Holdings: The study of second language acquisition

The study of second language acquisition:

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Bibliographic Details
Main Author:	Ellis, Rod 1944- (Author)
Format:	Book
Language:	English
Published:	Oxford [u.a.] Oxford Univ. Press 2008
Edition:	2. ed., 1. publ.
Series:	Oxford applied linguistics
Subjects:	Onderzoek Tweedetaalverwerving Sprache Language and languages > Study and teaching Second language acquisition Fremdsprachenunterricht Fremdsprachenlernen
Online Access:	Inhaltsverzeichnis
Item Description:	Hier auch später erschienene, unveränderte Nachdrucke
Physical Description:	XXVII, 1142 S.
ISBN:	9780194422574

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Record in the Search Index

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adam_text	Contents Acknowledgements — xvii Preface - xix part one Background - 1 Introduction - з ι An introduction to second language acquisition research - j What is second language acquisition ? - 5 Case studies of Lz learners — 8 Wong Fillmore s (1976,1979) study of five Mexican children - 9 Schumann s (1978b) study of Alberto -10 Schmidt s (1983) study ofWes -11 Ellis (1984a, 199 z) study of three classroom learners- 13 Lardiere s (2007) study of Patty- ij Issues raised by the case studies -17 The role of age in L2. acquisition —19 The effects of age on the rate of second language learning- 20 The effects of age on ultimate achievement -22 Age-related effects: some general conclusions -31 A framework for exploring SLA — 33 Summary and conclusion -36 part two Description: the characteristics of learner language -39 Introduction -41 2 Learner errors and error analysis - 4 5· Introduction - 4 j Collection of a sample of learner language - 46 Errors — 47 Identification of errors — 47 Description of errors - 50 Explanation of errors - $3 Evaluating errors — jó The limitations of error analysis - 60 Summary — 62 More recent EA research - 63 3 Developmental patterns in second language acquisition - 67 Introduction - 67 Methods for investigating developmental patterns - 68 Developmental patterns in Li acquisition - 69 Developmental patterns in second language acquisition - 72 The early stages (The silent period/Formulaic sequences/Structural and semantic simplification) - 73 The acquisition of grammatical morphemes: order and sequence — 82 The acquisition of vocabulary — 99 The acquisition of phonology -103 The L 2. = Li hypothesis - ioj Summary- no Conclusion- in 4 Variability in learner language - r r 7 Introduction — 117 Some theoretical perspectives — 119 Sociolinguistic models -119 Social-psychological models -123 Psycholinguistic models -12.5 Summary and final comment -127 A typology of variability in learner language —128 Free variation in learner language — 130 Systematic variation -134 Variability in form-function systems -134 Sociolinguistic accounts ofLz variability- 137 Psycholinguistic accounts ofhx variability -148 A multi-factor approach- Summary - Conclusion - Pragmatic aspects of learner language -159 Introduction -1 J5> Speech acts and illocutionary meaning -160 Research methods for studying pragmatic aspects of learner language -163 Illocutionary acts in learner language -169 Requests -172 Apologies -182 Refusals- 186 Final comments - Interactional acts in learner language — J92 The relationship between linguistic and pragmatic development -194 Conclusion -197 part three Explaining second language acquisition: external factors - 201 Introduction -203 6 Input, interaction, and second language acquisition - 205 Introduction - 20 j Methods for investigating input and interaction -206 Descriptive methods -206 Experimental methods - 207 Self-report methods — 208 Introspective methods — 208 Comment - 209 The characteristics of input to language learners - 209 Caretaker talk -210 Foreigner talk -213 Interlanguage talk — 220 Summary — 221 The characteristics of interactions involving language learners — 221 Discourse management- 222 Discourse repair - 223 Repair in conversational analysis — 233 Scaffolding- 2 за Summary -238 Input and interaction in first language acquisition -238 Input and interaction in second language acquisition — 241 Research based on the computational model ofL2 acquisition -241 Sociocultural accounts of interaction and L2 acquisition - 270 Conclusion -274 7 Social aspects of second language acquisition - 279 Introduction - 279 Psycholinguistic versus sociolinguistic SLA- 281 The social settings of L2 learning - 286 Natural versus educational settings -288 Natural settings -290 Educational settings -300 Summary- 310 Social factors and second language acquisition -311 Age- 311 Sex and gender -313 Social class- 316 Ethnic identity -318 Summary -323 Situational factors and L2 acquisition - 323 Social theories of L2 acquisition — 326 The Acculturation Model —326 The Socio-educational Model -330 The Inter-group Model -331 Language socialization -334 Social identity theory -336 Conclusion- 339 part four Explaining second language acquisition: internal factors - 343 Introduction — 345 8 Language transfer -349 Introduction - 349 Terminological issues -350 The methodology of transfer studies - 351 Transfer as a communication and learning process - 351 Choice of data for the study oftransfer -352 Identifying instances of transfer - 352 Measuring crosslinguistic effects - 354 Early days — 359 The Contrastive Analysis Hypothesis -359 The minimalist position -361 Reappraisal -364 Evidence of transfer effects - 3 66 Production -36y Reception- sy j Conceptual transfer -377 Constraints on transfer -379 Sociolinguistic factors -380 Markedness -381 Prototypicality -387 Language distance and psychotypology -390 Developmental factors -392. Summary -396 Towards a theory of language transfer -397 1 Transfer occurs in both communication and in learning -397 2 Transfer arises as a result of both differences and similarities between the target language and the Li -398 3 Transfer works in conjunction with other factors -399 4 Transfer is both a conscious and subconscious process- 399 j Transfer is both conceptual and linguistic — 400 6 Transfer is ultimately a subjective phenomenon — 400 Conclusion: problems in the study of transfer — 401 9 Cognitive accounts of second language acquisition -40J Introduction — 40J The computational model - 406 The representation of L2 knowledge - 408 Early interlanguage theory — 409 Variable Lz knowledge — 410 Functionalist views ofLz knowledge - 41 j Implicit and explicit Lz knowledge -417 Declarative and procedural Lz knowledge - 427 The dual-mode system — 431 Concluding comments — 433 The processes of L2. acquisition - 434 Micro-processes - 434 Macro-processes — 444 Final comment on the study of processes of Lz acquisition - 454 Cognitive theories of L2 acquisition - 455 The Natwization Model and Operating Principles - 455 The Multidimensional Model and Processability Theory -45 8 Emergentist models ofLz language acquisition - 465 The Competition Model -474 Skill-acquisition theories -480 Summary -482 Conclusion -4 82. ι ο Cognitive accounts of second language production -48y Introduction - 487 Second language speech planning -488 Aspects ofLz production — 488 The effects of speech planning on Lz production - 492 The development of procedural skill in an L2 — 45*51 Communication strategies - joi Defining communication strategies — J02 Taxonomies of CSs — 506 Empirical studies of CSs — 508 Communication strategies and Ł2 acquisition - 5 и Evaluation of communication strategy research -513 Conclusion- 513 11 Sociocultural theory and second language acquisition- jiy Introduction - 517 Language in sociocultural theory - 518 The methodology of sociocultural research -521 Key constructs in sociocultural SLA - ¡23 Mediated learning - 523 Mediation through social interaction -526 Mediation by means of private speech - 529 The zone of proximal development -J31 Internalization — J33 Activity theory — SLA studies based on sociocultural theory -53y Corrective feedback -537 Collaborative dialoguing -538 Private speech -541 Metatalk - J43 Task versus activity - 545 Key issues in SLA: an SCT perspective - 547 Errors -548 Acquisitional orders and sequences - 549 Li transfer -550 Implicit and explicit Lz knowledge - 551 Motivation - jjz Conclusion - J53 12. Linguistic universais and second language acquisition -557 Introduction -557 Interlanguage theory: another perspective - 559 Typological universais and second language acquisition - j6o Linguistic typology and language universais -560 Typologically motivated studies of second language acquisition -56z The role of typological universais in second language acquisition -577 Explaining the influence of typological universais on Lz acquisition — 579 Universal Grammar and second language acquisition — 581 Introducing Universal Grammar — 58z The methodology of UG-based studies - j 85 Universal grammar and Lz acquisition: theoretical issues — 590 The logical problem of language acquisition — 591 The developmental problem ofLz acquisition — 596 Approaches to investigating the role of U G -598 Empirical studies of second language acquisition based on Universal Grammar — 599 Learning Principles —619 The role of UG in Lz acquisition: key issues -621 Towards a comprehensive theory ofLz acquisition incorporating U G -6z8 An evaluation of UG-based research and theory -631 Conclusion — 634 Final comment- 635 part five Explaining individual differences in second language acquisition -639 Introduction- 641 13 Individual learner differences and second language learning - 643 Introduction - 64$ The methodology of individual difference research - 645 Intelligence - 645» Working memory -650 Language aptitude -652 Learning styles - 659 Cognitive style — 660 Learning style - 667 Final comment - 671 Personality - 6γζ Extraversion and introversion - 673 The big five - 676 Final comment -676 Motivation - 6γγ Integrative motivation - 678 Instrumental motivation - 682 Linguistic self-confidence -684 Attributions — 684 Intrinsic motivation and self-determination - 686 Self-regulation - 687 Motivational phases - 688 The ideal language self- 689 Final comment- 690 Anxiety- 691 Sources of anxiety - 692 Language anxiety and language learning - 693 Language anxiety and the process of learning - 695 Final comment - 697 Willingness to communicate - 697 Learners beliefs - 698 Types of learner beliefs — 699 The sources of learners beliefs - 701 The situated and dynamic nature of learner beliefs - 701 The relationship between beliefs and learning- 70z Learning strategies - 703 Definition of learning strategies - 703 Classifying learner strategies -705 Good language learner studies — 707 Factors influencing choice of learning strategies - 711 The relationship between learning strategies and language learning - 713 Learner training -717 Final comment -719 Conclusion -720 part six The brain and L2 acquisition - 725 Introduction - 727 14 The neuropsychology of second language acquisition - 725» Introduction - 725» The anatomy of the human brain -731 Left and right hemispheres -731 The cerebral cortex — 731 The cerebellum -733 Subcortical areas -733 Neurons — 734 Methods for investigating the language brain -734 Investigating bilingual aphasia -736 Neuroimaging -738 Concluding comment — 740 Neuropsychological aspects of L2 acquisition - 740 A specialized language faculty -740 The neurobiological basis ofLi and Lx acquisition — 743 The neurobiological bases of comprehension and production in an Lx — 746 Implicit versus explicit Lz knowledge — 749 The role of attention in Lz acquisition - 755 Motivation and Lz acquisition -757 Controlling access to the Lz and Li — 759 The Critical Period Hypothesis -761 The neurobiological basis of fossilization - 764 Summary — 765 Conclusion — 767 part seven Classroom second language acquisition - 77г Introduction - 15 Classroom interaction and second language acquisition - 77$ Introduction - 775 Methods of researching the second language classroom - 775 Types of classroom research - 777 Final comment- 781 A historical overview of L2 classroom research - 781 The nature of second language classroom discourse - Structure and general characteristics of teacher-centred discourse- 7 84 Types of language use - 788 Turn-taking — 790 The difference between classroom and naturalistic discourse — 792 Final comment — The teacher s contribution to classroom discourse - 794 Teacher talk - 794 Teachers questions — 797 Use of the Li -801 Use of metalanguage - So 2 Corrective feedback - 803 The learner s contribution to classroom discourse - 807 Learner participation - 807 Small-group work and interaction - 813 Summary — 818 Tasks and interaction - 818 Tasks and the negotiation of meaning— 819 Tasks and Lz production - 822 The co-construction of tasks through interaction — 822 Interaction and Lz learning - 824 Second language learning in communicative classrooms — 825 Final comment - Conclusion — 833 1 6 Form-focused instruction and second language acquisition — 83y Introduction - 83y Methodology of FFI studies - 83 8 Choice of linguistic target— 838 The measurement of learning in FFI studies —8ąo Theoretical positions — 843 The zero option - 843 Instruction as facilitation - 844 The necessity of FFI- 846 Effects of FFI on L2 acquisition -848 Comparative method studies -848 Comparisons of naturalistic and instructed Lz learners — 8ji The effects of FFI on production accuracy - 85 j The effects of FFI on the order and sequence of acquisition — 860 The durability of FFI effects - 866 The effects of different types of formal instruction - 869 Methodological options for FFI- 869 Focus-on-forms versus focus-on-form — 8j2 Input-based instruction - 873 Implicit versus explicit instruction - 8yy Inductive versus deductive explicit instruction - 882 Production practice — error-inducing —883 Corrective feedback — 884 FFI and implicit knowledge - 889 Effects of instruction on Lz pragmatic development- The mediating effects of individual difference factors — 89 j Conclusion — 900 PART EIGHT Conclusion - 907 Introduction — 909 17 Epistemological issues in second language acquisition research - 911 Introduction - The choice of data in second language acquisition research -911 Non-production data -913 Grammaticality judgement tests — 914 Learner production data -916 Naturally occurring samples of learner language -917 Verbal reports - 921 The question of validity - 92.3 The construction and evaluation of SLA theories - 92y Approaches to theory building in SLA research - 926 The scope of a theory of second language acquisition - 9x9 General theories of Lx acquisition — 93 0 Modular theories -931 Epistemologically driven theories -933 The form of a theory of second language acquisition — 935 Evaluating second language acquisition theories -936 The application of second language acquisition research to other fields of enquiry - 943 Conclusion — 948 Glossary — 953 Bibliography -985 Author index —1095 Subject index-1113
adam_txt	Contents Acknowledgements — xvii Preface - xix part one Background - 1 Introduction - з ι An introduction to second language acquisition research - j What is 'second language acquisition'? - 5 Case studies of Lz learners — 8 Wong Fillmore's (1976,1979) study of five Mexican children - 9 Schumann's (1978b) study of Alberto -10 Schmidt's (1983) study ofWes -11 Ellis' (1984a, 199 z) study of three classroom learners- 13 Lardiere's (2007) study of Patty- ij Issues raised by the case studies -17 The role of age in L2. acquisition —19 The effects of age on the rate of second language learning- 20 The effects of age on ultimate achievement -22 Age-related effects: some general conclusions -31 A framework for exploring SLA — 33 Summary and conclusion -36 part two Description: the characteristics of learner language -39 Introduction -41 2 Learner errors and error analysis - 4 5· Introduction - 4 j Collection of a sample of learner language - 46 Errors — 47 Identification of errors — 47 Description of errors - 50 Explanation of errors - $3 Evaluating errors — jó The limitations of error analysis - 60 Summary — 62 More recent EA research - 63 3 Developmental patterns in second language acquisition - 67 Introduction - 67 Methods for investigating developmental patterns - 68 Developmental patterns in Li acquisition - 69 Developmental patterns in second language acquisition - 72 The early stages (The silent period/Formulaic sequences/Structural and semantic simplification) - 73 The acquisition of grammatical morphemes: order and sequence — 82 The acquisition of vocabulary — 99 The acquisition of phonology -103 The L 2. = Li hypothesis - ioj Summary- no Conclusion- in 4 Variability in learner language - r r 7 Introduction — 117 Some theoretical perspectives — 119 Sociolinguistic models -119 Social-psychological models -123 Psycholinguistic models -12.5 Summary and final comment -127 A typology of variability in learner language —128 Free variation in learner language — 130 Systematic variation -134 Variability in form-function systems -134 Sociolinguistic accounts ofLz variability- 137 Psycholinguistic accounts ofhx variability -148 A multi-factor approach- Summary - Conclusion - Pragmatic aspects of learner language -159 Introduction -1 J5> Speech acts and illocutionary meaning -160 Research methods for studying pragmatic aspects of learner language -163 Illocutionary acts in learner language -169 Requests -172 Apologies -182 Refusals- 186 Final comments - Interactional acts in learner language — J92 The relationship between linguistic and pragmatic development -194 Conclusion -197 part three Explaining second language acquisition: external factors - 201 Introduction -203 6 Input, interaction, and second language acquisition - 205 Introduction - 20 j Methods for investigating input and interaction -206 Descriptive methods -206 Experimental methods - 207 Self-report methods — 208 Introspective methods — 208 Comment - 209 The characteristics of input to language learners - 209 Caretaker talk -210 Foreigner talk -213 Interlanguage talk — 220 Summary — 221 The characteristics of interactions involving language learners — 221 Discourse management- 222 Discourse repair - 223 Repair in conversational analysis — 233 Scaffolding- 2 за Summary -238 Input and interaction in first language acquisition -238 Input and interaction in second language acquisition — 241 Research based on the computational model ofL2 acquisition -241 Sociocultural accounts of interaction and L2 acquisition - 270 Conclusion -274 7 Social aspects of second language acquisition - 279 Introduction - 279 Psycholinguistic versus sociolinguistic SLA- 281 The social settings of L2 learning - 286 Natural versus educational settings -288 Natural settings -290 Educational settings -300 Summary- 310 Social factors and second language acquisition -311 Age- 311 Sex and gender -313 Social class- 316 Ethnic identity -318 Summary -323 Situational factors and L2 acquisition - 323 Social theories of L2 acquisition — 326 The Acculturation Model —326 The Socio-educational Model -330 The Inter-group Model -331 Language socialization -334 Social identity theory -336 Conclusion- 339 part four Explaining second language acquisition: internal factors - 343 Introduction — 345 8 Language transfer -349 Introduction - 349 Terminological issues -350 The methodology of transfer studies - 351 Transfer as a communication and learning process - 351 Choice of data for the study oftransfer -352 Identifying instances of transfer - 352 Measuring crosslinguistic effects - 354 Early days — 359 The Contrastive Analysis Hypothesis -359 The minimalist position -361 Reappraisal -364 Evidence of transfer effects - 3 66 Production -36y Reception- sy j Conceptual transfer -377 Constraints on transfer -379 Sociolinguistic factors -380 Markedness -381 Prototypicality -387 Language distance and psychotypology -390 Developmental factors -392. Summary -396 Towards a theory of language transfer -397 1 Transfer occurs in both communication and in learning -397 2 Transfer arises as a result of both differences and similarities between the target language and the Li -398 3 Transfer works in conjunction with other factors -399 4 Transfer is both a conscious and subconscious process- 399 j Transfer is both conceptual and linguistic — 400 6 Transfer is ultimately a subjective phenomenon — 400 Conclusion: problems in the study of transfer — 401 9 Cognitive accounts of second language acquisition -40J Introduction — 40J The computational model - 406 The representation of L2 knowledge - 408 Early interlanguage theory — 409 Variable Lz knowledge — 410 Functionalist views ofLz knowledge - 41 j Implicit and explicit Lz knowledge -417 Declarative and procedural Lz knowledge - 427 The dual-mode system — 431 Concluding comments — 433 The processes of L2. acquisition - 434 Micro-processes - 434 Macro-processes — 444 Final comment on the study of processes of Lz acquisition - 454 Cognitive theories of L2 acquisition - 455 The Natwization Model and Operating Principles - 455 The Multidimensional Model and Processability Theory -45 8 Emergentist models ofLz language acquisition - 465 The Competition Model -474 Skill-acquisition theories -480 Summary -482 Conclusion -4 82. ι ο Cognitive accounts of second language production -48y Introduction - 487 Second language speech planning -488 Aspects ofLz production — 488 The effects of speech planning on Lz production - 492 The development of procedural skill in an L2 — 45*51 Communication strategies - joi Defining communication strategies — J02 Taxonomies of CSs — 506 Empirical studies of CSs — 508 Communication strategies and Ł2 acquisition - 5 и Evaluation of communication strategy research -513 Conclusion- 513 11 Sociocultural theory and second language acquisition- jiy Introduction - 517 'Language' in sociocultural theory - 518 The methodology of sociocultural research -521 Key constructs in sociocultural SLA - ¡23 Mediated learning - 523 Mediation through social interaction -526 Mediation by means of private speech - 529 The zone of proximal development -J31 Internalization — J33 Activity theory — SLA studies based on sociocultural theory -53y Corrective feedback -537 Collaborative dialoguing -538 Private speech -541 Metatalk - J43 Task versus activity - 545 Key issues in SLA: an SCT perspective - 547 Errors -548 Acquisitional orders and sequences - 549 Li transfer -550 Implicit and explicit Lz knowledge - 551 Motivation - jjz Conclusion - J53 12. Linguistic universais and second language acquisition -557 Introduction -557 Interlanguage theory: another perspective - 559 Typological universais and second language acquisition - j6o Linguistic typology and language universais -560 Typologically motivated studies of second language acquisition -56z The role of typological universais in second language acquisition -577 Explaining the influence of typological universais on Lz acquisition — 579 Universal Grammar and second language acquisition — 581 Introducing Universal Grammar — 58z The methodology of UG-based studies - j 85 Universal grammar and Lz acquisition: theoretical issues — 590 The logical problem of language acquisition — 591 The developmental problem ofLz acquisition — 596 Approaches to investigating the role of U G -598 Empirical studies of second language acquisition based on Universal Grammar — 599 Learning Principles —619 The role of UG in Lz acquisition: key issues -621 Towards a comprehensive theory ofLz acquisition incorporating U G -6z8 An evaluation of UG-based research and theory -631 Conclusion — 634 Final comment- 635 part five Explaining individual differences in second language acquisition -639 Introduction- 641 13 Individual learner differences and second language learning - 643 Introduction - 64$ The methodology of individual difference research - 645 Intelligence - 645» Working memory -650 Language aptitude -652 Learning styles - 659 Cognitive style — 660 Learning style - 667 Final comment - 671 Personality - 6γζ Extraversion and introversion - 673 The big five - 676 Final comment -676 Motivation - 6γγ Integrative motivation - 678 Instrumental motivation - 682 Linguistic self-confidence -684 Attributions — 684 Intrinsic motivation and self-determination - 686 Self-regulation - 687 Motivational phases - 688 The ideal language self- 689 Final comment- 690 Anxiety- 691 Sources of anxiety - 692 Language anxiety and language learning - 693 Language anxiety and the process of learning - 695 Final comment - 697 Willingness to communicate - 697 Learners' beliefs - 698 Types of learner beliefs — 699 The sources of learners' beliefs - 701 The situated and dynamic nature of learner beliefs - 701 The relationship between beliefs and learning- 70z Learning strategies - 703 Definition of learning strategies - 703 Classifying learner strategies -705 Good language learner studies — 707 Factors influencing choice of learning strategies - 711 The relationship between learning strategies and language learning - 713 Learner training -717 Final comment -719 Conclusion -720 part six The brain and L2 acquisition - 725 Introduction - 727 14 The neuropsychology of second language acquisition - 725» Introduction - 725» The anatomy of the human brain -731 Left and right hemispheres -731 The cerebral cortex — 731 The cerebellum -733 Subcortical areas -733 Neurons — 734 Methods for investigating the 'language brain' -734 Investigating bilingual aphasia -736 Neuroimaging -738 Concluding comment — 740 Neuropsychological aspects of L2 acquisition - 740 A specialized language faculty -740 The neurobiological basis ofLi and Lx acquisition — 743 The neurobiological bases of comprehension and production in an Lx — 746 Implicit versus explicit Lz knowledge — 749 The role of attention in Lz acquisition - 755 Motivation and Lz acquisition -757 Controlling access to the Lz and Li — 759 The Critical Period Hypothesis -761 The neurobiological basis of fossilization - 764 Summary — 765 Conclusion — 767 part seven Classroom second language acquisition - 77г Introduction - 15 Classroom interaction and second language acquisition - 77$ Introduction - 775 Methods of researching the second language classroom - 775 Types of classroom research - 777 Final comment- 781 A historical overview of L2 classroom research - 781 The nature of second language classroom discourse - Structure and general characteristics of teacher-centred discourse- 7 84 Types of language use - 788 Turn-taking — 790 The difference between classroom and naturalistic discourse — 792 Final comment — The teacher's contribution to classroom discourse - 794 Teacher talk - 794 Teachers' questions — 797 Use of the Li -801 Use of metalanguage - So 2 Corrective feedback - 803 The learner's contribution to classroom discourse - 807 Learner participation - 807 Small-group work and interaction - 813 Summary — 818 Tasks and interaction - 818 Tasks and the negotiation of meaning— 819 Tasks and Lz production - 822 The co-construction of tasks through interaction — 822 Interaction and Lz learning - 824 Second language learning in communicative classrooms — 825 Final comment - Conclusion — 833 1 6 Form-focused instruction and second language acquisition — 83y Introduction - 83y Methodology of FFI studies - 83 8 Choice of linguistic target— 838 The measurement of learning in FFI studies —8ąo Theoretical positions — 843 The 'zero option' - 843 Instruction as facilitation - 844 The necessity of FFI- 846 Effects of FFI on L2 acquisition -848 Comparative method studies -848 Comparisons of naturalistic and instructed Lz learners — 8ji The effects of FFI on production accuracy - 85 j The effects of FFI on the order and sequence of acquisition — 860 The durability of FFI effects - 866 The effects of different types of formal instruction - 869 Methodological options for FFI- 869 Focus-on-forms versus focus-on-form — 8j2 Input-based instruction - 873 Implicit versus explicit instruction - 8yy Inductive versus deductive explicit instruction - 882 Production practice — error-inducing —883 Corrective feedback — 884 FFI and implicit knowledge - 889 Effects of instruction on Lz pragmatic development- The mediating effects of individual difference factors — 89 j Conclusion — 900 PART EIGHT Conclusion - 907 Introduction — 909 17 Epistemological issues in second language acquisition research - 911 Introduction - The choice of data in second language acquisition research -911 Non-production data -913 Grammaticality judgement tests — 914 Learner production data -916 Naturally occurring samples of learner language -917 Verbal reports - 921 The question of validity - 92.3 The construction and evaluation of SLA theories - 92y Approaches to theory building in SLA research - 926 The scope of a theory of second language acquisition - 9x9 General theories of Lx acquisition — 93 0 Modular theories -931 Epistemologically driven theories -933 The form of a theory of second language acquisition — 935 Evaluating second language acquisition theories -936 The application of second language acquisition research to other fields of enquiry - 943 Conclusion — 948 Glossary — 953 Bibliography -985 Author index —1095 Subject index-1113
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index_date	2024-07-02T22:51:12Z
indexdate	2024-07-09T21:26:24Z
institution	BVB
isbn	9780194422574
language	English
oai_aleph_id	oai:aleph.bib-bvb.de:BVB01-016969368
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physical	XXVII, 1142 S.
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spelling	Ellis, Rod 1944- Verfasser (DE-588)131551493 aut The study of second language acquisition Rod Ellis 2. ed., 1. publ. Oxford [u.a.] Oxford Univ. Press 2008 XXVII, 1142 S. txt rdacontent n rdamedia nc rdacarrier Oxford applied linguistics Hier auch später erschienene, unveränderte Nachdrucke Onderzoek gtt Tweedetaalverwerving gtt Sprache Language and languages Study and teaching Second language acquisition Fremdsprachenunterricht (DE-588)4018428-6 gnd rswk-swf Fremdsprachenlernen (DE-588)4071461-5 gnd rswk-swf Fremdsprachenunterricht (DE-588)4018428-6 s Fremdsprachenlernen (DE-588)4071461-5 s DE-604 Digitalisierung UB Regensburg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016969368&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis
spellingShingle	Ellis, Rod 1944- The study of second language acquisition Onderzoek gtt Tweedetaalverwerving gtt Sprache Language and languages Study and teaching Second language acquisition Fremdsprachenunterricht (DE-588)4018428-6 gnd Fremdsprachenlernen (DE-588)4071461-5 gnd
subject_GND	(DE-588)4018428-6 (DE-588)4071461-5
title	The study of second language acquisition
title_auth	The study of second language acquisition
title_exact_search	The study of second language acquisition
title_exact_search_txtP	The study of second language acquisition
title_full	The study of second language acquisition Rod Ellis
title_fullStr	The study of second language acquisition Rod Ellis
title_full_unstemmed	The study of second language acquisition Rod Ellis
title_short	The study of second language acquisition
title_sort	the study of second language acquisition
topic	Onderzoek gtt Tweedetaalverwerving gtt Sprache Language and languages Study and teaching Second language acquisition Fremdsprachenunterricht (DE-588)4018428-6 gnd Fremdsprachenlernen (DE-588)4071461-5 gnd
topic_facet	Onderzoek Tweedetaalverwerving Sprache Language and languages Study and teaching Second language acquisition Fremdsprachenunterricht Fremdsprachenlernen
url	http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016969368&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA
work_keys_str_mv	AT ellisrod thestudyofsecondlanguageacquisition

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