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Second Language Acquisition: An Introductory Course 3rd New edition [Mīkstie vāki]

3.54/5 (197 ratings by Goodreads)
(Michigan State University, USA), (New York University, USA), (Youngstown State University, USA), (Northern Arizona University, USA)
  • Formāts: Paperback / softback, 598 pages, height x width: 229x152 mm, weight: 794 g, 50 Tables, black and white
  • Izdošanas datums: 01-Jan-2008
  • Izdevniecība: Lawrence Erlbaum Associates Inc
  • ISBN-10: 0805854983
  • ISBN-13: 9780805854985
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Second Language Acquisition: An Introductory Course 3rd New editionPalielināt
  • Formāts: Paperback / softback, 598 pages, height x width: 229x152 mm, weight: 794 g, 50 Tables, black and white
  • Izdošanas datums: 01-Jan-2008
  • Izdevniecība: Lawrence Erlbaum Associates Inc
  • ISBN-10: 0805854983
  • ISBN-13: 9780805854985
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9780805854985.html
Keywords:
The new and updated edition of this bestselling introductory textbook is a comprehensive overview of the field of second language acquisition. In an easy-to-read, accessible style, it provides students with information about the scope of the field, but also provides background information on related areas such as first language acquisition. The book introduces students to current issues of data collection and data analysis, as well as provides an historical overview of the field, thus giving students context and perspective about how today's issues arise from earlier approaches.



Each chapter offers discussion questions and/or problems so that students can put their knowledge to use in a way that is relevant to what they have learned, but that also challenges them to go beyond what is in the chapter and to relate information across chapters.



The book covers a range of areas of second language research including sociolinguistic, psycholinguistic, and linguistic perspectives. It also includes a chapter on the lexicon and on instructed second language learning. The concluding chapter pulls the information in the previous chapters together into a coherent framework that challenges students to think about the field of second language acquisition as a whole.

Recenzijas

"A tour de force. The authors have taken the best text available for an introductory course in second language acquisition (SLA) and made it even stronger. The improvements in the third edition are palpable from the very beginning of the text .The third edition of Second Language Acquisition: An Introductory Course should form the basis for any introduction to SLA, at either the graduate or undergraduate level." - Fred Eckman, Center for the Advanced Study of Language, University of Maryland









"Second Language Acquisition: An Introductory Course presents the most balanced, grounded, and accessible introduction to a broad field.... and a new, updated, and expanded edition is most welcome. In the third edition, Gass and Selinkers overview of the field of SLA continues to be encyclopedic" - Richard Young, Professor of English Linguistics, University of Wisconsin-Madison

Preface xv
Introduction
1(19)
The study of second language acquisition
1(5)
Definitions
6(2)
The nature of language
8(6)
Sound systems
8(1)
Syntax
9(2)
Morphology and the lexicon
11(1)
Semantics
12(1)
Pragmatics
13(1)
The nature of nonnative speaker knowledge
14(1)
Conclusion
14(6)
Suggestions for additional reading
15(1)
Points for discussion
15(5)
Related disciplines
20(21)
SLA and related disciplines
20(1)
Third language acquisition/multilingualism
21(2)
Heritage language acquisition
23(1)
Bilingual acquisition
24(6)
First language acquisition
30(8)
Babbling
31(1)
Words
32(2)
Sounds and pronunciation
34(1)
Syntax
35(1)
Morphology
36(2)
Conclusion
38(3)
Suggestions for additional reading
38(1)
Points for discussion
39(2)
Second and foreign language data
41(48)
Data analysis
41(9)
Data set I: plurals
41(5)
Data set II: verb + -ing markers
46(1)
Data set III: prepositions
47(3)
What data analysis does not reveal
50(2)
Data collection
52(20)
Eliciting speech samples
60(3)
Eliciting reactions to data
63(6)
Verbal report data
69(1)
Measuring non-linguistic information
70(1)
Measuring general proficiency: standardized language tests
71(1)
Replication
72(1)
Issues in data analysis
73(8)
What is acquisition?
81(1)
Conclusion
82(7)
Suggestions for additional reading
82(1)
Points for discussion
82(7)
The role of the native language: an historical overview
89(32)
Introduction
89(1)
Behaviorism
90(6)
Linguistic background
90(2)
Psychological background
92(4)
Contrastive Analysis Hypothesis
96(6)
Error analysis
102(8)
Conclusion
110(11)
Suggestions for additional reading
110(1)
Points for discussion
111(10)
Recent perspectives on the role of previously known languages
121(38)
Theories of learning
121(2)
Child second language acquisition
123(3)
Child second language morpheme order studies
126(4)
Adult second language morpheme order studies
130(6)
Revised perspectives on the role of the native language
136(15)
Avoidance
138(1)
Differential learning rates
139(2)
Different paths
141(2)
Overproduction
143(1)
Predictability/selectivity
144(7)
Second language processing
151(1)
Interlanguage transfer
151(4)
Conclusion
155(4)
Suggestions for additional reading
155(1)
Points for discussion
155(4)
Formal approaches to SLA
159(32)
Introduction
159(1)
Universal Grammar
160(16)
Initial state
163(5)
UG principles
168(2)
UG parameters
170(4)
Falsification
174(2)
Transfer: the UG perspective
176(2)
Levels of representation
176(1)
Clustering
177(1)
Learnability
177(1)
Phonology
178(11)
Markedness Differential Hypothesis
179(4)
Similarity/dissimilarity: Speech Learning Model
183(1)
Optimality Theory
184(2)
Ontogeny Phylogeny Model
186(3)
Conclusion
189(2)
Suggestions for additional reading
189(1)
Points for discussion
190(1)
Typological and functional approaches
191(28)
Introduction
191(1)
Typological universals
191(15)
Test case I: the Accessibility Hierarchy
197(3)
Test case II: the acquisition of questions
200(2)
Test case III: voiced/voiceless consonants
202(2)
Falsifiability
204(1)
Typological universals: conclusions
205(1)
Functional approaches
206(7)
Tense and aspect: the Aspect Hypothesis
206(4)
The Discourse Hypothesis
210(2)
Concept-oriented approach
212(1)
Conclusion
213(6)
Suggestions for additional reading
213(1)
Points for discussion
213(6)
Looking at interlanguage processing
219(40)
Introduction
219(1)
Connectionist/emergentist models
219(7)
Processing approaches
226(15)
Processability Theory
227(3)
Information processing: automaticity, restructuring, and U-shaped learning
230(8)
Input Processing
238(3)
Knowledge types
241(5)
Acquisition--Learning
241(1)
Declarative/procedural
242(1)
Implicit/explicit
243(1)
Representation and control
244(2)
Interface of knowledge types
246(2)
No interface
246(1)
Weak interface
246(1)
Strong interface
247(1)
Psycholinguistic constructs
248(7)
Attention
248(2)
Working memory
250(3)
Monitoring
253(2)
Conclusion
255(4)
Suggestions for additional reading
255(1)
Points for discussion
255(4)
Interlanguage in context
259(45)
Introduction
259(1)
Variation
259(3)
Systematic variation
262(18)
Linguistic context
263(3)
Social context relating to the native language
266(2)
Social context relating to interlocutor, task type, and conversational topic
268(12)
Social interactional approaches
280(5)
Conversation Analysis
281(2)
Sociocultural theory
283(2)
Communication strategies
285(2)
Interlanguage pragmatics
287(6)
Conclusion: SLA and other disciplines
293(11)
Suggestions for additional reading
294(1)
Points for discussion
294(10)
Input, interaction, and output
304(64)
Introduction
304(1)
Input
304(6)
Comprehension
310(7)
Interaction
317(8)
Output
325(21)
Feedback
329(12)
Hypothesis testing
341(4)
Automaticity
345(1)
Meaning-based to grammar-based processing
345(1)
The role of input and interaction in language learning
346(14)
Attention
355(1)
Contrast theory
356(3)
Metalinguistic awareness
359(1)
Limitations of input
360(2)
Conclusion
362(6)
Suggestions for additional reading
362(1)
Points for discussion
362(6)
Instructed second language learning
368(27)
Introduction
368(1)
Classroom language
368(4)
Processing instruction
372(4)
Teachability/learnability
376(4)
Focus on form
380(9)
Timing
384(2)
Forms to focus on
386(1)
Input manipulation and input enhancement
387(2)
Uniqueness of instruction
389(1)
Effectiveness of instruction
390(2)
Conclusion
392(3)
Suggestions for additional reading
392(1)
Points for discussion
393(2)
Beyond the domain of language
395(54)
Introduction
395(1)
Research traditions
396(2)
Linguistics
396(1)
Psychology
397(1)
Psycholinguistics
397(1)
Affect
398(5)
Language shock and culture shock
398(2)
Anxiety
400(2)
Affective Filter
402(1)
Social distance
403(2)
Age differences
405(12)
Aptitude
417(9)
Motivation
426(6)
Motivations as a function of time and success
428(1)
Changes over time
429(1)
Influence of success on motivation and demotivation
429(3)
Personality and learning style
432(7)
Extroversion and introversion
433(1)
Risk taking
433(1)
Field independence/dependence
434(3)
Visual/auditory/kinesthetic
437(1)
Obtaining learning style information
437(2)
Learning strategies
439(6)
Conclusion
445(4)
Suggestions for additional reading
445(1)
Points for discussion
446(3)
The lexicon
449(30)
The significance of the lexicon
449(2)
Categories of lexical knowledge: some dichotomies
451(5)
Production and reception
451(2)
Knowledge and control
453(1)
Breadth and depth
454(2)
Lexical knowledge, development, and influences
456(6)
Subcategorization
456(1)
Word associations and networks
457(1)
Word formation
458(1)
Word combinations, collocations, and phraseology
459(3)
L1 influence
462(5)
Incidental vocabulary learning
463(3)
Incremental vocabulary learning
466(1)
Using lexical skills
467(8)
Production
467(5)
Perception
472(3)
Conclusion
475(4)
Suggestions for additional reading
475(1)
Points for discussion
475(4)
An integrated view of second language acquisition
479(26)
An integration of subareas
479(12)
Apperceived input
482(2)
Comprehended input
484(2)
Intake
486(1)
Integration
487(3)
Output
490(1)
Conclusion
491(14)
Suggestions for additional reading
492(1)
Points for discussion
493(12)
Notes 505(9)
Glossary 514(9)
References 523(54)
Author index 577(6)
Subject index 583
Susan M. Gass, Michigan State University and Larry Selinker, NYU



Susan Gass is University Distinguished Professor in the Department of Linguistics and Germanic, Slavic, Asian and African Languages at Michigan State University. She has conducted research in a wide variety of sub-areas of second language acquisition including language transfer, language universals, second language research methods, and input and interaction. She is the author/editor of numerous books, has served as the President of the American Association for Applied Linguistics and is the President of the International Association of Applied Linguistics (AILA).



Larry Selinker is one of the original contributors to the research field of Second Language Acquisition, having introduced the concepts "interlanguage" and "fossilization" and having conducted one of the first empirical studies in "language transfer" research in 1969. Consistently seeking a more unified account which would integrate concepts of "interdialect," "interculture," and "interliteracy" with new media, he is now preparing a 40-plus year fossilization study on participants first looked at in 1964. He has held professorships at the Universities of Michigan and London and visiting professorships at various universities around the world. Currently, he is Visiting Professor at New York University and, exploring processes of "around sourcing," is helping to organize Research Production Associates.