Second language acquisition: an introductory course
Gespeichert in:
| Beteiligte Personen: | , |
|---|---|
| Format: | Buch |
| Sprache: | Englisch |
| Veröffentlicht: |
New York [u.a.]
Routledge
2008
|
| Ausgabe: | 3. ed. |
| Schlagwörter: | |
| Links: | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016422858&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| Umfang: | XVIII, 593 S. graph. Darst. |
| ISBN: | 0805854975 0805854983 9780805854978 9780805854985 |
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Datensatz im Suchindex
| _version_ | 1819280219771502592 |
|---|---|
| adam_text | CONTENTS
Preface
1
Introduction
1
1.1
The study of second language acquisition
1
1.2
Definitions
6
1.3
The nature of language
8
1.3.1
Sound systems
8
1.3.2
Syntax
9
1.3.3
Morphology and the lexicon
11
1.3.4
Semantics
12
1.3.5
Pragmatics
13
1.4
The nature of
nonnative
speaker knowledge
14
1.5
Conclusion
14
Suggestions for additional reading
15
Points for discussion
15
2
Related disciplines
20
2.1
SLA and related disciplines
20
2.2
Third language acquisition/multilingualism
21
2.3
Heritage language acquisition
23
2.4
Bilingual acquisition
24
2.5
First language acquisition
30
2.5.1
Babbling
31
2.5.2
Words
32
2.5.3
Sounds and pronunciation
34
2.5.4
Syntax
35
2.5.5
Morphology
36
CONTENTS
2.6
Conclusion
38
Suggestions
for additional reading
38
Points for discussion
39
3
Second and foreign language data
41
3.1
Data analysis
41
3.1.1
Data set I: plurals
41
3.1.2
Data set II: verb
+
ing markers
46
3.1.3
Data set III: prepositions
47
3.2
What data analysis does not reveal
50
3.3
Data collection
52
3.3.1
Eliciting speech samples
60
3.3.2
Eliciting reactions to data
63
3.3.3
Verbal report data
69
3.3.4
Measuring non-linguistic information
70
3.3.5
Measuring general proficiency:
standardized language tests
71
3.4
Replication
72
3.5
Issues in data analysis
73
3.6
What is acquisition?
81
3.7
Conclusion
82
Suggestions for additional reading
82
Points for discussion
82
4
The role of the native language: an historical overview
89
4.1
Introduction
89
4.2
Behaviorism
90
4.2.1
Linguistic background
90
4.2.2
Psychological background
92
4.3
Contrastive
Analysis Hypothesis
96
4.4
Error analysis
102
4.5
Conclusion
110
Suggestions for additional reading
110
Points for discussion 111
5
Recent perspectives on the role of previously known
languages
121
5.1
Theories of learning
121
5.2
Child second language acquisition
123
CONTENTS
5.3
Child second language morpheme order studies
126
5.4
Adult second language morpheme order studies
130
5.5
Revised perspectives on the role of the native language
136
5.5.1
Avoidance
138
5.5.2
Differential learning rates
139
5.5.3
Different paths
141
5.5.4
Overproduction
143
5.5.5
Predictability/selectivity
144
5.5.6
Second language processing
151
5.6
Interlanguage transfer
151
5.7
Conclusion
155
Suggestions for additional reading
155
Points for discussion
155
6
Formal approaches to SLA
159
6.1
Introduction
159
6.2
Universal Grammar
160
6.2.1
Initial state
163
6.2.2
UG principles
168
6.2.3
UG parameters
170
6.2.4
Falsification
174
6.3
Transfer: the UG perspective
176
6.3.1
Levels of representation
176
6.3.2
Clustering
177
6.3.3
Learnability
177
6.4
Phonology
178
6.4.1
Markedness Differential Hypothesis
179
6.4.2
Similarity/dissimilarity: Speech Learning Model
183
6.4.3
Optimality Theory
184
6.4.4
Ontogeny Phylogeny Model
186
6.5
Conclusion
189
Suggestions for additional reading
189
Points for discussion
190
7
Typological and functional approaches
191
7.1
Introduction
191
7.2
Typological
universais
191
7.2.1
Test case I: the Accessibility Hierarchy
197
7.2.2
Test case II: the acquisition of questions
200
7.2.3
Test case III: voiced/voiceless consonants
202
CONTENTS
7.2.4
Falsifiability
204
7.2.5
Typological
universais:
conclusions
205
7.3
Functional approaches
206
7.3.1
Tense and aspect: the Aspect Hypothesis
206
7.3.2
The Discourse Hypothesis
210
7.3.3
Concept-oriented approach
212
7.4
Conclusion
213
Suggestions for additional reading
213
Points for discussion
213
8
Looking at interlanguage processing
219
8.1
Introduction
219
8.2
Connectionist/emergentist
models
219
8.3
Processing
approaches
226
8.3.1
Processability
Theory
227
8.3.2
Information
processing: automaticity,
restructuring, and U-shaped learning
230
8.3.3
Input Processing
238
8.4
Knowledge types
241
8.4.1
Acquisition-Learning
241
8.4.2
Declarative/procedural
242
8.4.3
Implicit/explicit
243
8.4.4
Representation and control
244
8.5
Interface of knowledge types
246
8.5.1
No interface
246
8.5.2
Weak interface
246
8.5.3
Strong interface
247
8.6
Psycholinguistic constructs
248
8.6.1
Attention
248
8.6.2
Working memory
250
8.6.3
Monitoring
253
S.7
Conclusion
255
Suggestions for additional reading
255
Points for discussion
255
9
Interlanguage in context
259
9.1
Introduction
259
9.2
Variation
259
9.3
Systematic variation
262
CONTENTS
9.3.1
Linguistic
context
263
9.3.2
Social context
relating to the
native
language
266
9.3.3
Social context
relating to
interlocutor,
task
type, and conversational topic
268
9.4
Social interactional approaches
280
9.4.1
Conversation Analysis
281
9.4.2
Sociocultural
theory
283
9.5
Communication strategies
285
9.6
Interlanguage pragmatics
287
9.7
Conclusion: SLA and other disciplines
293
Suggestions for additional reading
294
Points for discussion
294
10
Input, interaction, and output
304
10.1
Introduction
304
10.2
Input
304
10.3
Comprehension
310
10.4
Interaction
317
10.5
Output
325
10.5.1
Feedback
329
10.5.2
Hypothesis testing
341
10.5.3
Automaticity
345
10.5.4
Meaning-based to grammar-based processing
345
10.6
The role of input and interaction in language learning
346
10.6.1
Attention
355
10.6.2
Contrast theory
356
10.6.3
Metalinguistic awareness
359
10.7
Limitations of input
360
10.8
Conclusion
362
Suggestions for additional reading
362
Points for discussion
362
11
Instructed second language learning
368
11.1
Introduction
368
11.2
Classroom language
368
11.3
Processing instruction
372
11.4
Teachability/learnability
376
11.5
Focus on form
380
11.5.1
Timing
384
Xl
CONTENTS
11.5.2
Forms to focus on
386
11.5.3
Input manipulation and input enhancement
387
11.6
Uniqueness of instruction
389
11.7
Effectiveness of instruction
390
11.8
Conclusion
392
Suggestions for additional reading
392
Points for discussion
393
12
Beyond the domain of language
395
12.1
Introduction
395
12.2
Research traditions
396
12.2.1
Linguistics
396
12.2.2
Psychology
397
12.2.3
Psycholinguistics
397
12.3
Affect
398
12.3.1
Language shock and culture shock
398
12.3.2
Anxiety
400
12.3.3
Affective Filter
402
12.4
Social distance
403
12.5
Age differences
405
12.6
Aptitude
417
12.7
Motivation
426
12.7.1
Motivations as a function of time and success
428
12.7.2
Changes over time
429
12.7.3
Influence of success on motivation and
demotivation
429
12.8
Personality and learning style
432
12.8.1
Extroversion and introversion
433
12.8.2
Risk taking
433
12.8.3
Field independence/dependence
434
12.8.4
Visual/auditory/kinesthetic
437
12.8.5
Obtaining learning style information
437
12.9
Learning strategies
439
12.10
Conclusion
445
Suggestions for additional reading
445
Points for discussion
446
13
The lexicon
449
13.1
The significance of the lexicon
449
CONTENTS
13.2
Categories of
lexical
knowledge: some dichotomies
451
13.2.1
Production and reception
451
13.2.2
Knowledge and control
453
13.2.3
Breadth and depth
454
13.3
Lexical knowledge, development, and influences
456
13.3.1
Subcategorization
456
13.3.2
Word associations and networks
457
13.3.3
Word formation
458
13.3.4
Word combinations, collocations, and
phraseology
459
13.4
LI influence
462
13.4.1
Incidental vocabulary learning
463
13.4.2
Incremental vocabulary learning
466
13.5.
Using lexical skills
467
13.5.1
Production
467
13.5.2
Perception
472
13.6
Conclusion
475
Suggestions for additional reading
475
Points for discussion
475
14
An integrated view of second language acquisition
479
14.1
An integration of subareas
479
14.1.1
Apperceived input
482
14.1.2
Comprehended input
484
14.1.3
Intake
486
14.1.4
Integration
487
14.1.5
Output
490
14.2
Conclusion
491
Suggestions for additional reading
492
Points for discussion
493
Notes
505
Qlossary
514
References
523
Author index
577
Subject index
583
xiii
|
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| discipline | Sprachwissenschaft Literaturwissenschaft |
| edition | 3. ed. |
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| indexdate | 2024-12-20T13:11:20Z |
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| isbn | 0805854975 0805854983 9780805854978 9780805854985 |
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| spellingShingle | Gass, Susan M. 1943- Selinker, Larry Second language acquisition an introductory course Tweedetaalverwerving gtt Second language acquisition Psycholinguistik (DE-588)4127537-8 gnd Fremdsprachenlernen (DE-588)4071461-5 gnd |
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| title | Second language acquisition an introductory course |
| title_auth | Second language acquisition an introductory course |
| title_exact_search | Second language acquisition an introductory course |
| title_full | Second language acquisition an introductory course Susan M. Gass and Larry Selinker |
| title_fullStr | Second language acquisition an introductory course Susan M. Gass and Larry Selinker |
| title_full_unstemmed | Second language acquisition an introductory course Susan M. Gass and Larry Selinker |
| title_short | Second language acquisition |
| title_sort | second language acquisition an introductory course |
| title_sub | an introductory course |
| topic | Tweedetaalverwerving gtt Second language acquisition Psycholinguistik (DE-588)4127537-8 gnd Fremdsprachenlernen (DE-588)4071461-5 gnd |
| topic_facet | Tweedetaalverwerving Second language acquisition Psycholinguistik Fremdsprachenlernen Lehrbuch |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016422858&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT gasssusanm secondlanguageacquisitionanintroductorycourse AT selinkerlarry secondlanguageacquisitionanintroductorycourse |