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Second Language Acquisition: An Introductory Course 4th New edition [Hardback]

(Jauns izdevums: 9781138743410)
3.54/5 (170 ratings by Goodreads)
(Michigan State University, USA), (Youngstown State University, USA), (Northern Arizona University, USA)
  • Formāts: Hardback, 624 pages, height x width x depth: 254x178x38 mm, weight: 1315 g, 51 Tables, black and white
  • Izdošanas datums: 10-Apr-2013
  • Izdevniecība: Routledge
  • ISBN-10: 0415894786
  • ISBN-13: 9780415894784 (Jauns izdevums: 9781138743410)
Citas grāmatas par šo tēmu:
Second Language Acquisition: An Introductory Course 4th New editionPalielināt
  • Formāts: Hardback, 624 pages, height x width x depth: 254x178x38 mm, weight: 1315 g, 51 Tables, black and white
  • Izdošanas datums: 10-Apr-2013
  • Izdevniecība: Routledge
  • ISBN-10: 0415894786
  • ISBN-13: 9780415894784 (Jauns izdevums: 9781138743410)
Citas grāmatas par šo tēmu:
Rokasgrāmatas mājas lapa: http://www.routledge.com
Permanent link: https://www.kriso.lv/db/9780415894784.html
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Now in a fourth edition, this bestselling introductory textbook remains the cornerstone volume for the study of second language acquisition (SLA). Its chapters have been fully updated, and reorganized where appropriate, to provide a comprehensive yet accessible overview of the field and its related disciplines. To reflect current developments, new sections on using learner corpora, semantics and morphosyntax (within formal approaches to SLA), sociocultural approaches, gesture, priming research, and chaos theory have been added. Students will also find expanded discussions of heritage language learning, bilingualism, pragmatics, and much more.

The redesigned fourth edition of Second Language Acquisition retains the features that students found useful in the current edition but also provides new pedagogical tools that encourage students to reflect upon the experiences of second language learners. As with previous editions, discussion questions and problems at the end of each chapter help students apply their knowledge, and a glossary defines and reinforces must-know terminology. This clearly-written, comprehensive, and current textbook, by expert Sue Gass, is the ideal textbook for the introductory SLA course in second language studies, applied linguistics, linguistics, TESOL, and language education programs.

Recenzijas

"The authors have managed to deliver an excellent updated overview of research in SLA. The inclusion of actual learner data, in several languages, invites the reader to reflect on methods of analysis, on hypothesis-building, and on interpretation. By being forced to think as a researcher, the reader develops an awareness of the multitude of choices that can affect outcomes, and becomes more critically appreciative of existing work. This is the perfect introduction to the fascinating mysteries of SLA." - Jean-Marc Dewaele, Birkbeck, University of London, UK "Those familiar with the previous edition will be pleased with the new, intuitive organization of the book's chapters. The content is also updated, and includes valuable new information on learner corpora, dynamic systems, gestures, psycholinguistic research, study abroad, etc. This book represents perhaps the best combination of breadth, depth, and accessibility among all current SLA textbooks." - Scott Jarvis, Associate Professor, Department of Linguistics, Ohio University "In this updated and expanded fourth edition of Second Language Acquisition, Sue Gass and her co-authors have provided faculty and students with a first-rate introduction to the field. The coverage is broad and current, the style accessible, the discussions of theory and research findings balanced and insightful. Highly recommended." - Mike Long, Professor of SLA, University of Maryland "The fourth edition of Second Language Acquisition continues to lead the field in textbooks for generalist SLA courses at the undergraduate and graduate level.It retains SLA's comprehensive coverage of the field and its unique work with second language data samples while incorporating substantial up-to-date additions. New to this edition, the authors include pedagogical devices for student reflection throughout the chapters, a companion website, and "Points to Remember" summaries that make it even more accessible to students.This textbook has been required reading in my SLA courses since 2001, and it is truly gratifying to see how each edition trumps the last with regard to its value in today's classroom." - Lucy Pickering, Associate Professor of Applied Linguistics, Texas A&M Commerce The updated version of this classic textbook is perhaps the best general introduction to second language research currently available. It is wide in scope, covering both the history and breadth of the field, and expertly guides students in their discovery of creativity and systematicity in learner language.- David Stringer, Associate Professor, Department of Second Language Studies, Indiana University "The new edition reflects a comprehensive, well-documented, and updated knowledge in SLA research. It can serve as an introductory course book for MA/MSc and PhD students in linguistics or other related fields, as well as an excellent resource book for SLA researchers and L2 instructors." - System

List of Figures
xv
List of Tables
xvii
Preface xix
1 Introduction
1(16)
1.1 The Study of Second Language Acquisition
1(3)
1.2 Definitions
4(1)
1.3 The Nature of Language
5(6)
1.3.1 Sound Systems
6(1)
1.3.2 Syntax
6(2)
1.3.3 Morphology and the Lexicon
8(1)
1.3.4 Semantics
9(1)
1.3.5 Pragmatics
10(1)
1.4 The Nature of Nonnative Speaker Knowledge
11(1)
1.5 Conclusion
12(5)
Suggestions for Additional Reading
13(1)
More to Do and More to Think About ...
13(3)
Link
16(1)
2 Second and Foreign Language Data
17(17)
2.1 Data Analysis
17(12)
2.1.1 Data Set I: Plurals
18(5)
2.1.2 Data Set II: Verb + -ing Markers
23(3)
2.1.3 Data Set III: Prepositions
26(3)
2.2 Conclusion
29(5)
Suggestions for Additional Reading
30(1)
More to Do and More to Think About ...
31(3)
3 Where Do Data Come From?
34(45)
3.1 Data Types
34(7)
3.2 Learner Corpora
41(3)
3.3 Data Elicitation
44(17)
3.3.1 Measuring General Proficiency
45(1)
3.3.2 Measuring Nonlinguistic Information
46(1)
3.3.3 Verbal Report Data
47(2)
3.3.3.1 Think-Alouds
49(1)
3.3.3.2 Stimulated Recall
50(3)
3.3.3.3 Post-Production Interviews
53(1)
3.3.4 Language-Elicitation Measures
53(8)
3.4 Processing Data
61(2)
3.4.1 Reaction Time
61(1)
3.4.2 Eye-Tracking
61(2)
3.5 Replication
63(1)
3.6 Meta-Analyses
63(1)
3.7 Issues in Data Analysis
64(8)
3.8 What Is Acquisition?
72(1)
3.9 Conclusion
73(6)
Suggestions for Additional Reading
75(1)
More to Do and More to Think About ...
76(3)
4 The Role of the Native Language: An Historical Overview
79(29)
4.1 Introduction
79(1)
4.2 Behaviorism
80(5)
4.2.1 Linguistic Background
80(3)
4.2.2 Psychological Background
83(2)
4.3 Contrastive Analysis Hypothesis
85(6)
4.4 Error Analysis
91(7)
4.5 Conclusion
98(10)
Suggestions for Additional Reading
99(1)
More to Do and More to Think About ...
100(8)
5 The Transition Period
108(30)
5.1 Introduction
108(1)
5.2 First Language Acquisition
108(9)
5.2.1 Babbling
111(1)
5.2.2 Words
111(2)
5.2.3 Sounds and Pronunciation
113(1)
5.2.4 Syntax
114(1)
5.2.5 Morphology
115(2)
5.3 Child L2 Acquisition
117(3)
5.4 Child L2 Morpheme Order Studies
120(4)
5.5 Adult L2 Morpheme Order Studies
124(5)
5.6 The Monitor Model
129(5)
5.6.1 The Acquisition-Learning Hypothesis
129(1)
5.6.2 The Natural Order Hypothesis
130(1)
5.6.3 The Monitor Hypothesis
130(1)
5.6.4 The Input Hypothesis
131(2)
5.6.5 The Affective Filter Hypothesis
133(1)
5.6.6 Limitations
134(1)
5.7 Conclusion
134(4)
Suggestions for Additional Reading
135(1)
More to Do and More to Think About ...
136(1)
Links
137(1)
6 Alternative Approaches to the Role of Previously Known Languages
138(21)
6.1 Revised Perspectives on the Role of the Native Language
138(16)
6.1.1 Avoidance
140(2)
6.1.2 Differential Learning Rates
142(1)
6.1.3 Different Paths
143(3)
6.1.4 Overproduction
146(1)
6.1.5 Predictability/Selectivity
147(6)
6.1.6 L1 Influences in L2 Processing
153(1)
6.1.7 Morpheme Order
154(1)
6.2 Conclusion
154(5)
Suggestions for Additional Reading
155(1)
More to Do and More to Think About ...
156(3)
7 Formal Approaches to SLA
159(35)
7.1 Introduction
159(1)
7.2 Universal Grammar
160(17)
7.2.1 Initial State
163(1)
7.2.1.1 Fundamental Difference Hypothesis
164(1)
7.2.1.2 Access to UG Hypothesis
165(4)
7.2.2 UG Principles
169(2)
7.2.3 UG Parameters
171(3)
7.2.4 Minimalist Program
174(1)
7.2.5 Falsification
175(2)
7.3 Transfer: The Generative/UG Perspective
177(1)
7.3.1 Levels of Representation
177(1)
7.3.2 Clustering
177(1)
7.3.3 Learnability
178(1)
7.4 The Fundamental Difference Hypothesis Revised
178(2)
7.5 Semantics and the Syntax-Semantics Interface Hypothesis
180(1)
7.5.1 Semantics
180(1)
7.5.2 Syntax and Semantics: The Interface Hypothesis
180(1)
7.6 Phonology
180(10)
7.6.1 Markedness Differential Hypothesis
182(3)
7.6.2 Similarity/Dissimilarity: Speech Learning Model
185(1)
7.6.3 Optimality Theory
186(1)
7.6.4 Ontogeny Phylogeny Model
187(3)
7.7 Conclusion
190(4)
Suggestions for Additional Reading
192(1)
More to Do and More to Think About ...
193(1)
Link
193(1)
8 The Lexicon
194(30)
8.1 The Significance of the Lexicon
194(2)
8.2 Lexical Knowledge: What does it mean to know a word?
196(11)
8.2.1 Production and Reception
196(2)
8.2.2 Knowledge and Control
198(1)
8.2.3 Breadth and Depth
199(2)
8.2.4 Subcategorization
201(1)
8.2.5 Word Associations and Networks
202(1)
8.2.6 Word Formation
203(1)
8.2.7 Formulaic Language, Collocations, and Chunking
204(3)
8.3 Influences on L2 Vocabulary and Development
207(6)
8.3.1 The Role of the L1
207(2)
8.3.2 Incidental Vocabulary Learning
209(3)
8.3.3 Incremental Vocabulary Learning
212(1)
8.4 Using Lexical Skills
213(6)
8.4.1 Production
213(4)
8.4.2 Perception
217(2)
8.5 Conclusion
219(5)
Suggestions for Additional Reading
220(1)
More to Do and More to Think About ...
221(3)
9 Typological and Functional Approaches
224(28)
9.1 Introduction
224(1)
9.2 Typological Universals
224(15)
9.2.1 Test Case I: The Accessibility Hierarchy
229(4)
9.2.2 Test Case II: The Acquisition of Questions
233(1)
9.2.3 Test Case III: Voiced/Voiceless Consonants
234(3)
9.2.4 Falsifiability
237(1)
9.2.5 Typological Universals: Conclusions
237(2)
9.3 Functional Approaches
239(7)
9.3.1 Tense and Aspect: The Aspect Hypothesis
239(4)
9.3.2 The Discourse Hypothesis
243(2)
9.3.3 Concept-Oriented Approach
245(1)
9.4 Conclusion
246(6)
Suggestions for Additional Reading
247(1)
More to Do and More to Think About ...
247(4)
Link
251(1)
10 Looking at Interlanguage Processing
252(41)
10.1 Introduction
252(1)
10.2 Processing Approaches
252(13)
10.2.1 Processability Theory
253(2)
10.2.2 Information Processing: Automaticity, Restructuring, and U-Shaped Learning
255(1)
10.2.2.1 Automaticity and Restructuring
256(5)
10.2.2.2 U-Shaped Learning
261(1)
10.2.3 Input Processing
262(3)
10.3 Psycholinguistic Constructs
265(7)
10.3.1 Attention
265(2)
10.3.2 Working Memory
267(3)
10.3.3 Syntactic Priming
270(2)
10.4 Emergentist Models
272(8)
10.4.1 Competition Model
274(5)
10.4.2 Frequency-Based Accounts
279(1)
10.5 Dynamic Systems
280(1)
10.6 Knowledge Types
281(5)
10.6.1 Acquisition/Learning
282(1)
10.6.2 Declarative/Procedural
282(1)
10.6.3 Implicit/Explicit
282(2)
10.6.4 Representation/Control
284(2)
10.7 Interface of Knowledge Types
286(1)
10.7.1 No Interface
286(1)
10.7.2 Weak Interface
286(1)
10.7.3 Strong Interface
287(1)
10.8 Conclusion
287(6)
Suggestions for Additional Reading
289(1)
More to Do and More to Think About ...
290(2)
Link
292(1)
11 Interlanguage in Context
293(46)
11.1 Introduction
293(1)
11.2 Sociocultural Approaches
293(5)
11.2.1 Mediation
294(1)
11.2.2 Internalization
294(1)
11.2.3 Zone of Proximal Development
295(1)
11.2.4 Private Speech
295(1)
11.2.5 Learning in a Sociocultural Framework
295(1)
11.2.6 Gesture and SLA
296(2)
11.3 Variation
298(3)
11.4 Systematic Variation
301(16)
11.4.1 Linguistic Context
301(3)
11.4.2 Social Context Relating to the Native Language
304(3)
11.4.3 Social Context Relating to Interlocutor, Task Type, and Conversational Topic
307(10)
11.5 Conversation Analysis
317(3)
11.6 Communication Strategies
320(2)
11.7 Interlanguage Pragmatics
322(5)
11.8 Language Learning in a Study-Abroad Context
327(1)
11.9 Conclusion: SLA and Other Disciplines
328(11)
Suggestions for Additional Reading
330(1)
More to Do and More to Think About ...
331(8)
12 Input, Interaction, and Output
339(59)
12.1 Introduction
339(1)
12.2 Input
339(4)
12.3 Comprehension
343(5)
12.4 Interaction
348(8)
12.5 Output
356(19)
12.5.1 Feedback
359(2)
12.5.1.1 Negotiation
361(3)
12.5.1.2 Recasts
364(6)
12.5.2 Hypothesis Testing
370(4)
12.5.3 Automaticity
374(1)
12.5.4 Meaning-Based to Grammar-Based Processing
374(1)
12.6 The Role of Input and Interaction in Language Learning
375(15)
12.6.1 The Functions of Input and Interaction
375(8)
12.6.2 Effectiveness of Feedback
383(1)
12.6.2.1 Attention
383(1)
12.6.2.2 Contrast Theory
384(2)
12.6.2.3 Metalinguistic Awareness
386(2)
12.6.3 Who Benefits From Interaction?
388(2)
12.7 Limitations of Input
390(1)
12.8 Conclusion
390(8)
Suggestions for Additional Reading
392(1)
More to Do and More to Think About ...
392(5)
Link
397(1)
13 Instructed Second Language Learning
398(33)
13.1 Introduction
398(1)
13.2 Classroom Language
399(4)
13.3 Teachability/Learnability
403(3)
13.4 Focus on Form
406(10)
13.4.1 Timing
411(2)
13.4.2 Forms to Focus On
413(1)
13.4.3 Task Design
414(1)
13.4.4 Input Manipulation and Input Enhancement
415(1)
13.5 Complexity, Accuracy, Fluency, and Planning
416(3)
13.6 Processing Instruction
419(3)
13.7 Uniqueness of Instruction
422(2)
13.8 Effectiveness of Instruction
424(3)
13.9 SLA and Classroom Practices
427(1)
13.10 Conclusion
427(4)
Suggestions for Additional Reading
428(1)
More to Do and More to Think About ...
429(1)
Links
430(1)
14 Nonlanguage Influences
431(46)
14.1 Introduction
431(1)
14.2 Research Traditions
432(2)
14.2.1 Linguistics
432(1)
14.2.2 Psychology
433(1)
14.2.3 Psycholinguistics
433(1)
14.3 Methodological Considerations
434(1)
14.4 Age Differences
434(10)
14.5 Aptitude
444(8)
14.6 Motivation
452(7)
14.6.1 Motivation as a Function of Time and Success
455(1)
14.6.2 Changes Over Time
455(1)
14.6.3 Influence of Success on Motivation and Demotivation
456(3)
14.7 Affect
459(6)
14.7.1 Language Shock and Culture Shock
460(2)
14.7.2 Anxiety
462(2)
14.7.3 Social Distance
464(1)
14.8 Extroversion and Introversion
465(1)
14.9 Learning Strategies
466(6)
14.10 Conclusion
472(5)
Suggestions for Additional Reading
473(1)
More to Do and More to Think About ...
474(2)
Links
476(1)
15 Related Disciplines
477(20)
15.1 Introduction
477(1)
15.2 Bilingual Acquisition
478(7)
15.3 Third Language Acquisition/Multilingualism
485(4)
15.4 Heritage Language Acquisition
489(3)
15.5 SLA by Hearing Impaired
492(1)
15.6 Conclusion
493(4)
Suggestions for Additional Reading
494(1)
More to Do and More to Think About ...
495(1)
Links
496(1)
16 An Integrated View of Second Language Acquisition
497(23)
16.1 An Integration of Sub-Areas
497(11)
16.1.1 Apperceived Input
498(3)
16.1.2 Comprehended Input
501(2)
16.1.3 Intake
503(2)
16.1.4 Integration
505(2)
16.1.5 Output
507(1)
16.2 Conclusion
508(12)
More to Do and More to Think About ...
510(10)
Glossary 520(13)
Notes 533(9)
References 542(61)
Author Index 603(8)
Subject Index 611
Susan M. Gass is University Distinguished Professor in the Department of Linguistics and Germanic, Slavic, Asian and African Languages at Michigan State University. Jennifer Behney is Assistant Professor of Second Language Acquisition and Italian at Youngstown State University. Luke Plonsky is Assistant Professor of Applied Linguistics at Northern Arizona University.