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El. knyga: Introduction to Second Language Acquisition Research

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Understanding how people learn and fail to learn second and foreign languages is increasingly recognised as a critical social and psycholinguistic issue. Second languages are vitally important to diverse groups of people, ranging from refugees to college students facing foreign language requirements. This book provides a synthesis of empirical findings on second and foreign language learning by children and adults, emphasising the design and execution of appropriate research.

Recenzijos

'..the comprehensiveness of the book, combined with its detailed descriptions of empirical studies and the extensive bibliography, make it an excellent reference source for readers already familiar with the field.' Applied Linguistics, Vol 17, No 3, 1996.

'One of the most useful features of this volume is its extensive and comprehensive bibliographical coverage of research in language teaching, language acquisition and related areas of applied linguistics.' Forum for Modern Language Studies, Vol XXVIII, No 3, 1992.

'I believe that instructors using the book can feel confident that students will have a balanced mainstream view of the core issues in SLA.' Issue in Applied Linguistics, Vol 3, No 2, 1992.

General Editor's Preface x
Authors' Preface xiii
Acknowledgements xvi
1 Introduction
1(9)
1.1 The place of second language in the world today
1(1)
1.2 Why study second language acquisition?
2(3)
1.3 Development of the field of study of second language acquisition
5(1)
1.4 The scope of second language acquisition research
6(4)
Notes
7(1)
Activities
8(1)
Suggestions for further reading
9(1)
2 Second language acquisition research methodology
10(42)
2.1 Introduction
10(1)
2.2 Qualitative versus quantitative methodologies
10(14)
2.2.1 Introspection
15(1)
2.2.2 Participant observation
15(1)
2.2.3 Non-participant observation
16(1)
2.2.4 Focused description
17(2)
2.2.5 Pre-experiment
19(1)
2.2.6 Quasi-experiment
20(1)
2.2.7 Experiment
20(4)
2.3 Setting
24(2)
2.4 Instrumentation: production data elicitation
26(4)
2.5 Variability problem
30(3)
2.6 Instrumentation: intuitional data elicitation
33(2)
2.7 Instrumentation: use of miniature languages
35(1)
2.8 Instrumentation: affective variables
35(2)
2.9 Instruments from other disciplines
37(1)
2.10 Measuring learner performance
38(6)
2.10.1 Defining language proficiency
38(2)
2.10.2 Defining an acquisition point
40(1)
2.10.3 Task versus test
41(1)
2.10.4 An Index of development
42(2)
2.11 Conclusion
44(8)
Notes
45(1)
Activities
46(4)
Suggestions for further reading
50(2)
3 SLA: Types of data analysis
52(29)
3.1 Introduction
52(1)
3.2 Contrastive analysis
52(4)
3.2.1 The contrastive analysis hypothesis
53(2)
3.2.2 Language acquisition as habit formation
55(1)
3.2.3 The CAH refuted
55(1)
3.3 Error analysis
56(6)
3.3.1 Strong versus weak versions of the CAH
56(1)
3.3.2 Language acquisition as rule formation
57(1)
3.3.3 Interlingual versus intralingual errors
58(2)
3.3.4 Interlanguage
60(1)
3.3.5 Error analysis criticized
61(1)
3.4 Performance analysis
62(7)
3.4.1 Morpheme studies
62(1)
3.4.2 Developmental sequence
63(2)
3.4.3 Learner strategies
65(3)
3.4.4 The acquisition of forms and functions
68(1)
3.4.5 Formulaic utterances
68(1)
3.5 Discourse analysis
69(4)
3.5.1 Conversational analysis
70(1)
3.5.2 Other applications of discourse analysis
71(2)
3.6 Conclusion
73(8)
Notes
74(1)
Activities
75(5)
Suggestions for further reading
80(1)
4 Interlanguage studies: Substantive findings
81(33)
4.1 Introduction
81(1)
4.2 ILs vary systematically
81(7)
4.2.1 Free variation
81(1)
4.2.2 Systematic variability
82(2)
4.2.3 Variability resulting from amount of attention
84(1)
4.2.4 Free variation as an impetus for development
85(1)
4.2.5 Multiple explanations for variability
86(2)
4.3 ILs exhibit common acquisition orders and developmental sequences
88(8)
4.3.1 Acquisition order: morpheme studies
88(4)
4.3.2 Developmental sequence: interrogatives
92(2)
4.3.3 Developmental sequence: negation
94(2)
4.4 ILs are influenced by the learner's L1
96(18)
4.4.1 The effect of the L1 on SLA: how
97(4)
4.4.2 The effect of the L1 on SLA: when (markedness)
101(2)
4.4.3 The effect of the L1 on SLA: when (perceived transferability)
103(4)
Notes
107(1)
Activities
108(4)
Suggestions for further reading
112(2)
5 The linguistic environment for language acquisition
114(39)
5.1 Linguistic input for first language acquisition
114(2)
5.2 Linguistic input for second language acquisition
116(12)
5.2.1 Linguistic adjustments to non-native speakers
117(3)
5.2.2 Conversational adjustments to non-native speakers
120(8)
5.3 Does the linguistic environment make a difference?
128(25)
5.3.1 The effect of deviant input
129(1)
5.3.2 The role of conversation in developing syntax
130(2)
5.3.3 Input frequency-accuracy order relationships
132(2)
5.3.4 Input modification and second language comprehension
134(5)
5.3.5 Comprehensible input and second language acquisition
139(5)
Notes
144(1)
Activities
145(7)
Suggestions for further reading
152(1)
6 Explanations for differential success among second language learners
153(67)
6.1 Introduction
153(1)
6.2 Age
154(13)
6.2.1 Studies of age and SLA
155(8)
6.2.2 Explanations for age-related differences
163(4)
6.3 Aptitude
167(5)
6.4 Social-psychological factors
172(12)
6.4.1 Motivation
173(2)
6.4.2 Attitude
175(9)
6.5 Personality
184(8)
6.6 Cognitive style
192(5)
6.7 Hemisphere specialization
197(2)
6.8 Learning strategies
199(4)
6.9 Other factors
203(3)
6.10 Conclusion
206(14)
Notes
215(1)
Activities
216(2)
Suggestions for further reading
218(2)
7 Theories in second language acquisition
220(79)
7.1 Introduction
220(1)
7.2 Theory construction and social science
221(6)
7.2.1 The role of theories in making research cumulative
221(1)
7.2.2 Purposes and types of theory
222(5)
7.3 Nativist theories of SLA
227(22)
7.3.1 General characteristics
227(1)
7.3.2 Chomsky's Universal Grammar and SLA
228(7)
7.3.3 A critique of language-specific nativist theories
235(5)
7.3.4 Krashen's Monitor Theory
240(5)
7.3.5 A critique of Monitor Theory
245(4)
7.4 Environmentalist theories of SLA
249(17)
7.4.1 General characteristics
249(2)
7.4.2 Schumann's Pidginization Hypothesis and Acculturation Model
251(7)
7.4.3 A critique of the Pidginization Hypothesis and Acculturation Model
258(8)
7.5 Interactionist theories of SLA
266(21)
7.5.1 General characteristics
266(1)
7.5.2 Givon's Functional-Typological Theory and SLA
267(2)
7.5.3 A critique of Givon's theory in SLA research
269(1)
7.5.4 The ZISA's group's Multidimensional Model
270(13)
7.5.5 A critique of the Multidimensional Model
283(4)
7.6 Conclusion: the state of SLA theories
287(12)
7.6.1 Comparing and evaluating theories
287(2)
7.6.2 A note of caution
289(1)
Notes
290(3)
Activities
293(3)
Suggestions for further reading
296(3)
8 Instructed second language acquisition
299(33)
8.1 Introduction
299(1)
8.2 Early research on the effect of instruction, and some claimed implications
300(4)
8.3 The effect of instruction on accuracy orders and developmental sequences
304(5)
8.4 The effect of instruction on acquisition processes
309(3)
8.5 The effect of instruction on rate of acquisition
312(3)
8.6 The effect of instruction on the level of ultimate SL attainment
315(6)
8.7 Conclusion
321(1)
8.8 Explanations
322(3)
8.9 Researching instructional design features
325(7)
Notes
327(1)
Activities
328(2)
Suggestions for further reading
330(2)
Epilogue 332(2)
Bibliography 334(60)
Index 394
Diane Larsen-Freeman, Michael H. Long
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