Second language acquisition: an introductory course
Gespeichert in:
| Beteiligte Personen: | , , |
|---|---|
| Format: | Buch |
| Sprache: | Englisch |
| Veröffentlicht: |
New York ; London
Routledge, Taylor & Francis Group
2020
|
| Ausgabe: | Fifth edition |
| Schlagwörter: | |
| Links: | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=031623498&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| Umfang: | xxiii, 749 Seiten Illustrationen, Diagramme |
| ISBN: | 9781138743427 9781138743410 |
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Datensatz im Suchindex
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|---|---|
| adam_text | Contents List of Figures xv List of Tables xvii Preface xix PARTONE 1. 3 Introduction 1.1 1.2 The Study of SecondLanguage Acquisition Definitions 3 6 1.3 The Nature of Language 7 1.3.1 1.3.2 1.3.3 1.4 1.5 2. 1 PRELIMINARIES Semantics 8 Pragmatics 9 Syntax 10 1.3.4 Morphology and the Lexicon 12 1.3.5 Sound Systems 12 The Nature of Nonnative Speaker Knowledge Conclusion 13 14 Where Do Data Come From? 19 2.1 2.2 Data Types Learner Corpora 19 26 2.3 Data Elicitation 2.3.1 Measuring General Proficiency 2.3.2 2.3.3 31 31 Measuring Nonlinguistic Information Verbal Report Data 34 2.3.3.1 Think-Alouds 33 36 vi
CONTENTS CONTENTS 2.3.4 2.3.5 2.3.6 2.3.3.2 Stimulated Recall 38 2.3.3.3 Post-Production Interviews Narrative Inquiry 41 Language Elicitation Measures 43 2.3.5.1 Elicited Imitation 43 2.3.5.2 Judgments 44 2.3.5.3 Language Games 48 2.3.5.4 Discourse Completion 49 Processing Data 51 2.3.6.1 Reaction Time 51 2.3.6.2 Self-Paced Reading 2.3.6.3 Eye-Tracking 52 2.5 2.3.6.4 Neurolinguistic Data Replication Meta-Analyses 2.6 2.7 2.8 Issues in Data Analysis What is Acquisition? Conclusion 2.4 40 4.7 5, 51 5.1 53 55 55 56 64 66 3. HISTORICAL UNDERPINNINGS OF SLA RESEARCH 73 The Role of the Native Language: A Historical Overview 3.1 3.2 3.2.1 3.2.2 3.3 3.4 3.5 4. viii 104 4.1 Introduction 104 4.2 First Language Acquisition 4.2.1 Words 107 4.2.2 Sounds and Pronunciation 4.2.3 Syntax 108 104 4.2.4 Morphology Child L2 Acquisition 4.4 4.5 4.6 Child L2 Morpheme Order Studies Adult L2 Morpheme Order Studies The Monitor Model 6. The Input Hypothesis 126 The Affective Filter Hypothesis 4.6.6 Limitations Conclusion 6.1 6.2 114 118 123 127 129 5.1.1 5.1.2 Avoidance 135 Differential Learning Rates 5.1.3 5.1.4 5.1.5 Different Paths 138 Overproduction 141 Predictability/Selectivity 129 133 133 137 142 5.1.6 L1 Influences in L2 Processing 5.1.7 Morpheme Order 149 Conclusion 148 149 A FOCUS ON FORM: LANGUAGE UNIVERSALS 155 157 Introduction 157 Universal Grammar 158 6.2.2 6.2.3 6.2.4 6.3 6.4 6.5 6.2.1.2 Access to UG Hypothesis UG Principles 169 UG Parameters 171 Minimalist Program 174 162 163 176 Clustering 177 Learnability 178 The Fundamental Difference Hypothesis Revised Semantics and the Syntax-
Semantics Interface Hypothesis 6.5.1 6.5.2 6.6 Initial State 161 6.2.1.1 Fundamental Difference Hypothesis 6.2.5 Falsification 175 Transfer. The Generative/UG Perspective 6.3.1 Levels of Representation 177 6.3.2 6.3.3 111 124 Revised Perspectives on the Role of the Native Language 6.2.1 107 109 123 Formal Approaches to SLA 80 85 93 The Transition Period 4.3 The Monitor Hypothesis 4.6.4 4.6.5 75 Linguistic Background 76 Psychological Background 78 Contrastive Analysis Hypothesis Error Analysis Conclusion 4.6.3 PART THREE 75 76 Introduction Behaviorism The Acquisition-Learning Hypothesis The Natural Order Hypothesis 124 Alternative Approaches to the Role of Previously Known Languages 5.2 PART TWO 4.6.1 4.6.2 Semantics 180 Syntax and Semantics: The Interface Hypothesis Phonology 178 180 180 181
CONTENTS CONTENTS 6.7 7. 6.6.1 6.6.2 Markedness Differential Hypothesis 182 Similarity/Dissimilarity: Speech Learning Model 6.6.3 Optimality Theory 6.6.4 Ontogeny Phylogeny Model Conclusion 195 195 Test Case II: The Acquisition of Questions 201 Test Case III: VoicedA/oiceless Consonants 203 Typological Primacy Model 7.5 7.6 The Role of the L1 : Three Approaches Conclusion: General Comments about Universals 206 208 208 213 A FOCUS ON MEANING 215 Meaning-Based Approaches 8.5 The Role of the L1 248 Incidental Vocabulary Learning 9.3.3 9.3.4 9.3.2.1 Input Type 250 9.3.2.2 What Helps Learning? 252 Depth of Processing 256 Incremental Vocabulary Learning 257 Functional Approaches 8.2.1 The Relationship between Form and Function 8.2.2 Concept-Oriented Approach 216 218 224 The Discourse Hypothesis Conclusion 226 231 231 233 The Significance of the Lexicon Lexical Knowledge: What Does it Mean to Know a Word? 9.2.1 Production and Reception 234 9.2.2 9.2.3 9.2.4 Knowledge and Control 236 Breadth and Depth 237 Subcategorization 239 9.2.5 9.2.6 9.2.7 Word Associations and Networks 240 Word Formation 242 Formulaic Language, Collocations, and Chunking 9.2.7.1 Use of Multiword Units 243 9.2.7.2 Learning of Multiword Units 244 9.2.7.3 Processing of Multiword Units 246 9.4.2 Perception Conclusion 248 249 259 259 263 265 COGNITIVE AND PROCESSING APPROACHES TO SLA 271 10. Psycholinguistic Approaches to Learning 273 Introduction Models of Language Production 273 273 274 278 10.1 10.2 10.3 10.4 Processability Theory Processing of Input 10.4.1 10.4.2 10.4.3 10.4.4 215 Tense and Aspect: The Aspect
Hypothesis Using Lexical Skills 9.4.1 Production PART FIVE 215 215 Introduction The Lexicon 9.1 9.2 X 9.5 205 206 8.3 8.4 9.4 198 Falsifiability Typological Universals: Conclusion 8.1 8.2 9.3.1 9.3.2 190 7.2 7.3 7.4 PART FOUR Influences on L2 Vocabulary and Development 187 Typological Universals 7.1.1 Test Case 1: The Accessibility Hierarchy 7.1.2 7.1.3 9. 184 185 Typological Approaches 7.1 8. 9.3 10.5 10.6 10.7 10.8 Input Processing 2 78 Processing Determinism 279 Autonomous Induction Theory 280 Shallow Structure Hypothesis 281 Emergentist Models 10.5.1 Competition Model 282 10.5.2 Frequency-Based Accounts 281 287 290 292 Complex Dynamic Systems Skill Acquisition Theory Conclusion 293 11. Psycholinguistic Constructs and Knowledge Types 11.1 11.2 243 11.3 Introduction Information Processing 11.2.1 Automaticity 301 11.2.2 Restructuring 305 11.2.3 U-Shaped Learning 301 301 301 307 11.2.4 Attention 308 11.2.5 Working Memory 311 11.2.6 Salience 315 11.2.7 Priming 316 Knowledge Types 11.3.1 Acquisition/Learning 320 320 xi
CONTENTS CONTENTS 13.6.1 13.6.2 11.3.2 Declarative/Procedural 320 11.3.3 Implicit/Explicit 321 11.3.4 Representation/Control 323 11.4 Interface of Knowledge Types 11.4.1 No Interface 325 11.4.2 Weak Interface 326 11.4.3 Strong Interface 327 11.5 Conclusion PART SIX 12.3 12.4 12.5 12.6 12.7 12.8 331 333 333 Introduction Sociocultural Approaches 13.5 Mediation 334 Internalization 335 12.2.3 12.2.4 12.2.5 Zone of Proximal Development 335 Private Speech 339 Learning in a Sociocultural Framework 13.6 342 xii Effectiveness of Feedback 438 13.7.2.1 Attention 439 13.7.2.2 Contrast Theory 440 13.7.2.3 Metalinguistic Awareness 442 Who Benefits from Interaction: When and Why? 443 446 Limitations of Input 447 13.9 Conclusion 342 344 347 365 368 370 377 390 Introduction 390 Input Comprehension 390 394 Interaction Output 399 407 Hypothesis Testing 410 Automaticity 414 Meaning-Based to Grammar-Based Processing 454 Introduction Classroom-Based Instruction 14.2.1 Classroom Language 455 14.2.2 Teachability/Learnability 460 14.2.3 Focus on Form and Task-Based Language Teaching 14.2.3.1 Timing 469 14.2.3.2 Forms to Focus On 414 414 491 THE INDIVIDUAL LANGUAGE LEARNER 15. Learner-Internal Influences 474 487 488 Conclusion PART SEVEN 464 481 484 SLA and Classroom Practices 14.8 Additional Contexts 14.8.1 Study Abroad 488 14.8.2 Technology-Enhanced Language Learning 14.9 455 475 478 14.3 Complexity, Accuracy, Fluency, and Planning 14.4 Processing Instruction 14.5 Uniqueness of Instruction 14.6 Effectiveness of Instruction 14.7 454 471 14.2.3.3 Task Design 472 14.2.3.4 Input Manipulation and Input
Enhancement 364 L2 Pragmatics Conclusion: SLA and Other Disciplines Feedback 13.7.3 13.8 14.1 14.2 Systematic Variation 12.4.1 Linguistic Context 348 12.4.2 Social Context Relating to the Native Language 351 12.4.3 Social Context Relating to Interlocutor, Task Type, and Conversational Topic 353 13.5.1 13.5.2 13.5.3 430 14. Contexts of Language Learning: Classrooms, Study Abroad, and Technology 12.2.1 12.2.2 13. Input, Interaction, and Output 13.1 13.2 13.3 13.4 13.7.2 328 333 12.4.4 Sociolinguistic Norms Conversation Analysis Communication Strategies Recasts 420 Elicitation 429 Metalinguistic Feedback 430 13.7 The Role of Input and Interaction in Language Learning 13.7.1 The Functions of Input and Interaction 430 THE SOCIAL ENVIRONMENT OF LEARNING 12.2.6 Gesture and SLA Sociolinguistic Variation 13.6.2.1 13.6.2.2 13.6.2.3 325 12. Interlanguage in Context 12.1 12.2 Negotiation 416 Corrective Feedback 419 494 499 501 15.1 15.2 Introduction The Influence of Psychology in SLA 501 502 15.3 Methodological Considerations 502 xiii
CONTENTS 503 514 15.4 Age Differences 15.5 Aptitude 15.6 Motivation 522 15.6.1 Motivation as a Function of Time and Success 15.6.2 15.6.3 15.6.4 Changes over Time 525 The L2 Motivational Self System 52 7 Influence of Success on Motivation and Demotivation 529 524 530 15.7 Affect 15.7.1 15.7.2 15.8 Anxiety 531 Other Emotional Variables 532 Personality 15.8.1 Extroversion and Introversion 15.8.2 Grit 535 533 534 15.9 Learning Strategies 15.10 Conclusion 16. Related Disciplines: A Focus on the Multilingual and Multimodal Learner 16.1 Introduction 16.2 Bilingual Acquisition 16.3 Third Language Acquisition/Multilingualism 16.4 Heritage Language Acquisition 16.5 SLA by the Deaf/Hard of Hearing 16.6 Conclusion 548 548 549 556 563 566 569 PART EIGHT CONCLUSION 573 17. An Integrated View of Second Language Acquisition 575 17.1 An Integration of Subareas 17.1.1 Appercelved Input 578 17.1.2 17.1.3 17.1.4 17.1.5 17.2 575 Comprehended Input 581 Intake 583 Integration 584 Output 586 Conclusion Glossary References Author Index Subject Index xiv 536 542 587 600 612 718 735
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| id | DE-604.BV046245168 |
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| indexdate | 2024-12-20T18:47:08Z |
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| isbn | 9781138743427 9781138743410 |
| language | English |
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| physical | xxiii, 749 Seiten Illustrationen, Diagramme |
| publishDate | 2020 |
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| publisher | Routledge, Taylor & Francis Group |
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| spellingShingle | Gass, Susan M. 1943- Behney, Jennifer 1972- Plonsky, Luke Second language acquisition an introductory course Psycholinguistik (DE-588)4127537-8 gnd Fremdsprachenlernen (DE-588)4071461-5 gnd |
| subject_GND | (DE-588)4127537-8 (DE-588)4071461-5 (DE-588)4123623-3 |
| 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, Jennifer Behney, and Luke Plonsky |
| title_fullStr | Second language acquisition an introductory course Susan M. Gass, Jennifer Behney, and Luke Plonsky |
| title_full_unstemmed | Second language acquisition an introductory course Susan M. Gass, Jennifer Behney, and Luke Plonsky |
| title_short | Second language acquisition |
| title_sort | second language acquisition an introductory course |
| title_sub | an introductory course |
| topic | Psycholinguistik (DE-588)4127537-8 gnd Fremdsprachenlernen (DE-588)4071461-5 gnd |
| topic_facet | Psycholinguistik Fremdsprachenlernen Lehrbuch |
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