Understanding second language acquisition:
"Understanding Second Language Acquisition offers a wide-encompassing survey of this burgeoning field, its accumulated findings and proposed theories, its developed research paradigms, and its pending questions for the future. The book zooms in and out of universal, individual, and social force...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
London ; New York
Routledge
2013
|
| Schriftenreihe: | Understanding language series
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Zusammenfassung: | "Understanding Second Language Acquisition offers a wide-encompassing survey of this burgeoning field, its accumulated findings and proposed theories, its developed research paradigms, and its pending questions for the future. The book zooms in and out of universal, individual, and social forces, in each case evaluating the theories and research findings that have been generated across diverse naturalistic and formal contexts for second language acquisition. It assumes no background in SLA and provides helpful chapter-by-chapter summaries and suggestions for further reading. Ideal as a textbook for students of applied linguistics, foreign language education, TESOL, and education. It is also recommended for students of linguistics, developmental psycholinguistics, psychology, and cognitive science."--BOOK JACKET. |
| Beschreibung: | Frühere Ausg. bei Hodder Education erschienen |
| Beschreibung: | xv, 304 Seiten |
| ISBN: | 9780340905593 |
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Datensatz im Suchindex
| _version_ | 1804151344838213633 |
|---|---|
| adam_text | Contents
Preface
xiii
Tables and figures
xvi
1
Introduction
1
1.1
What is
SLA?
1
1.2
Whence language? Description, evolution and
acquisition
2
1.3
First language acquisition, bilingualism and
SLA
3
1.4
Main concepts and terms
5
1.5
Interdisciplinary in SLA
7
1.6
SLA in the world
7
1.7
About this book
9
1.8
Summary
10
1.9
Annotated suggestions for further reading
10
2
Age
12
2.1
Critical and sensitive periods for the acquisition of human language
12
2.2
Julie, an exceptionally successful late L2 learner of Arabic
14
23
Are children or adults better L2 learners? Questions of rate
16
2.4
Age and L2 morphosyntax: questions of ultimate attainment
17
2.5
Evidence on L2 morphosyntax from cognitive
neuroscience
20
2.6
L2 phonology and age
22
2.7
What causes the age effects? Biological and other explanations
23
2.8
A bilingual turn in SLA thinking about age?
25
2.9
How important is age in L2 acquisition, and (why) does it matter?
27
2.10
Summary
28
2.11
Annotated suggestions for further reading
29
3
Crosslkiguistic influences
31
3.1
On L1-L2 differences and similarities
31
3.2
Interlingual identifications
32
3.3
Besides the LI
34
3.4
First language influences visa-vis development
34
3.5
Markedness and LI transfer
37
3.6
Can a cup break? Transferability
38
3.7
Avoidance
39
viii Contents
3.8
Underuse
and overuse
41
3.9
Positive LI influences on L2 learning rate
42
3.10
First language influence beneath the surface: the case of information
44
structure
3.11
Crosslinguistic influences across all layers of language
46
3.12
Beyond the LI: crosslinguistic influences across multiple languages
48
3.13
The limits of crosslinguistic influence
51
3.14
Summary
52
3.15
Annotated suggestions for further reading
54
The linguistic environment
55
4.1
W
es:
I m never learning, I m only just listen then talk
55
4.2
Acculturation as a predictive explanation for L2 learning success?
58
4.3
Input for comprehension and for learning
59
4.4
Interaction and negotiation for meaning
60
4.5
Output and syntactic processing during production
62
4.6
Noticing and attention as moderators of affordances in the environment
63
4.7
Two generations of interaction studies
64
4.8
The empirical link between interaction and acquisition
65
4.9
Output modification
67
4.10
Learner-initiated negotiation of form
69
4.11
Negative feedback during meaning and form negotiation
71
4.12
The limits of the linguistic environment
76
4.13
Summary
79
4.14
Annotated suggestions for further reading
80
Cognition
82
5.1
Information processing in psychology and SLA
82
5.2
The power of practice: proceduralization and automaticity
84
5.3
An exemplary study of skill acquisition theory in SLA: DeKeyser
(1997) 85
5.4
Long-term memory
87
5.5
Long-term memory and L2 vocabulary knowledge
88
5.6
Working memory
89
5.7
Memory as storage: passive working memory tasks
91
5.8
Memory as dynamic processing: active working memory tasks
92
5.9
Attention and L2 learning
93
5.10
Learning without intention
94
5.11
Learning without attention
95
5.12
Learning without awareness
96
5.13
Disentangling attention from awareness?
97
5.14
Learning without rules
99
5.15
An exemplary study of symbolic vs associative learning: Robinson
(1997) 100
5.16
An emergentist turn in SLA?
102
5.17
Summary
105
5.18
Annotated suggestions for further reading
108
Contents
ix
6
Development of learner language
110
6.1
Two approaches to the study of learner language: general cognitive and
110
formal linguistic
6.2
Interlanguages: more than the sum of target input and first language
112
6.3
Cognitivist explanations for the development of learner language
113
6.4
Formula-based learning: the stuff of acquisition
114
6.5
Four interlanguage processes
116
6.6
Interlanguage processes at work: Ge s da
118
6.7
Development as variability-in-systematicity: The case of Jorge s negation
119
6.8
Interlanguage before grammaticalization: the Basic Variety of naturalistic
121
learners
6.9
Patterned attainment of morphological accuracy: the case of L2 English
124
morphemes
6.10
More on the development of L2 morphology: concept-driven emergence
126
ortense
and aspect
6.11
Development of syntax: markedness and the acquisition of L2 relativization
129
6.12
A last example of systematicity: cumulative sequences of word order
130
6.13
Fossihzation, or when L2 development comes to a stop (but does it?)
133
6.14
What is the value of grammar instruction 1 The question of the interface
136
6.15
Instruction, development and learner readiness
138
6.16
Advantages of grammar instruction: accuracy and rate of learning
139
6.17
The future of interlanguage?
140
6.18
Summary
141
6.19
Annotated suggestions for further reading
143
7
Foreign language aptitude
145
7.1
The correlational approach to cognition, conation and affect in
146
psychology and SLA
7.2
Learning and not learning French: Kaplan vs Watson
147
7.3
Language aptitude, all mighty?
148
7.4
Aptitude as prediction of formal L2 learning rate: the
MLAT
149
7.5
Is L2 aptitude different from intelligence and first language ability?
151
7.6
Lack of L2 aptitude, or general language-related difficulties?
152
7.7
Memory capacity as a privileged component of L2 aptitude
154
7.8
The contributions of memory to aptitude, complexified
156
7.9
Aptitude and age
158
7.10
Does L2 aptitude matter under explicit and implicit learning conditions?
159
7.11
Most recent developments: multidimensional aptitude
161
7.12
Playing it to one s strengths: the future of L2 aptitude?
163
7.13
Summary
164
7.14
Annotated suggestions for further reading
166
8
Motivation
168
8.1
The traditional approach: the AMTB and motivational quantity
168
8.2
Integrativeness as an antecedent of motivation
170
Contents
8.3
Other antecedents: orientations and attitudes
171
8.4
First signs of renewal: self-determination theory and intrinsic motivation
175
8.5
Motivation from a distance: EFL learners orientations and attitudes
178
8.6
Language learning motivation: possible in situations of conflict?
181
8.7
Dynamic motivation: time, context, behaviour
183
8.8
Looking forward: the L2 Motivational Self System
185
8.9
Behold the power of motivation
188
8.10
Summary
· 189
8.11
Annotated suggestions for further reading
190
9
Affect and other individual differences
192
9.1
Personality and L2 learning
193
9.2 Extraversion
and speaking styles
196
9.3
Learner orientation to communication and accuracy
198
9.4
Foreign language anxiety
200
9.5
Willingness to communicate and L2 contact
202
9.6
Cognitive styles, field independence and field sensitivity
205
9.7
Learning style profiles
206
9.8
Learning strategies
208
9.9
The future promise of an all-encompassing framework: self-regulation
211
theory
9.10
Summary
212
9.11
Annotated suggestions for further reading
214
10
Social dimensions of L2 learning
216
10.1
The unbearable ineluctability of the social context
217
10.2
Cognition is social: Vygotskian sociocultural theory in SLA
218
10.3
Self-regulation and language mediation
219
10.4
Some findings about inner, private, and social speech in L2 learning
221
10.5
Social learning in the Zone of Proximal
Development 224
10.6
Negative feedback reconceptualized
225
10.7
Interaction is social: Conversation Analysis and SLA
227
10.8
The CA perspective in a nutshell
228
10.9
Some contributions of CA-for-SLA
229
10.10
Learning in CA-for-SLA?
232
10.11
Grammar is social: Systemic Functional Linguistics
233
10.12
Learning how to mean in an L2
234
10.13
Language learning is social learning: language socialization theory
236
10.14
The process of language socialization: access and participation
237
10.15
The outcomes: what is learned through L2 socialization?
239
10.16
Sense of self is social: identity theory
241
10.17
L2 learners identity and power struggles: examples from circumstantial
243
L2 learning
10.18
Close impact of identities on L2 learning: examples from elective
245
L2 learning
Contents
xi
10.19
Technology-mediated
communication as a
site for socially
neh
L2
248
learning
10.20
Never just about language
250
10.21
Summary
251
10.22
Annotated suggestions for further reading
253
References
255
Author index
290
Subject index
296
|
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| spelling | Ortega, Lourdes Verfasser (DE-588)1103683446 aut Understanding second language acquisition Lourdes Ortega Second language acquisition London ; New York Routledge 2013 xv, 304 Seiten txt rdacontent n rdamedia nc rdacarrier Understanding language series Frühere Ausg. bei Hodder Education erschienen "Understanding Second Language Acquisition offers a wide-encompassing survey of this burgeoning field, its accumulated findings and proposed theories, its developed research paradigms, and its pending questions for the future. The book zooms in and out of universal, individual, and social forces, in each case evaluating the theories and research findings that have been generated across diverse naturalistic and formal contexts for second language acquisition. It assumes no background in SLA and provides helpful chapter-by-chapter summaries and suggestions for further reading. Ideal as a textbook for students of applied linguistics, foreign language education, TESOL, and education. It is also recommended for students of linguistics, developmental psycholinguistics, psychology, and cognitive science."--BOOK JACKET. Fremdsprachenlernen (DE-588)4071461-5 gnd rswk-swf (DE-588)4123623-3 Lehrbuch gnd-content Fremdsprachenlernen (DE-588)4071461-5 s DE-604 Digitalisierung UB Regensburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=026732970&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
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| title | Understanding second language acquisition |
| title_alt | Second language acquisition |
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| title_exact_search | Understanding second language acquisition |
| title_full | Understanding second language acquisition Lourdes Ortega |
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| title_full_unstemmed | Understanding second language acquisition Lourdes Ortega |
| title_short | Understanding second language acquisition |
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