Second language acquisition: an introductory course
Saved in:
| Main Authors: | , , |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
New York, NY [u.a.]
Routledge
2013
|
| Edition: | 4. ed. |
| Subjects: | |
| Online Access: | Inhaltsverzeichnis Klappentext |
| Item Description: | Literaturangaben |
| Physical Description: | XXIV, 623 S. Ill., graph. Darst. |
| ISBN: | 9780415894784 9780415894951 |
Staff View
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| 245 | 1 | 0 | |a Second language acquisition |b an introductory course |c Susan M. Gass with Jennifer Behney and Luke Plonsky |
| 250 | |a 4. ed. | ||
| 264 | 1 | |a New York, NY [u.a.] |b Routledge |c 2013 | |
| 300 | |a XXIV, 623 S. |b Ill., graph. Darst. | ||
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Record in the Search Index
| _version_ | 1804150010820952064 |
|---|---|
| adam_text | Contents
Ust
of Figures
List
of Tables
Preface
1.
Introduction
1.1
The Study of Second Language Acquisition
1.2
Definitions
1.3
The Nature of Language
1.3
Л
Sound Systems
6
1.3.2
Syntax
6
1.3.3
Morphology and the Lexicon
8
7.3.4
Semantics
9
1,3.5
Pragmatics
10
1.4
The Nature of
Nonnative
Speaker Knowledge
1.5
Conclusion
Suggestions for Additional Reading
More
to Do and More to Think About
. . .
Link
XV
xvii
xix
11
12
13
13
16
2.
Second and Foreign Language Data
17
2.1
Data Analysis
17
2.7.7
Data Set I: Plurals
18
2.7.2
Data Set II: Verb
+
-ing Markers
23
2.1.3
Data Set III: Prepositions
26
2.2
Conclusion
29
Suggestions for Additional Reading
30
More to Do and More to Think About
... 31
VII
CONTEN
TS
3.
Where Do Data Come From?
34
3.1
Data Types
34
3.2
Learner Corpora
41
3.3
Data Elicitation
44
3.3.1
Measuring General Proficiency
45
3.3.2
Measuring Nonlinguistic Information
46
3.3.3
Verbal Report Data
47
3.3.3
Л
Think-Alouds
49
3.3.3.2
Stimulated Recall
50
3.3.3.3
Post-Production Interviews
53
3.3.4
Language-Elicitation Measures
53
3.4
Processing Data
61
3.4.7
Reaction Time
61
3.4.2
Eye-Tracking
61
3.5
Replication
63
3.6
Meta-Analyses
63
3.7
Issues in Data Analysis
64
3.8
What Is Acquisition?
72
3.9
Conclusion
73
Suggestions for Additional Reading
75
More to Do and More to Think About
... 76
4.
The Role of the Native Language: An Historical Overview
79
4.1
Introduction
79
4.2
Behaviorism
80
4.2.7
Linguistic Background
80
4.2.2
Psychological Background
83
4.3
Contrastive
Analysis Hypothesis
85
4.4
Error Analysis
91
4.5
Conclusion
98
Suggestions for Additional Reading
99
More to Do and More to Think About
... 100
5.
The Transition Period
108
108
108
5.1
Introduction
5.2
First
Language Acquisition
5.2.7
Babbling
111
5.2.2
Words
111
5.2.3
Sounds and Pronunciation
113
5.2.4
Syntax
114
5.2.5
Morphology
115
5.3
Child L2 Acquisition
117
VIII
30NTENTS
5.4
Child L2 Morpheme Order Studies
120
5.5
Adult L2 Morpheme Order Studies
124
5.6
The Monitor Model
129
5.6.7
The Acquisition-Learning Hypothesis
129
5.6.2
The Natural Order Hypothesis
130
5.6.3
The Monitor Hypothesis
130
5.6.4
The Input Hypothesis
131
5.6.5
The Affective Filter Hypothesis
133
5.6.6
Limitations
134
5.7
Conclusion
134
Suggestions for Additional Reading
135
More to Do and More to Think About
... 136
Links
137
6.
Alternative Approaches to the Role of Previously
Known Languages
138
6.1
Revised Perspectives on the Role of the Native Language
138
6.1.1
Avoidance
140
6.1.2
Differential Learning Rates
142
6.7.3
Different Paths
143
6.1.4
Overproduction
146
6.7.5
Predictability/Selectivity
14 7
6.7.6
L1 Influences in L2 Processing
153
6.1.7
Morpheme Order
154
6.2
Conclusion
154
Suggestions for Additional Reading
155
More to Do and More to Think About
... 156
7.
Formal Approaches to SLA
159
7.1
Introduction
159
7.2
Universal Grammar
160
7.2.1
Initial State
163
7.2.1.1
Fundamental Difference Hypothesis
164
7.2.7.2
Access to UG Hypothesis
165
7.2.2
UG Principles
169
7.2.3
UG Parameters
171
7.2.4
Minimalist Program
174
7.2.5
Falsification
175
7.3
Transfer The Generative/UG Perspective
177
7.3.7
Levels of Representation
177
7.3.2
Clustering
177
7.3.3
Leamability
178
7.4
The Fundamental Difference Hypothesis Revised
178
ix
CONTENTS
7.5
Semantics and the Syntax-Semantics
Interface
Hypothesis
180
7.5.1
Semantics
180
7.5.2
Syntax and Semantics: The Interface Hypothesis
180
7.6
Phonology
180
7.6.7
Markedness Differential Hypothesis
182
7.6.2
Similarity/Dissimilarity: Speech Learning Model
185
7.6.3
Optimality Theory
186
7.6.4
Ontogeny Phytogeny Model
187
7.7
Conclusion
190
Suggestions for Additional Reading
192
More to Do and More to Think About
... 193
Link
193
8.
The Lexicon
194
8.1
The Significance of the Lexicon
194
8.2
Lexical Knowledge: What does it mean to know a word?
196
8.2.7
Production and Reception
196
8.2.2
Knowledge and Control
198
8.2.3
Breadth and Depth
199
8.2.4
Subcategorization
201
8.2.5
Word Associations and Networks
202
8.2.6
Word Formation
203
8.2.7
Formulaic Language, Collocations, and Chunking
204
8.3
Influences on L2 Vocabulary and Development
207
8.3.7
The Role of the LI
207
8.3.2
Incidental Vocabulary Learning
209
8.3.3
Incremental Vocabulary Learning
212
8.4
Using Lexical Skills
213
8.4.7
Production
213
8.4.2
Perception
217
8.5
Conclusion
219
Suggestions for Additional Reading
220
More to Do and More to Think About
. . . 221
9.
Typological and Functional Approaches
224
9.1
Introduction
224
9.2
Typological
Universais
224
9.2.7
Test Case I: The Accessibility Hierarchy
229
9.2.2
Test Case II: The Acquisition of Questions
233
9.2.3
Test Case III: Voiced/Voiceless Consonants
234
9.2.4
Falsiflability
237
9.2.5
Typological
Universais:
Conclusions
237
9.3
Functional Approaches
239
CONTENTS
9.3.7
Tense and Aspect: The Aspect Hypothesis
239
9.3.2
The Discourse Hypothesis
243
9.3.3
Concept-Oriented Approach
245
9.4
Conclusion
246
Suggestions for Additional Reading
247
More to Do and More to Think About
. . . 247
Link
251
10.
Looking at Interlanguage Processing
252
10.1
Introduction
252
10.2
Processing Approaches
252
10.2.1
Processability Theory
253
10.2.2
Informatioh Processing: Automaticity, Restructuring,
and U-Shaped Learning
255
10.2.2.1
Automaticity and Restructuring
256
10.2.2.2
U-Shaped Learning
261
10.2.3
Input Processing
262
10.3
Psycholinguists Constructs
265
70.3.7
Attention
265
70.3.2
Working Memory
267
70.3.3
Syntactic Priming
270
10.4
Emergentist Models
272
70.4.7
Competition Model
274
70.4.2
Frequency-Based Accounts
279
10.5
Dynamic Systems
280
10.6
Knowledge Types
281
70.6.7
Acquisition/Learning
282
70.6.2
Declarative/Procedural
282
70.6.3
Implicit/Explicit
282
7 0.6.4
Representation/Control
284
10.7
Interface of Knowledge Types
286
70.7.7
No Interface
286
70.7.2
Weak Interface
286
70.7.3
Strong Interface
287
10.8
Conclusion
287
Suggestions for Additional Reading
289
More to Do and More to Think About
. . . 290
Link
292
11.
Interlanguage in Context
293
11.1
Introduction
293
11.2
Sociocultural
Approaches
293
11.2.1
Mediation
294
xi
CONTENTE
7 7.2.2
Internalization
294
7 7.2.3
Zone
of Proximal
Development
295
7 7.2.4
Privale
Speech
295
11.2.5
Learning
in
a Sociocultural
Framework
295
7 7.2.6
Gesture and SLA
296
11.3
Variation
298
11.4
Systematic Variation
301
7 7.4.7
Linguistic Context
301
7 7.4.2
Social Context Relating to the Native Language
304
7 7.4.3
Social Context Relating to Interlocutor, Task Type,
and Conversational Topic
307
11.5
Conversation Analysis
317
11.6
Communication Strategies
320
11.7
Interlanguage Pragmatics
322
11.8
Language Learning in a Study-Abroad Context
327
11.9
Conclusion: SLA and Other Disciplines
328
Suggestions for Additional Reading
330
More to Do and More to Think About
. . . 331
12.
Input, Interaction, and Output
339
12.1
Introduction
339
12.2
Input
339
12.3
Comprehension
343
12.4
Interaction
348
12.5
Output
356
72.5.7
Feedback
359
72.5.1.1
Negotiation
361
12.5.1.2
Recasts
364
72.5.2
Hypothesis Testing
370
72.5.3
Automaticity
37
A
12.5.4
Meaning-Based to Grammar-Based Processing
374
12.6
The Role of Input and Interaction in Language Learning
375
72.6.1
The Functions of Input and Interaction
375
72.6.2
Effectiveness of Feedback
383
12.6.2.1
Attention
383
12.6.2.2
Contrast Theory
384
12.6.2.3
Metalinguistic Awareness
386
72.6.3
Who Benefits From Interaction?
388
12.7
Limitations of Input
390
12.8
Conclusion
390
Suggestions for Additional Reading
392
More to Do and More to Think About
. . . 392
Link
397
XII
CONIENTS
13.
Instructed Second Language Learning
398
13.1
Introduction
398
13.2
Classroom Language
399
13.3
Teachability/Learnabillty
403
13.4
Focus on Form
406
13.4.1
Timing
411
73.4.2
Forms to Focus On
413
73.4.3
Task Design
414
13.4.4
Input Manipulation and Input Enhancement
415
13.5
Complexity, Accuracy, Fluency, and Planning
416
13.6
Processing Instruction
419
13.7
Uniqueness of Instruction
422
13.8
Effectiveness of Instruction
424
13.9
SLA and Classroom Practices
427
13.10
Conclusion
427
Suggestions for Additional Reading
428
More to Do and More to Think About
. . . 429
Links
430
14.
Nonlanguage Influences
431
14.1
Introduction
431
14.2
Research Traditions
432
74.2.7
Linguistics
432
74.2.2
Psychology
433
74.2.3
Psycholinguistics
433
14.3
Methodological Considerations
434
14.4
Age Differences
434
14.5
Aptitude
444
14.6
Motivation
452
74.6.7
Motivation as a Function of Time and Success
455
74.6.2
Changes Over Time
455
14.6.3
Influence of Success on Motivation and
Demotivation
456
14.7
Affect
459
14.7.1
Language Shock and Culture Shock
460
14.7.2
Anxiety
462
74.7.3
Social Distance
464
14.8
Extroversion and Introversion
465
14.9
Learning Strategies
466
14.10
Conclusion
472
Suggestions for Additional Reading
473
More to Do and More to Think About
. . . 474
Links
476
CONTENTS
15.
Related Disciplines
477
15.1
Introduction
477
15.2
Bilingual Acquisition
478
15.3
Third Language Acquisition/Multilingualism
485
15.4
Heritage Language Acquisition
489
15.5
SLA by Hearing Impaired
492
15.6
Conclusion
493
Suggestions for Additional Reading
494
More to Do and More to Think About
. . . 495
Links
496
16.
An Integrated View of Second Language Acquisition
497
16.1
An Integration of Sub-Areas
497
16.1
Л
Apperceived Input
498
76.7.2
Comprehended Input
501
/6.7.3
Intake
503
76.7.4
Integration
505
76.7.5
Output
507
16.2
Conclusion
508
More to Do and More to Think About
... 510
Glossary
520
Notes
533
References
542
Author Index
603
Subject Index
611
xiv
Now in a fourth 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. To reflect current develop¬
ments, new sections on using learner corpora, semantics and morphosyntax (within
formal approaches to SLA), sociocultural approaches, gesture, priming research, and
chaos theory have been added. Students will also find expanded discussions of
heritage language learning, bilingualism, pragmatics, and much more.
The fourth edition retains the pedagogical features that students found useful in
the current edition, and also incorporates new features. A new feature is the text boxes
throughout the chapters that summarize key concepts and research literature. As with
previous editions, discussion questions or problems at the end of each chapter help
students apply their knowledge, and a glossary defines and reinforces must-know
terminology. New supplemental material will be presented in a robust companion
website with components for students and instructors.
By incorporating more coverage and interpretation of current theories, an emphasis
on empirical findings, and a clearly written and illustrated presentation, Second
Language Acquisition is an ideal textbook for the introductory SLA course in second
language studies, applied linguistics, linguistics, TESOL, and language education
programs.
|
| any_adam_object | 1 |
| author | Gass, Susan M. 1943- Behney, Jennifer 1972- Plonsky, Luke |
| author_GND | (DE-588)121608840 (DE-588)1051542545 (DE-588)1173841911 |
| author_facet | Gass, Susan M. 1943- Behney, Jennifer 1972- Plonsky, Luke |
| author_role | aut aut aut |
| author_sort | Gass, Susan M. 1943- |
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| ctrlnum | (OCoLC)841759095 (DE-599)BVBBV040706058 |
| dewey-full | 418 |
| dewey-hundreds | 400 - Language |
| dewey-ones | 418 - Applied linguistics |
| dewey-raw | 418 |
| dewey-search | 418 |
| dewey-sort | 3418 |
| dewey-tens | 410 - Linguistics |
| discipline | Sprachwissenschaft Literaturwissenschaft |
| edition | 4. ed. |
| format | Book |
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| genre | (DE-588)4123623-3 Lehrbuch gnd-content |
| genre_facet | Lehrbuch |
| id | DE-604.BV040706058 |
| illustrated | Illustrated |
| indexdate | 2024-07-10T00:32:08Z |
| institution | BVB |
| isbn | 9780415894784 9780415894951 |
| language | English |
| lccn | 2012032782 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-025686497 |
| oclc_num | 841759095 |
| open_access_boolean | |
| owner | DE-20 DE-11 DE-355 DE-BY-UBR DE-739 DE-384 |
| owner_facet | DE-20 DE-11 DE-355 DE-BY-UBR DE-739 DE-384 |
| physical | XXIV, 623 S. Ill., graph. Darst. |
| publishDate | 2013 |
| publishDateSearch | 2013 |
| publishDateSort | 2013 |
| publisher | Routledge |
| record_format | marc |
| spelling | Gass, Susan M. 1943- Verfasser (DE-588)121608840 aut Second language acquisition an introductory course Susan M. Gass with Jennifer Behney and Luke Plonsky 4. ed. New York, NY [u.a.] Routledge 2013 XXIV, 623 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier Literaturangaben Second language acquisition Psycholinguistik (DE-588)4127537-8 gnd rswk-swf Fremdsprachenlernen (DE-588)4071461-5 gnd rswk-swf (DE-588)4123623-3 Lehrbuch gnd-content Psycholinguistik (DE-588)4127537-8 s Fremdsprachenlernen (DE-588)4071461-5 s 1\p DE-604 Behney, Jennifer 1972- Verfasser (DE-588)1051542545 aut Plonsky, Luke Verfasser (DE-588)1173841911 aut Erscheint auch als Online-Ausgabe 978-0-203-13709-3 Digitalisierung UB Regensburg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025686497&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung UB Passau application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025686497&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 |
| spellingShingle | Gass, Susan M. 1943- Behney, Jennifer 1972- Plonsky, Luke Second language acquisition an introductory course Second language acquisition 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 with Jennifer Behney and Luke Plonsky |
| title_fullStr | Second language acquisition an introductory course Susan M. Gass with Jennifer Behney and Luke Plonsky |
| title_full_unstemmed | Second language acquisition an introductory course Susan M. Gass with Jennifer Behney and Luke Plonsky |
| title_short | Second language acquisition |
| title_sort | second language acquisition an introductory course |
| title_sub | an introductory course |
| topic | Second language acquisition Psycholinguistik (DE-588)4127537-8 gnd Fremdsprachenlernen (DE-588)4071461-5 gnd |
| topic_facet | Second language acquisition Psycholinguistik Fremdsprachenlernen Lehrbuch |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025686497&sequence=000002&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=025686497&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
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