Description
Taylor and Francis Second Language Acquisition An Introductory Course 5Th Edition 2020 Edition by Susan M. Gass, Jennifer Behney
Now in a fifth 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. In order to reflect current developments, new sections and expanded discussions have been added. The fifth edition of Second Language Acquisition retains the features that students found useful in previous editions. This edition provides 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 Susan Gass, Jennifer Behney, and Luke Plonsky, is the ideal textbook for an introductory SLA course in second language studies, applied linguistics, linguistics, TESOL, and/or language education programs. Part One: PreliminariesChapter One: Introduction1.1 THE STUDY OF SECOND LANGUAGE ACQUISITION1.2 DEFINITIONS1.3 THE NATURE OF LANGUAGE1.3.1 Semantics1.3.2 Pragmatics 1.3.3 Syntax 1.3.4 Morphology and the Lexicon 1.3.5 Sound Systems1.4 THE NATURE OF NONNATIVE SPEAKER KNOWLEDGE1.5 CONCLUSIONChapter Two: Where Do Data Come From?2.1 DATA TYPES2.2 LEARNER CORPORA2.3 DATA ELICITATION2.3.1 Measuring General Proficiency2.3.2 Measuring Nonlinguistic Information2.3.3 Verbal Report Data2.3.3.1 Think-Alouds2.3.3.2 Stimulated Recall2.3.3.3 Post-Production Interviews2.3.4 Narrative Inquiry2.3.5 Language-Elicitation Measures2.3.5.1 Elicited Imitation2.3.5.2 Judgments 2.3.5.3 Language Games2.3.5.4 Discourse Completion 2.3.6 PROCESSING DATA2.3.6.1 Reaction Time 2.3.6.2 Self-paced Reading2.3.6.3 Eye-Tracking2.3.6.4 Neurolinguistic Data2.4 REPLICATION2.5 META-ANALYSES2.6 ISSUES IN DATA ANALYSIS2.7 WHAT IS ACQUISITION?2.8 CONCLUSIONPart Two: Historical Underpinnings of SLA ResearchChapter Three: The Role of the Native Language - A Historical Overview3.1 INTRODUCTION3.2 BEHAVIORISM3.2.1 Linguistic Background 3.2.2 Psychological Background 3.3 CONTRASTIVE ANALYSIS HYPOTHESIS3.4 ERROR ANALYSIS3.5 CONCLUSIONChapter Four: The Transition Period4.1 INTRODUCTION4.2 FIRST LANGUAGE ACQUISITION4.2.1 Words4.2.2 Sounds and Pronunciation4.2.3 Syntax 4.2.4 Morphology4.3 CHILD L2 ACQUISITION4.4 CHILD L2 MORPHEME ORDER STUDIES4.5 ADULT L2 MORPHEME ORDER STUDIES4.6 THE MONITOR MODEL4.6.1 The Acquisition-Learning Hypothesis 4.6.2 The Natural Order Hypothesis4.6.3 The Monitor Hypothesis 4.6.4 The Input Hypothesis4.6.5 The Affective Filter Hypothesis 4.6.6 Limitations4.7 CONCLUSIONChapter Five: Alternative Approaches to the Role of Previously Known Languages5.1 REVISED PERSPECTIVES ON THE ROLE OF THE NATIVE LANGUAGE5.1.1 Avoidance5.1.2 Differential Learning Rates 5.1.3 Different Paths5.1.4 Overproduction 5.1.5 Predictability/Selectivity5.1.6 L1 Influences in L2 Processing5.1.7 Morpheme Order 5.2 CONCLUSIONPart Three: A Focus on Form - Language UniversalsChapter Six: Formal Approaches to SLA6.1 INTRODUCTION6.2 UNIVERSAL GRAMMAR6.2.1 Initial State6.2.1.1 Fundamental Difference Hypothesis6.2.1.2 Access to UG Hypothesis6.2.2 UG Principles 6.2.3 UG Parameters6.2.4 Minimalist Program 6.2.5 Falsification6.3 TRANSFER: THE GENERATIVE/UG PERSPECTIVE6.3.1 Levels of Representation 6.3.2 Clustering 6.3.3 Learnability 6.4 THE FUNDAMENTAL DIFFERENCE HYPOTHESIS REVISED6.5 SEMANTICS AND THE SYNTAX-SEMANTICS INTERFACE HYPOTHESIS6.5.1 Semantics6.5.2 Syntax and Semantics: The Interface Hypothesis 6.6 PHONOLOGY6.6.1 Markedness Differential Hypothesis 6.6.2 Similarity/Dissimilarity: Speech Learning Model 6.6.3 Optimality Theory 6.6.4 Ontogeny Phylogeny Model 6.7 CONCLUSIONChapter Seven: Typological Approaches7.1 TYPOLOGICAL UNIVERSALS7.1.1 Test Case I: The Accessibility Hierarchy7.1.2 Test Case II: The Acquisition of Questions7.1.3 Test Case III: Voiced/Voiceless Consonants7.2 FALSIFIABILITY 7.3 TYPOLOGICAL UNIVERSALS: CONCLUSION7.4 TYPOLOGICAL PRIMACY MODEL7.5 THE ROLE OF THE L1: THREE APPROACHES7.6 CONCLUSION: GENERAL COMMENTS ABOUT UNIVERSALSPart Four: A Focus on MeaningChapter Eight: Meaning-based Approaches8.1 INTRODUCTION8.2 FUNCTIONAL APPROACHES8.2.1 The Relationship between Form and Function: Form-to-Function 8.2.2 Concept-oriented Approach 8.3 TENSE AND ASPECT: THE ASPECT HYPOTHESIS 8.4 THE DISCOURSE HYPOTHESIS 8.5 CONCLUSIONChapter Nine: The Lexicon9.1 THE SIGNIFICANCE OF THE LEXICON9.2 LEXICAL KNOWLEDGE: WHAT DOES IT MEAN TO KNOW A WORD?9.2.1 Production and Reception 9.2.2 Knowledge and Control 9.2.3 Breadth and Depth 9.2.4 Subcategorization 9.2.5 Word Associations and Networks9.2.6 Word Formation9.2.7 Formulaic Language, Collocations, and Chunking9.2.7.1 Use of Multiword Units9.2.7.2 Learning of Multiword Units9.2.7.3 Processing of Multiword Units9.3 INFLUENCES ON L2 VOCABULARY AND DEVELOPMENT9.3.1 The Role of the L19.3.2 Incidental Vocabulary Learning9.3.2.1 Input Type9.3.2.2 What Helps Learning?9.3.3 Depth of Processing 9.3.4 Incremental Vocabulary Learning9.4 USING LEXICAL SKILLS9.4.1 Production9.4.2 Perception 9.5 CONCLUSIONPart Five: Cognitive and Processing Approaches to SLAChapter Ten: Psycholinguistic Approaches to Learning10.1 INTRODUCTION10.2 MODELS OF LANGUAGE PRODUCTION10.3 PROCESSABILITY THEORY 10.4 PROCESSING OF INPUT10.4.1 Input Processing10.4.2 Processing Determinism 10.4.3 Autonomous Induction Theory10.4.4 Shallow Structure Hypothesis10.5 EMERGENTIST MODELS10.5.1 Competition Model 10.5.2 Frequency-based Accounts10.6 COMPLEX DYNAMIC SYSTEMS10.7 SKILL ACQUISITION THEORY10.8 CONCLUSIONChapter Eleven: Psycholinguistic Constructs and Knowledge Types11.1 INTRODUCTION11.2 INFORMATION PROCESSING11.2.1 Automaticity11.2.2 Restructuring11.2.3 U-shaped Learning11.2.4 Attention11.2.5 Working Memory11.2.6. Salience11.2.7 Priming11.3 KNOWLEDGE TYPES11.3.1 Acquisition/Learning11.3.2 Declarative/Procedural11.3.3 Implicit/Explicit 11.3.4 Representation/Control11.4 INTERFACE OF KNOWLEDGE TYPES11.4.1 No Interface11.4.2 Weak Interface11.4.3 Strong Interface11.5 CONCLUSIONPart Six: The Social Environment of LearningChapter Twelve: Interlanguage in Context12.1 INTRODUCTION12.2 SOCIOCULTURAL APPROACHES12.2.1 Mediation12.2.2 Internalization12.2.3 Zone of Proximal Development12.2.4 Private Speech 12.2.5 Learning in a Sociocultural Framework12.2.6 Gesture and SLA12.3 SOCIOLINGUISTIC VARIATION12.4 SYSTEMATIC VARIATION12.4.1 Linguistic Context12.4.2 Social Context Relating to the Native Language12.4.3 Social Context Relating to Interlocutor, Task Type, and Conversational Topic12.4.4 Sociolinguistic Norms 12.5 CONVERSATION ANALYSIS12.6 COMMUNICATION STRATEGIES12.7 L2 PRAGMATICS12.8 CONCLUSION: SLA AND OTHER DISCIPLINESChapter Thirteen: Input, Interaction, and Output13.1 INTRODUCTION13.2 INPUT13.3 COMPREHENSION13.4 INTERACTION13.5 OUTPUT13.5.1 Hypothesis Testing 13.5.2 Automaticity 13.5.3 Meaning-based to Grammar-Based Processing13.6. Feedback13.6.1 Negotiation13.6.2 Corrective Feedback13.6.2.1 Recasts13.6.2.2 Elicitation13.6.2.3 Metalinguistic Feedback13.7 THE ROLE OF INPUT AND INTERACTION IN LANGUAGE LEARNING13.7.1 The Functions of Input and Interaction 13.7.2 Effectiveness of Feedback13.7.2.1 Attention13.7.2.2 Contrast Theory13.7.2.3 Metalinguistic Awareness13.7.3 Who Benefits From Interaction: When and Why?13.8 LIMITATIONS OF INPUT13.9 CONCLUSIONChapter Fourteen: Contexts of Language Learning - Classrooms, Study Abroad, and Technology14.1 INTRODUCTION14.2 CLASSROOM-BASED INSTRUCTION14.2.1 Classroom Language 14.2.2 Teachability/Learnability 14.2.3 Focus on Form and Task-based Language Teaching 14.2.3.1 Timing14.2.3.2 Forms to Focus On14.2.3.3 Task Design14.2.3.4 Input Manipulation and Input Enhancement14.3 COMPLEXITY, ACCURACY, FLUENCY, AND PLANNING14.4 PROCESSING INSTRUCTION14.5 UNIQUENESS OF INSTRUCTION14.6 EFFECTIVENESS OF INSTRUCTION14.7 SLA AND CLASSROOM PRACTICES14.8 ADDITIONAL CONTEXTS14.8.1 Study Abroad14.8.2 Technology-enhanced Language Learning14.9 CONCLUSIONPart Seven: The Individual Language LearnerChapter Fifteen: Learner-internal Influences15.1 INTRODUCTION15.2 THE INFLUENCE OF PSYCHOLOGY IN SLA15.3 METHODOLOGICAL CONSIDERATIONS15.4 AGE DIFFERENCES15.5 APTITUDE15.6 MOTIVATION15.6.1 Motivation as a Function of Time and Success15.6.2 Changes over Time 15.6.3 The L2 Motivational Self System15.6.4 Influence of Success on Motivation and Demotivation15.7 AFFECT15.7.1 Anxiety15.7.2 Other Emotional Variables15.8 PERSONALITY15.8.1 Extroversion and Introversion15.8.2 Grit15.9 LEARNING STRATEGIES15.10 CONCLUSIONChapter Sixteen: Related Disciplines - A Focus on the Multilingual and Multimodal Learner16.1 INTRODUCTION16.2 BILINGUAL ACQUISITION16.3 THIRD LANGUAGE ACQUISITION/MULTILINGUALISM16.4 HERITAGE LANGUAGE ACQUISITION16.5 SLA BY THE DEAF/HARD OF HEARING16.6 CONCLUSIONPart Eight: ConclusionChapter Seventeen: An Integrated View of Second Language Acquisition17.1 AN INTEGRATION OF SUB-AREAS17.1.1 Apperceived Input 17.1.2 Comprehended Input 17.1.3 Intake17.1.4 Integration 17.1.5 Output 17.2 CONCLUSION