 The effect of instruction on acquisition processes

309

(3)

8.5 The effect of instruction on rate of acquisition

312

(3)

8.6 The effect of instruction on the level of ultimate SL attainment

315

(6)

8.7 Conclusion

321

(1)

8.8 Explanations

322

(3)

8.9 Researching instructional design features

325

(2)

Notes

327

(1)

Activities

328

(2)

Suggestions for further reading

330

(2)

Epilogue

332

(2)

Bibliography

334

(60)

Index

394

Please wait while the item is added to your bag...

FREE SHIPPING

Amazon no longer offers textbook rentals. We do!

An Introduction to Second Language Acquisition Research

Summary

Table of Contents

Supplemental Materials