| Notes on Contributors |
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ix | |
| Acknowledgments |
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xvii | |
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1 | (6) |
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5 | (2) |
| Part I Advanced L2 Capacity: Orientations On Acquisition |
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7 | (124) |
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2 Systemic Functional Linguistics And Advanced Second Language Proficiency |
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9 | (21) |
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9 | (1) |
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SFL-Based Assumptions About Language And Language Development: Implications For The Construct Of L2 Advancedness |
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10 | (1) |
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Functional Theory Of Language |
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10 | (1) |
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Complementarity Of Context And Text |
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11 | (1) |
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Complementarity Of System And Instance |
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12 | (1) |
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Congruent vs. Incongruent Meaning-Making |
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12 | (3) |
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Systemic Model Of Language |
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15 | (1) |
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SFL-Based Descriptions: Specifying L2 Advancedness |
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16 | (1) |
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Advanced Ideational Resources: Construing Knowledge Through Experiential And Logical GM |
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16 | (2) |
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Advanced Interpersonal Resources: Expressing Stance And Constructing Relationship Between Discourse Participants Through The Use Of Interpersonal GM And Engagement |
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18 | (2) |
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Advanced Textual Resources: Organizing Meanings In Text Through Thematic Choices |
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20 | (2) |
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SFL-Inspired Curriculum, Pedagogy, And Assessment: Fostering Advanced L2 Proficiency |
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22 | (2) |
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Outlook: An Agenda For The SFL-Informed Research On L2 Advanced Proficiency |
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24 | (1) |
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25 | (1) |
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25 | (5) |
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3 Psycholinguistic Approaches And Advanced Proficiency |
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30 | (21) |
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30 | (1) |
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L2 Parsing And Advanced Proficiency |
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31 | (1) |
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31 | (4) |
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Applying Grammatical Knowledge During On-Line Processing |
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35 | (3) |
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Referential Processing And Advanced Proficiency |
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38 | (1) |
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Processing Relative Clause Attachment Ambiguities |
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39 | (2) |
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Agreement Processing And Advanced Proficiency |
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41 | (3) |
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44 | (1) |
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45 | (1) |
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45 | (6) |
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4 What Does Critical Period Research Reveal About Advanced L2 Proficiency? |
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51 | (21) |
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The Relationship Between Critical Period Research And Advanced L2 Proficiency |
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51 | (2) |
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53 | (1) |
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54 | (7) |
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61 | (5) |
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L2 Learning At Advanced Proficiency Levels: Summary Of Findings |
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66 | (1) |
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Types Of Items Resistant To Learning Even At Advanced Proficiency Levels |
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67 | (1) |
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Avenues For Future Research |
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68 | (1) |
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69 | (3) |
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5 Generative Approaches To Second Language (L2) Acquisition And Advanced L2 Proficiency |
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72 | (22) |
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72 | (3) |
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Main Tenets Of Generative Linguistic Theory |
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75 | (3) |
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Generative Approaches To L2 Ultimate Attainment |
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78 | (1) |
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Access To Universal Grammar |
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79 | (1) |
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80 | (2) |
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Beyond UG Access And L1 Transfer |
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82 | (4) |
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86 | (1) |
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87 | (1) |
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88 | (1) |
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88 | (6) |
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6 Interaction-Driven L2 Learning: Advanced Learners |
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94 | (20) |
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94 | (1) |
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95 | (1) |
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Key Elements Of The Interaction Approach |
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95 | (2) |
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Intereaction And Advanced Learners |
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97 | (1) |
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Corrective Feedback And Advanced Proficiency Learners |
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98 | (2) |
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Peer Interaction And Advanced Proficiency Learners |
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100 | (3) |
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Technology, Interaction, And Advanced Learners |
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103 | (1) |
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104 | (1) |
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Conclusions And Future Directions |
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105 | (3) |
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108 | (6) |
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7 Sociocultural Theory: Mediating Learners Toward Advanced Proficiency |
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114 | (17) |
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114 | (1) |
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Principles Of Sociocultural Theory |
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115 | (1) |
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Internalization And Mediation Through Signs |
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115 | (2) |
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Developing Higher Forms Of Consciousness Through Schooling |
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117 | (3) |
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L2 Education To Promote Advanced Proficiency |
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120 | (1) |
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The Content Of L2 Instruction As Mediation Toward Proficiency: STI And MD |
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121 | (4) |
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Teacher-Learner Interaction As Mediation For L2 Proficiency: DA |
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125 | (2) |
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127 | (1) |
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128 | (3) |
| Part II Advanced Proficiency And Performance: Multiple Dimensions And Contexts |
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131 | (108) |
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8 Advanced-Level Grammatical Development In Instructed SLA |
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133 | (24) |
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133 | (1) |
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Problematizing The Interrelationships Among Advanced Abilities, Grammar, And Instructed Learning |
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134 | (1) |
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134 | (1) |
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The Challenge And Promise Of Advanced Capacities |
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135 | (1) |
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The Crucible Of The Context Of Instructed Learning |
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136 | (1) |
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Advancedness, Where Art Though? |
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137 | (1) |
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Understanding And Addressing Local-Level Phenomena |
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138 | (1) |
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Positioning Accuracy, Responding From Rule-Based Notions Of Grammar |
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138 | (2) |
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Exploring The Complex Embeddedness Of Grammatical Features |
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140 | (1) |
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Observing Advanced-Level Grammatical Abilities Through The CAS Lens |
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141 | (2) |
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Understanding Advancedness As A Discourse Phenomenon |
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143 | (1) |
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Asserting And Positioning A Shift To Discourse |
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143 | (1) |
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From 'Discourse' To 'Gengre' |
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143 | (1) |
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Implications Of A Genre Orientation For Advanced Instructed Language Learning |
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144 | (2) |
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Toward A Functional Understanding Of Grammar |
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146 | (1) |
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Understanding Genre Within A Functional Grammar-Implications For Grammar Teaching |
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147 | (1) |
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A Natural Functional Theory Of Language And Advanced-Level Grammar Teaching |
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148 | |
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Directions For Future Research |
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146 | (4) |
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150 | (7) |
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9 Individual Differences In Advanced Proficiency |
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157 | (22) |
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Introduction And Literature Review |
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157 | (2) |
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159 | (1) |
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159 | (1) |
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Use Of Authentic L2 Resources Outside Of Class |
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160 | (1) |
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160 | (1) |
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161 | (4) |
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165 | (8) |
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173 | (3) |
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176 | (1) |
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176 | (3) |
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10 The Prior Language Experience Of Heritage Bilinguals |
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179 | (20) |
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179 | (2) |
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Individual Differences In Prior Language Experience |
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181 | (2) |
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183 | (4) |
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Advanced Proficient Heritage Speakers |
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187 | (1) |
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Pedagogical Interventions |
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188 | (3) |
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HL Speakers As Additional Language (Ln) Learners |
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191 | (1) |
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Conclusion And Future Research |
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192 | (1) |
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193 | (6) |
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11 Meeting The Demands Of Globalization: One Goal Of Isla Research |
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199 | (20) |
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199 | (2) |
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Societal Demands For Advanced Proficiency And Academia's Response |
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201 | (2) |
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ISLA In A Foreign Language Curriculum: Goals For Fostering Change |
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203 | (1) |
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Goal #1: (Re)Define Learning Context |
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204 | (1) |
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Goal #2: Institutionalize The Relationship Between Theory And Practice |
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205 | (1) |
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Goal #3: Incorporating Models Of (I)SLA In Processing-Based Pedagogy |
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206 | (1) |
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Goal #4: Situating Noticing In The Instructional Design |
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207 | (1) |
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Goal #5: Controlling For Depth of Processing Is ISLA |
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208 | (2) |
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Goal #6: Control For Judicious Use Of Technology |
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210 | (1) |
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One Example Of Proficiency-Based Curricular Change: "The Carolina Project" |
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211 | (2) |
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Conclusions And Future Research |
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213 | (1) |
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214 | (1) |
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214 | (5) |
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12 Task Condition Effects On Advanced-Level Foreign Language Performance |
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219 | (20) |
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219 | (2) |
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Pre-Task (Strategic) Planning With High-Proficiency Learners |
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221 | (1) |
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Behavior Of Advanced Learners In Pre-Task Planning |
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221 | (1) |
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Effects Of Pre-Task Planning On Calf For Advanced Learners |
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222 | (2) |
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On-Line Planning With Advanced Learners |
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224 | (1) |
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The Theoretical Underpinnings Of On-Line Planning |
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224 | (1) |
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The Operationalization And Effects Of Ono-Line Planning |
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225 | (1) |
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Summary Of On-Line Planning Effects And High-Proficiency Learners |
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226 | (1) |
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Task Repetition Effects With Advanced Learners |
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227 | (1) |
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227 | (1) |
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Justifications For Task Repetition |
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227 | (1) |
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Operationalizations Of Repetition |
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228 | (1) |
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Immediate Task Repetition |
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229 | |
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Task Repetition After A Time Interval |
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228 | (1) |
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Multiple Task Repetitions With Time Intervals |
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229 | (1) |
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Summary Of Task Repetition Effects With Advanced Learners |
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229 | (1) |
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Perspectives From Native Speaker Performance |
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230 | (2) |
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Suggestions For The Future |
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232 | (2) |
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234 | (1) |
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234 | (5) |
| Part III Advanced Phonology |
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239 | (102) |
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13 Advanced-Level L2 Phonology |
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241 | (23) |
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241 | (1) |
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The Locus Of 'Advanced' Phonology |
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242 | (1) |
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242 | (3) |
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245 | (1) |
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The Locus Of The Difference |
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246 | (1) |
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Factors Influencing Phonological Outcomes |
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247 | (1) |
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247 | (1) |
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248 | (1) |
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249 | (1) |
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250 | (1) |
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250 | (1) |
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Global Accent And Comprehensibility |
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251 | (1) |
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The Heritage Speaker Benchmark |
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251 | (1) |
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The Encapsulation Of Phonology |
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252 | (1) |
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252 | (1) |
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253 | (2) |
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255 | (1) |
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255 | (2) |
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What About Representation? |
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257 | (1) |
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Directions For Future Research |
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258 | (1) |
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259 | (1) |
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259 | (1) |
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259 | (5) |
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14 Markedness And Advanced Development |
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264 | (18) |
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264 | (1) |
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265 | (1) |
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265 | (1) |
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265 | (1) |
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266 | (3) |
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Markedness As An Evaluative Measure In L2 Phonology |
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269 | (1) |
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Markedness As Learning Difficulty In L2 Phonology |
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270 | (3) |
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Markedness As An Evaluative Measure Of IL Grammars |
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273 | (1) |
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Markedness As An Evaluative Measure Of Phonological Environments And Speaking Contexts |
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274 | (1) |
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Issues Concerning Typological Markedness As An Explanatory Principle |
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275 | (3) |
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Markedness As An Evaluative Measure Of Advanced Development |
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278 | (1) |
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279 | (1) |
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279 | (1) |
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280 | (2) |
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15 Advanced Second Language Segmental And Suprasegmental Acquisition |
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282 | (22) |
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282 | (1) |
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Process Of Advanced-Level L2 Speech Attainment |
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283 | (1) |
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284 | (2) |
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286 | (1) |
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Perception And Production |
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287 | (2) |
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Product Of Advanced-Level L2 Speech Attainment |
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289 | |
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288 | (3) |
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Suprasegmental Attainment |
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291 | (1) |
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Individual Differences In Advanced-Level L2 Speech Attainment |
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292 | (1) |
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292 | (2) |
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Quality And Quantity Of Input |
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294 | (2) |
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296 | (1) |
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296 | (1) |
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Conclusion And Future Directions |
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297 | (1) |
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298 | (1) |
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298 | (6) |
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16 Connected Speech In Advanced-Level Phonology |
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304 | (19) |
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Connected Speech And The Advanced L2 Learner |
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304 | (3) |
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Describing Connected Speech Processes |
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307 | (2) |
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Notions About The Term Advanced |
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309 | (1) |
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Training L2 Learners To Perceive And Produce Connected Speech Processes |
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310 | (1) |
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Motivation And Challenges |
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310 | (3) |
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Effects Of Training And Individual Differences |
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313 | (3) |
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Suggestions For Future Research |
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316 | (1) |
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316 | (1) |
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Individual Learner Differences |
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316 | (2) |
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Research Methods And Tools |
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318 | (1) |
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319 | (1) |
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319 | (1) |
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320 | (3) |
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17 Voice Onset Time In Advanced SLA |
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323 | (18) |
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323 | (1) |
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324 | (3) |
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The Target Of Acquisition |
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327 | (1) |
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The How And When Of VOT Acquisition |
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328 | (2) |
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What VOT Research Tells Us About The Advanced Learner |
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330 | (2) |
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332 | (3) |
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335 | (1) |
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336 | (1) |
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337 | (4) |
| Part IV Advanced Grammar |
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341 | (57) |
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18 Advanced-Level Mood Distinction |
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343 | (18) |
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343 | (1) |
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Mood Distinction In French And Spanish |
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343 | (2) |
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Advanced-Level Learners And Mood Distinction |
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345 | (1) |
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346 | (3) |
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349 | (4) |
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Established Proficiency Metric |
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353 | (2) |
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355 | (1) |
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356 | (1) |
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357 | (1) |
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357 | (4) |
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19 Advanced Conceptualizations Of Tense And Aspect In L2 Acquisition |
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361 | (20) |
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361 | (1) |
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Aspect: From Representation To Acquisition |
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362 | (1) |
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The Representation Of Aspect |
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362 | (1) |
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A (Broad) Grammatical Representation Of Aspect |
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363 | (2) |
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Imperfective As The True Aspectual Marker |
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365 | (1) |
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Iterativity And Habituality: Fine-Grained Distinction |
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365 | (2) |
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Temporal vs. Non-Temporal Meanings Of Aspect |
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367 | (1) |
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The Acquisition And Developments Of Aspect Across The Bilingual Continuum |
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368 | (1) |
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Instructional Settings And Pedagogical Rules |
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369 | (1) |
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Imprecise And Incomplete Descriptions Of Aspect |
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369 | (1) |
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Advanced Knowledge Of Aspect: Beyond Rules Of Thumb |
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369 | (1) |
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Developing An Advanced Conceptualization Of Aspectual Knowledge: BI And CSH |
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370 | (1) |
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The Problems With The Advanced Conceptualizations Of Aspect Of CBI And CSH |
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370 | (3) |
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Guided (Enhanced) Induction |
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373 | (1) |
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Guided Induction: Language Data And Metalinguistic Awareness |
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373 | (1) |
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374 | (2) |
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376 | (1) |
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376 | (5) |
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20 Inflectional Morphology |
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381 | (17) |
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381 | (1) |
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The Function Of Inflectional Morphology And Its Place In The Language Faculty |
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382 | (1) |
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Inflectional Morphology Expresses Grammatical And Semantic Features |
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382 | (2) |
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The Syntax-Before-Morphology View |
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384 | (1) |
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The Semantics Reflexes Of Functional Morphology Knowledge |
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385 | (2) |
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387 | (1) |
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Verbal Inflectional Morphology |
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388 | (2) |
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Nominal Inflectional Morphology |
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390 | (2) |
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Dissociations Between Representation And Processing |
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392 | (4) |
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Conclusions And Directions For Further Research |
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396 | (1) |
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397 | (1) |
| References |
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398 | (63) |
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21 Advanced Lexical Development |
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401 | (18) |
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401 | |
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How Might We Define Advanced Lexical Development? |
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400 | (1) |
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401 | (3) |
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404 | (1) |
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404 | (1) |
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405 | (1) |
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What Are The Keys To Helping Learners Reach A Level Of Advanced Lexical Development? |
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406 | (1) |
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The Four Strands Of A Vocabulary Learning Program |
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407 | (1) |
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407 | (1) |
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408 | (1) |
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Language-Focused Learning |
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409 | (1) |
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410 | (1) |
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Where Should The Focus Of Learning Be For Those Who Have Already Achieved And Advanced Level Of Lexical Development? |
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411 | (1) |
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Directions For Further Research |
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412 | (1) |
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413 | (2) |
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415 | (4) |
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22 Word Order And Information Structure In Advanced SLA |
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419 | (23) |
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Introduction: Information Structure (IS) At The Syntax-Discourse Interface |
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419 | (1) |
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The Syntax-Discourse Interface And The Interface Hypothesis In Advanced SLA |
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420 | (1) |
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420 | (1) |
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Pronominal Subject Distribution And IS |
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421 | (2) |
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Subject-Verb Inversion And IS |
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423 | (4) |
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The Left Periphery And IS |
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427 | (3) |
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Summary: Native-Like Attainment At The Syntax-Discourse Interface? |
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430 | (1) |
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Functional Aproaches To Word Order And IS In Advanced SLA |
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430 | (2) |
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Transfer Of Principles Of IS In The Advanced Stages Of Acquisition |
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432 | (1) |
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433 | (4000) |
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4433 | |
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435 | (1) |
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Combining Experimental And Corpus Evidence: The Way Forward |
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435 | (1) |
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436 | (1) |
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437 | (5) |
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23 Advanced-Level Semantics |
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442 | (19) |
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442 | (2) |
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Semantics Of The Nominal Domain At Advanced Proficiency: Semantics vs. Morphology |
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444 | (1) |
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The Mass/Count Distinction And Plural Interpretation |
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444 | (1) |
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Articles: Definiteness And Specificity |
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445 | (1) |
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445 | (1) |
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Summary: Semantics And Morphology In The Nominal Domain |
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446 | (1) |
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Scope Interpretation At Advanced Proficiency: Overcoming PoS |
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447 | (1) |
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The PoS Argument In L2 Acquisition |
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447 | (1) |
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Scope Of Quantifiers And Wh-Expressions |
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448 | (2) |
|
|
|
450 | (1) |
|
Scope Ambiguity And (Dis)continuity |
|
|
451 | (1) |
|
Summary: Scope And The PoS Problem |
|
|
452 | (1) |
|
Interface With Discourse At Advanced Proficiency |
|
|
452 | (1) |
|
Overt vs. Null Subject Interpretation |
|
|
453 | (1) |
|
|
|
454 | (1) |
|
Clitics And Topicalization |
|
|
455 | (1) |
|
Summary: Interface Phenomena In SLA |
|
|
456 | (1) |
|
|
|
456 | (1) |
|
|
|
457 | (4) |
| Part V Advanced-Level Pragmatics, Discourse, And Sociocultural Literacy |
|
461 | (105) |
|
24 Advanced-Level Pragmatics In Instructed SLA |
|
|
463 | (20) |
|
|
|
|
|
463 | (1) |
|
Pragmatic Competence And Instructed Second Language Acquisition |
|
|
464 | |
|
|
|
46 | (422) |
|
|
|
468 | (1) |
|
Pragmatic Features And Measures |
|
|
468 | (4) |
|
Pragmatic Instructions And Their Effectiveness |
|
|
472 | (6) |
|
Conclusion And Future Directions |
|
|
478 | (2) |
|
|
|
480 | (3) |
|
25 Advanced Reading Proficiency In Collegiate Foreign Language Learners |
|
|
483 | (22) |
|
|
|
|
|
|
|
483 | (1) |
|
Language Proficiency And Reading Ability |
|
|
484 | (1) |
|
Changing Views Of Language Proficiency In Second Language Research |
|
|
484 | (1) |
|
Changing Views Of Reading Ability |
|
|
484 | (1) |
|
Contributions Of Linguistic Knowledge To Reading |
|
|
485 | (1) |
|
Component Skills Of Reading |
|
|
485 | (2) |
|
Contributions Of Linguistic Knowledge To Reading Operations |
|
|
487 | (1) |
|
|
|
487 | (1) |
|
|
|
487 | (1) |
|
|
|
488 | (1) |
|
|
|
488 | (1) |
|
|
|
489 | (1) |
|
|
|
489 | (1) |
|
Advanced L2 Reading Proficiency In Practice |
|
|
490 | (1) |
|
Analysis Of Proficiency Guidelines |
|
|
491 | (4) |
|
Analysis Of Advanced-Level Textbooks |
|
|
495 | (5) |
|
|
|
500 | (1) |
|
|
|
501 | (4) |
|
26 Advanced Second Language Pragmatic Competence |
|
|
505 | (22) |
|
|
|
|
|
505 | (1) |
|
Comprehension Of Indirect Meaning |
|
|
506 | (1) |
|
|
|
507 | (1) |
|
Comprehension Of Advanced Competence In Comprehension Of Indirect Meaning |
|
|
508 | (4) |
|
|
|
512 | (1) |
|
Production Of Speech Acts |
|
|
513 | (1) |
|
|
|
514 | (1) |
|
Characteristics Of Advanced Competence In Speech Act Production |
|
|
515 | (5) |
|
|
|
520 | (1) |
|
Conclusion And Future Directions |
|
|
521 | (2) |
|
|
|
523 | (1) |
|
|
|
523 | (4) |
|
27 Advanced Rhetoric And Socially Situated Writing |
|
|
527 | (20) |
|
|
|
|
|
|
|
527 | (1) |
|
A Brief Overview Of Rhetoric |
|
|
527 | (1) |
|
A Brief Overview Of Writing |
|
|
528 | (2) |
|
Complexity, Accuracy And Fluency Constructs |
|
|
530 | (1) |
|
A Rhetorically Based Framework |
|
|
531 | (1) |
|
Progressively Scaffolded Models Of Rhetorical Knowledge |
|
|
532 | (4) |
|
Rhetorically Situating The Writer |
|
|
536 | (1) |
|
|
|
537 | (1) |
|
|
|
538 | (2) |
|
|
|
540 | (1) |
|
Genre Knowledge And Awareness |
|
|
541 | (2) |
|
|
|
543 | (1) |
|
Future Directions Of Efficacy-Oriented, Rhetorically Based Models Of SLA |
|
|
543 | (1) |
|
|
|
543 | (1) |
|
|
|
544 | (3) |
|
28 Variable Structures And Sociolinguistic Variation |
|
|
547 | (19) |
|
|
|
|
|
547 | (1) |
|
What Abilities Must A Sociolinguistically Competent Speaker Possess? |
|
|
548 | (2) |
|
What Are Advanced Learners Able To Do? |
|
|
550 | (6) |
|
Shat Additional Factors Play A Role In The Acquisition Of Sociolinguistic Competence? |
|
|
556 | (2) |
|
Future Directions For Research On Advanced Proficiency And Sociolinguistic Competence |
|
|
558 | (2) |
|
|
|
560 | (1) |
|
|
|
560 | (6) |
| Index |
|
566 | |
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