Second language learning theories:
Gespeichert in:
| Hauptverfasser: | , , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
London
Routledge
2013
|
| Ausgabe: | Third edition |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Klappentext |
| Beschreibung: | Literaturverzeichnis S. 308 - 364 |
| Beschreibung: | xvii, 379 Seiten Illustrationen, Diagramme |
| ISBN: | 9780415825832 9781444163100 |
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Datensatz im Suchindex
| _version_ | 1804149554223775744 |
|---|---|
| adam_text | CONTENTS
List of illustrations
ix
Acknowledgements
xi
Preface
xiv
1
Second language learning: key concepts and issues
1
1.1
Introduction
1
1.2
What makes for a good theory?
2
1.3
Views on the nature of language
6
1.4
The language learning process
10
1.5
Views of the language learner
19
1.6
Links with social practice
25
1.7
Conclusion
26
2
The recent history of second language learning research
27
2.1
Introduction
27
2.2
The
1950s
and
1960s 28
2.3
The
1970s 31
2.4
The
1980s:
a turning point
46
2.5
Continuities in the research agenda
49
2.6
Second language learning timeline
50
3
Linguistics and language learning: the Universal Grammar approach
61
3.1
Introduction
61
3.2
Why a Universal Grammar?
62
3.3
What does Universal Grammar consist of?
69
3.4
Universal Grammar and first language acquisition
77
3.5
Universal Grammar and second language acquisition
83
3.6
Evaluation of Universal Grammar-based approaches to second language
acquisition
94
4
Cognitive approaches to second language learning
(1):
general, implicit
learning mechanisms
98
4.1
Introduction
98
4.2
Input-based emergentist perspectives
99
4.3
Processing-based perspectives
114
4.4
Evaluation of implicit, cognitive approaches
125
5
Cognitive approaches
(2):
the role of memory systems and conscious
learning
130
5.1
Memory systems and their role in L2 learning
131
5.2
Explicit knowledge, information processing and skill acquisition
136
5.3
Awareness and attention in second language acquisition
146
5.4
Working Memory and second language acquisition
151
5.5
Evaluation of cognitive approaches
(2):
memory systems and conscious
learning
156
VII
SECOND
LANGUAGE LEARNING
THEORIES
б
Interaction
in second language learning 16°
6.1
Introduction 160
6.2
The revised Interaction Hypothesis (Long,
1996):
an appeal to cognitive
theory 162
6.3
Interaction and the learning of target L2 structures and vocabulary
163
6.4
The rote of feedback 168
6.5
The Output Hypothesis and the role of prompts in corrective feedback
175
6.6
The problem of noticing
179
6.7
Learner characteristics and engagement
182
6.8
Evaluation 184
7
Meaning-based perspectives on second language learning
188
7.1
Introduction 188
7.2
Early functionalist studies of second language learning
189
7.3
Functionalism beyond the case study: the European Science Foundation
project
195
7.4
Time talk : developing the means to talk about past time
201
7.5
The Aspect Hypothesis and the acquisition of past tense
203
7.6
Cognitive linguistics and thinking for speaking
206
7.7
Second language pragmatics
210
7.8
Evaluation
216
8
Sociocultural perspectives on second language learning
220
8.1
Introduction
220
8.2
Sociocultural theory
220
8.3
Applications of sociocultural theory to SLL
227
8.4
Evaluation
246
9
Sociolinguistic perspectives
250
9.1
Introduction
250
9.2
Sociolinguistically driven variability in second language use
251
9.3
Second language socialization
260
9.4
Communities of practice and situated second language learning
269
9.5
Second language learning, agency and the (reconstruction of identity
276
9.6
Affect, emotion and investment in second language learning
280
9.7
Evaluation: the scope and achievements of sociolinguistic enquiry
282
10
Conclusion
285
10.1
One theory or many?
285
10.2
Main achievements of recent second language learning research
286
10.3
Future directions for second language learning research
288
10.4
Second language learning research and language education
289
Glossary
292
References
308
Subject index
365
Name index
374
VIII
List of illustrations
Tables
4.1
Input profile of difficult and easy constructions
101
4.2
Miniature article system
112
4.3
Predicted and actual degree of difficulty based on isomorphism
124
5.1
Operationalizing the constructs of L2 implicit and explicit knowledge
137
5.2
Learners reports about noticing and learning
149
6.1
Examples of interactional modifications in NS conversations
163
6.2
Immersion teachers feedback moves
170
6.3
Negative feedback and modified output, by group
178
6.4
Question development by group
178
6.5
Correlations between grammatical accuracy in picture description and four
cognitive variables
183
7.1
Pragmatic and syntactic modes of expression
190
72
Paratactic precursors of different TL constructions
195
9.1
[t]/[d] deletion in Detroit African-American speech
254
9.2
VARBRUL results for [t]/[d] deletion by African-American speakers from
Detroit
255
9.3
[t]/[d]
absence by grammatical category in Chinese-English ¡nterlanguage
and in native English dialects
256
9.4
Optional
de use
by all groups
260
Figures
1.1
Spolsky s general model of second language learning
4
2.1
Acquisition hierarchy for
13
English grammatical morphemes for
Spanish-speaking and Cantonese-speaking children
38
2.2
Comparison of adult and child acquisition sequences for eight grammatical
morphemes
39
3.1
Parametric variation for a functional category in English and French
76
3.2
[NP my mother s holiday in the Caribbean Islands] [vp was fantastic]
78
3.3
[NP My brother] [VP regularly wins the first prize]
78
3.4
[vp She became] [^incredibly
eleverai
making excuses]
79
3.5
[Vp He did this] [„quite without reason]
79
3.6
Summary of the hierarchical structure of phrases in English shown in
Figures
3.2
to
3.5 80
3.7
Hierarchical structure in languages such as Japanese
80
3.8
Hierarchical structure in languages such as Malagasy
80
4.1
Simple recurrent network
107
4.2
Learners gradually move up the structure of a sentence
117
6.1
Mean accuracy of three groups on test of possessive determiners (oral
picture description task)
172
6.2
Performance of low and high students on grammaticality judgement task
(written error correction task)
173
6.3
Procedure for assessing noticing
183
ix
SECOND
LANGUAGE LEARNING
THEORIES
7.1
Expected direction of spread of preterit and imperfect forms in L2 Spanish
across lexical classes
204
7.2
Diagrammatic representation of modal verb will
207
7.3
Distribution of request types by learner group
213
8.1
Model of an activity system
226
8.2
Regulatory scale for error feedback
-
Implicit (strategic) to Explicit
237
8.3 Microgenesis in
the language system
238
8.4
Teacher s mediating moves
240
8.5
Dynamic assessment in action
241
8.6
Methods of assistance occurring during classroom peer interaction
242
8.7
Didactic model for mood selection in Spanish
246
9.1
A typology of variation in interlanguage
252
9.2
Frequency of
de
use (Chinese NSs vs. CSL learners)
259
Second
Language Learning Theories is a clear and concise overview of the field of
second language acquisition (SLA) theories. Written by a team of leading academics
working in different SLA specialisms, this book provides expert analysis of the main
theories from multiple perspectives to offer a broad and balanced introduction to
the topic.
The book covers all the main theoretical perspectives currently active in the SLA
field and sets them in a broader framework per chapter, e.g., linguistic, cognitive,
or sociolinguistic. Each chapter examines how the various theories view language,
the learner and the acquisition process. Summaries of key studies and examples
of data relating to a variety of languages illustrate the different theoretical
perspectives. Each chapter concludes with an evaluative summary of the theories
discussed. This third edition has been thoroughly updated to reflect the very latest
research in the field of SLA.
Key features include:
■
a fully re-worked chapter on cognitive models of language learning
•
a new chapter on information processing, including the roles of different types of
memory and knowledge in language learning
-
the addition of a glossary of key linguistic terms to help the non-specialist
■
a new timeline of second language learning theory development
This third edition takes account of the significant developments that have taken
place in the field in recent years. Highly active domains in which theoretical and
methodological advances have been made are treated in more depth to ensure
that this new edition of Second Language Learning Theories remains as fresh and
relevant as ever.
Rosamond Mitchell is Professor of Applied Linguistics, University of Southampton.
Florence Mytes is Professor of Second Language Acquisition, University of Essex.
Einma
Marsden
is Senior Lecturer in Second Language Education, University of York.
LANGUAGE ACQUISITION/ LINGUISTICS
an
intarma
business
ISBN
978-1-4441-6310-0
H
Cover
image:
© Kathie Nichols/Shutterstock
Π
Routledge
9 781444m16310l
www.routledge.com
|
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| publisher | Routledge |
| record_format | marc |
| spelling | Mitchell, Rosamond 1948- Verfasser (DE-588)129723746 aut Second language learning theories Rosamond Mitchell, Florence Myles, Emma Marsden Third edition London Routledge 2013 xvii, 379 Seiten Illustrationen, Diagramme txt rdacontent n rdamedia nc rdacarrier Literaturverzeichnis S. 308 - 364 Lerntheorie (DE-588)4114402-8 gnd rswk-swf Theorie (DE-588)4059787-8 gnd rswk-swf Fremdsprachenlernen (DE-588)4071461-5 gnd rswk-swf 1\p (DE-588)4151278-9 Einführung gnd-content Fremdsprachenlernen (DE-588)4071461-5 s Theorie (DE-588)4059787-8 s DE-604 Lerntheorie (DE-588)4114402-8 s 2\p DE-604 Myles, Florence 1956- Verfasser (DE-588)17321357X aut Marsden, Emma Verfasser (DE-588)1196636214 aut Erscheint auch als Online-Ausgabe 978-0-203-77079-5 (DE-604)BV042211919 Digitalisierung UB Bayreuth application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025337829&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung UB Bayreuth application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025337829&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Klappentext 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 2\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Mitchell, Rosamond 1948- Myles, Florence 1956- Marsden, Emma Second language learning theories Lerntheorie (DE-588)4114402-8 gnd Theorie (DE-588)4059787-8 gnd Fremdsprachenlernen (DE-588)4071461-5 gnd |
| subject_GND | (DE-588)4114402-8 (DE-588)4059787-8 (DE-588)4071461-5 (DE-588)4151278-9 |
| title | Second language learning theories |
| title_auth | Second language learning theories |
| title_exact_search | Second language learning theories |
| title_full | Second language learning theories Rosamond Mitchell, Florence Myles, Emma Marsden |
| title_fullStr | Second language learning theories Rosamond Mitchell, Florence Myles, Emma Marsden |
| title_full_unstemmed | Second language learning theories Rosamond Mitchell, Florence Myles, Emma Marsden |
| title_short | Second language learning theories |
| title_sort | second language learning theories |
| topic | Lerntheorie (DE-588)4114402-8 gnd Theorie (DE-588)4059787-8 gnd Fremdsprachenlernen (DE-588)4071461-5 gnd |
| topic_facet | Lerntheorie Theorie Fremdsprachenlernen Einführung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025337829&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025337829&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT mitchellrosamond secondlanguagelearningtheories AT mylesflorence secondlanguagelearningtheories AT marsdenemma secondlanguagelearningtheories |