Second language acquisition: an introductory course

Preface

1. Introduction

1.1. The study of second language acqusition

1.2. Definitions

1.3. The nature of language

1.3.1. Sound systems

1.3.2. Syntax

1.3.3. Morphology and the lexicon

1.3.4. Semantics

1.3.5. Pragmatics

1.4. The nature of nonnative speaker knowledge

1.5. Conclusion

Suggestions for additional reading

Points for discussion

2. Related disciplines

2.1. SLA and related disciplines

2.2. Third language acquisition/multilingualism

2.3. Heritage language acquisition

2.4. Bilingual acquisition

2.5. First language acquisition

2.5.1. Babbling

2.5.2. Words

2.5.3. Sounds and pronunciation

2.5.4. Syntax

2.5.5. Morphology

2.6. Conclusion

Suggestions for additional reading

Points for discussion

3. Second and foreign language data

3.1. Data analysis

3.1.1. Data set I: plurals

3.1.2. Data set II: verb + -ing markers

3.1.3. Data set III: prepositions

3.2. What data analysis does not reveal

3.3. Data collection

3.3.1. Eliciting speech samples

3.3.2. Eliciting reactions to data

3.3.3. Verbal report data

3.3.4. Measuring non-linguistic information

3.3.5. Measuring general proficiency: standardized language tests

3.4. Replication

3.5. Issues in data analysis

3.6. What is acquisition?

3.7. Conclusion

Suggestions for additional reading

Points for discussion

4. The role of the native language: an historical overview

4.1. Introduction

4.2. Behaviorism

4.2.1. Linguistic background

4.2.2. Psychological background

4.3. Contrastive Analysis Hypothesis

4.4. Error analysis

4.5. Conclusion

Suggestions for additional reading

Points for discussion

5. Recent perspectives on the role of previously known languages

5.1. Theories of learning

5.2. Child second language acquisition

5.3. Child second language morpheme order studies

5.4. Adult second language morpheme order studies

5.5. Revised perspectives on the role of the native language

5.5.1. Avoidance

5.5.2. Differential learning rates

5.5.3. Different paths

5.5.4. Overproduction

5.5.5. Predictability/selectivity

5.5.6. Second language processing

5.6. Interlanguage transfer

5.7. Conclusion

Suggestions for additional reading

Points for discussion

6. Formal approaches to SLA

6.1. Introduction

6.2. Universal Grammar

6.2.1. Initial state

6.2.2. UG principles

6.2.3. UG parameters

6.2.4. Falsification

6.3. Transfer: the UG perspective

6.3.1. Levels of representation

6.3.2. Clustering

6.3.3. Learnability

6.4. Phonology

6.4.1. Markedness Differential Hypothesis

6.4.2. Similarity/dissimilarity: Speech Learning Model

6.4.3. Optimality Theory

6.4.4. Ontogeny Phylogeny Model

6.5. Conclusion

Suggestions for additional reading

Points for discussion

7. Typological and functional approaches

7.1. Introduction

7.2. Typological universals

7.2.1. Test case I: the Accessibility Hierarchy

7.2.2. Test case II: the acquisition of questions

7.2.3. Test case III: voiced/voiceless consonants

7.2.4. Falsifiability

7.2.5. Typological universals: conclusions

7.3. Functional approaches

7.3.1. Tense and aspect: the Aspect Hypothesis

7.3.2. The Discourse Hypothesis

7.3.3. Concept-oriented approach

7.4. Conclusion

Suggestions for additional reading

Points for discussion

8. Looking at interlanguage processing

8.1. Introduction

8.2. Connectionist/emergentist models

8.3. Processing approaches

8.3.1. Processability Theory

8.3.2. Information processing: automaticity, restructuring, and U-shaped learning

8.3.3. Input Processing

8.4. Knowledge types

8.4.1. Acquisition-Learning

8.4.2. Declarative/procedural

8.4.3. Implicit/explicit

8.4.4. Representation and control

8.5. Interface of knowledge types

8.5.1. No interface

8.5.2. Weak interface

8.5.3. Strong interface

8.6. Psycholinguistic constructs

8.6.1. Attention

8.6.2. Working memory

8.6.3. Monitoring

8.7. Conclusion

Suggestions for additional reading

Points for discussion

9. Interlanguage in context

9.1. Introduction

9.2. Variation

9.3. Systematic variation

9.3.1. Linguistic context

9.3.2. Social context relating to the native language

9.3.3. Social context relating to interlocutor, task type, and conversational topic

9.4. Social interactional approaches

9.4.1. Conversation Analysis

9.4.2. Sociocultural theory

9.5. Communication strategies

9.6. Interlanguage pragmatics

9.7. Conclusion: SLA and other disciplines

Suggestions for additional reading

Points for discussion

10. Input, interaction, and output

10.1. Introduction

10.2. Input

10.3. Comprehension

10.4. Interaction

10.5. Output

10.5.1. Feedback

10.5.2. Hypothesis testing

10.5.3. Automaticity

10.5.4. Meaning-based to grammar-based processing

10.6. The role of input and interaction in language learning

10.6.1. Attention

10.6.2. Contrast theory

10.6.3. Metalinguistic awareness

10.7. Limitations of input

10.8. Conclusion

Suggestions for additional reading

Points for discussion

11. Instructed second language learning

11.1. Introduction

11.2. Classroom language

11.3. Processing instruction

11.4. Teachability/learnability

11.5. Focus on form

11.5.1. Timing

11.5.2. Forms to focus on

11.5.3. Input manipulation and input enhancement

11.6. Uniqueness of instruction

11.7. Effectiveness of instruction

11.8. Conclusion

Suggestions for additional reading

Points for discussion

12. Beyond the domain of language

12.1. Introduction

12.2. Research traditions

12.2.1. Linguistics

12.2.2. Psychology

12.2.3. Psycholinguistics

12.3. Affect

12.3.1. Language shock and culture shock

12.3.2. Anxiety

12.3.3. Affective Filter

12.4. Social distance

12.5. Age differences

12.6. Aptitude

12.7. Motivation

12.7.1. Motivations as a function of time and success

12.7.2. Changes over time

12.7.3. Influence of success on motivation and demotivation

12.8. Personality and learning style

12.8.1. Extroversion and introversion

12.8.2. Risk taking

12.8.3. Field independence/dependence

12.8.4. Visual/auditory/kinesthetic

12.8.5. Obtaining learning style information

12.9. Learning strategies

12.10. Conclusion

Suggestions for additional reading

Points for discussion

13. The lexicon

13.1. The significance of the lexicon

13.2. Categories of lexical knowledge: some dichotomies

13.2.1. Production and reception

13.2.2. Knowledge and control

13.2.3. Breadth and depth

13.3. Lexical knowledge, development, and influences

13.3.1. Subcategorization

13.3.2. Word associations and networks

13.3.3. Word formation

13.3.4. Word combinations, collocations, and phraseology

13.4. L1 influence

13.4.1. Incidental vocabulary learning

13.4.2. Incremental vocabulary learning

13.5. Using lexical skills

13.5.1. Production

13.5.2. Perception

13.6. Conclusion

Suggestions for additional reading

Points for discussion

14. An integrated view of second language acquisition

14.1. An integration of subareas

14.1.1. Apperceived input

14.1.2. Comprehended input

14.1.3. Intake

14.1.4. Integration

14.1.5. Output

14.2. Conclusion

Suggestions for additional reading

Points for discussion

Notes

Glossary

References

Author index

Subject index