The acquisition of Spanish as a second language: foundations and new developments
Gespeichert in:
| Hauptverfasser: | , , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
New York ; London
Routledge
2021
|
| Schriftenreihe: | Second language acquisition
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | xvii, 406 Seiten Illustrationen, Diagramme |
| ISBN: | 9781138920354 9781138920347 |
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Contents List ofFigures List of Tables Acknowledgments About the Authors xiii XV xviii xix PARTI Fundamentals of Research on the Acquisition of Spanish as a Second Language 1 1 3 Introduction to Perspectives on Second Language Acquisition Introduction 3 The Study ofSecond Language Acquisition 3 What Is a Second Language Learner? 4 How Are Second Languages Differentfrom Additional (Third, Fourth, Fifth, etc.) Languages? 4 Why Is Second Language Spanish Important? 5 What Does It Mean to “Know ” a Language? 5 Historical Perspectives 8 Cognitive Approaches to Second Language Acquisition II The Relationship ofSocial and Linguistic Factors to Language Acquisition 19 Key Developments in the Field ofSecond Language Acquisition 23 Common Paths ofDevelopment 23 Influence of the First Language 25 Importance ofInput 2 7 Influence ofLinguistic Factors, Learner Characteristics, and Social Context 28 The Contributions of Technology in Advancing Research on Second Language Acquisition 30 Summary: Critical Considerations in Assessing Research in Second Language Acquisition 31
viii Contents How Does Second Language Knowledge Change or Develop? 32 What Is the Nature of Second Language Knowledge? 33 (How) Does Linguistic Knowledge Interact with Other Information? 34 Conclusion 36 Note 36 Reading beyond the Text 36 Comprehension 36 2 Research Methods Introduction 38 What Is Linguistic Data? 38 How Do We Characterize Linguistic Data? 39 What Types ofLinguistic Data Do Second Language Researchers Use? 42 How Do We Get Linguistic Data? 45 Eliciting Production Data 48 Oral Interviews 48 Prompt-Based Writing 50 Picture Description or Narration 52 Other Types of Guided Production 54 Highly Controlled Production 57 Interaction-Based Elicitation 61 Eliciting Judgment and Interpretation Data 64 Psycholinguistic Measures 73 What Do We Do with Linguistic Data? 79 Non-Linguistic Data 86 Conclusion 89 Notes 89 Reading beyond the Text 90 Comprehension 90 PART II Central Issues in Second Language Acquisition and Case Studies of Spanish 3 First Language Influence and the Acquisition of/b d g/ Introduction 93 The Role ofFirst Languages in Second Language Acquisition 93 What Is Cross-Linguistic Influence? 94 Historical Perspectives: The 1950s 98
Contents ix Historical Perspectives: Generative Grammar 100 Current Research Goals and Perspectives 103 Test Casefrom Spanish: The Acquisition ofZb d g/ 103 Ֆ d g/ in Spanish 104 The Challenge for English-Speaking Learners ofSpanish 105 Research on /b d д/ in Second Language Spanish 110 Stages ofDevelopment of/b d д/ 113 The Role ofInstruction and Study Abroad 113 Connections 116 Additional Spanish Sounds 116 Connections beyond the Sound System 118 Conclusion 118 Reading beyond the Text 119 Comprehension 119 Developmental Paths and the Acquisition of Copula Contrast Introduction 121 Universal Patterns in the Path to Acquisition of a Second Language 121 Early Work: Morpheme Acquisition Studies 122 Explaining the Order ofAcquisition 129 Criticism of the Morpheme Acquisition Studies 131 Test Case from Spanish: The Acquisition o/Ser and Estar 133 The Copula Contrast in Spanish 134 Challenges for English-Speaking Learners of Spanish 135 Research on the Acquisition of Ser and Estar 135 Stages ofDevelopment of Copula Acquisition 135 Additional Learners and Learning Contexts 138 Stages within the [Copula + Adjective] Context 139 Connections 146 Additional Structures: Spanish Number and Gender 147 Connections to the Field ofSecond Language Acquisition 150 Conclusion 155 Notes 155 Reading beyond the Text 155 Comprehension 156 121 Form-Meaning Mapping and the Acquisition of Past Time Marking 157 Introduction 157 Form-Meaning Mapping 157 What Is Form-Meaning Mapping? 157 Universal Strategies 159
Contents Variation as Hypothesis Testing 163 Test Case from Spanish: The Acquisition of Preterit and Imperfect 165 The Preterit and Imperfect in Spanish 165 Challenges for English-Speaking Learners of Spanish 167 Research on the Acquisition of the Preterit and Imperfect 168 Lexical Aspect in Preterit/Imperfect Form-Meaning Mapping 168 Additional Factors Affecting the Acquisition of the Preterit and Imperfect 172 Acquisition of the Preterit and Imperfect by Advanced Second Language Learners 177 Connections 184 Additional Structures: Spanish Subjunctive 184 Connections to the Field of Second Language Acquisition 191 Conclusion 196 Notes 196 Reading beyond the Text 196 Comprehension 197 Input, Language Variation, and the Acquisition of Object Pronouns 198 Introduction 198 Input and Second Language Acquisition 199 Linguistic Variation and Second Language Acquisition 199 Test Case from Spanish: Object Pronouns 205 Object Pronouns in Spanish 205 Challenges for English-Speaking Learners of Spanish 208 Research on the Acquisition of Object Pronouns 208 Early Research and the First Noun Strategy 209 The Challenge of the Third Person Singular Object Pronoun: Le versus Lo 212 The Role of Geography 213 Connections 219 Additional Variable Structures: The Expression of Future Time Reference 219 Additional Variable Structures: Forms ofAddress 222 Connections to the Field of SLA 225 Conclusion 229 Notes 230 Reading beyond the Text 230 Comprehension 230
Contents xi PART III Expansion and Application 233 7 Study Abroad and the Acquisition of Variable /s/-weakening Introduction 235 The Role ofStudy Abroad in Second Language Acquisition 236 The Influence ofStudy Abroad on Proficiency 23 7 Communicative Competence and Study Abroad 240 Study Abroad and Spanish Phonology 241 Study Abroad and Spanish Morphosyntax 246 Study Abroad and Spanish Pragmatics 248 The Role ofExtralinguistic Factors in Mediating the Benefits of Study Abroad 251 The Role ofInstruction in Mediating the Benefits ofStudy Abroad 251 Characteristics of the Study Abroad Context 253 Characteristics of the Learner 253 Test Casefrom Spanish: /s/-weakening 258 /sAweakening in Spanish 258 Challenges for English-Speaking Learners of Spanish 261 Research on the Acquisition of/sAweakening 262 Research on Production 262 Research on Perception 263 Connections 266 Additional Structures: The Interdental Fricative [Θ] 266 Additional Structures: Variable Morphosyntax 267 Connections to the Field ofSLA 272 Conclusion 274 Notes 275 Reading beyond the Text 275 Comprehension 275 235 Insights for the Classroom and the Acquisition of Subject Forms Introduction 277 Instruction ofSecond Language Spanish 277 Insights from Second Language Acquisition that Drive Good Pedagogy 277 Recent Developments in Second Language Instruction 282 The Role ofInstructor Characteristics in Language Instruction 287 Research on Task-based Instruction 289 ТЫ Pan-Dialectal Nature of Classroom Input 291 277 8
xii Contents Test Case from Spanish: Subject Forms in Learner-Directed Language 293 Subject Forms in Spanish 293 Challenges for English-Speaking Learners of Spanish 29S Research on the Acquisition ofSubject Forms 299 Patterns in the Second Language Acquisition of Subject Forms 299 Research on Written and Oral Learner-Directed Language 30b Implications for Acquisition of Subject Forms in Instructed Settings 312 Connections 313 Additional Structures: Preterit and Imperfect 313 Connections to the Field of SLA 319 The Role ofInput and Interaction 319 How Can Language Instruction Foster Second Language Acquisition? 336 Connecting Research with Practice 342 Use Tash to Facilitate Learning Through Meaningful Communication 342 Consider Task Design Features Thoughtfully When Planning Lessons, Courses, and Curricula 345 Vary Interactional Partners 346 Seek and Provide Numerous and Varied Sources of Input 347 Consider Individual Differences 348 Use Technology Thoughtfully to Encourage Real Online Interaction 349 Conclusion 350 Notes 350 Reading beyond the Text 350 Comprehension 351 Glossary References Index 353 366 403 |
| adam_txt |
Contents List ofFigures List of Tables Acknowledgments About the Authors xiii XV xviii xix PARTI Fundamentals of Research on the Acquisition of Spanish as a Second Language 1 1 3 Introduction to Perspectives on Second Language Acquisition Introduction 3 The Study ofSecond Language Acquisition 3 What Is a Second Language Learner? 4 How Are Second Languages Differentfrom Additional (Third, Fourth, Fifth, etc.) Languages? 4 Why Is Second Language Spanish Important? 5 What Does It Mean to “Know ” a Language? 5 Historical Perspectives 8 Cognitive Approaches to Second Language Acquisition II The Relationship ofSocial and Linguistic Factors to Language Acquisition 19 Key Developments in the Field ofSecond Language Acquisition 23 Common Paths ofDevelopment 23 Influence of the First Language 25 Importance ofInput 2 7 Influence ofLinguistic Factors, Learner Characteristics, and Social Context 28 The Contributions of Technology in Advancing Research on Second Language Acquisition 30 Summary: Critical Considerations in Assessing Research in Second Language Acquisition 31
viii Contents How Does Second Language Knowledge Change or Develop? 32 What Is the Nature of Second Language Knowledge? 33 (How) Does Linguistic Knowledge Interact with Other Information? 34 Conclusion 36 Note 36 Reading beyond the Text 36 Comprehension 36 2 Research Methods Introduction 38 What Is Linguistic Data? 38 How Do We Characterize Linguistic Data? 39 What Types ofLinguistic Data Do Second Language Researchers Use? 42 How Do We Get Linguistic Data? 45 Eliciting Production Data 48 Oral Interviews 48 Prompt-Based Writing 50 Picture Description or Narration 52 Other Types of Guided Production 54 Highly Controlled Production 57 Interaction-Based Elicitation 61 Eliciting Judgment and Interpretation Data 64 Psycholinguistic Measures 73 What Do We Do with Linguistic Data? 79 Non-Linguistic Data 86 Conclusion 89 Notes 89 Reading beyond the Text 90 Comprehension 90 PART II Central Issues in Second Language Acquisition and Case Studies of Spanish 3 First Language Influence and the Acquisition of/b d g/ Introduction 93 The Role ofFirst Languages in Second Language Acquisition 93 What Is Cross-Linguistic Influence? 94 Historical Perspectives: The 1950s 98
Contents ix Historical Perspectives: Generative Grammar 100 Current Research Goals and Perspectives 103 Test Casefrom Spanish: The Acquisition ofZb d g/ 103 Ֆ d g/ in Spanish 104 The Challenge for English-Speaking Learners ofSpanish 105 Research on /b d д/ in Second Language Spanish 110 Stages ofDevelopment of/b d д/ 113 The Role ofInstruction and Study Abroad 113 Connections 116 Additional Spanish Sounds 116 Connections beyond the Sound System 118 Conclusion 118 Reading beyond the Text 119 Comprehension 119 Developmental Paths and the Acquisition of Copula Contrast Introduction 121 Universal Patterns in the Path to Acquisition of a Second Language 121 Early Work: Morpheme Acquisition Studies 122 Explaining the Order ofAcquisition 129 Criticism of the Morpheme Acquisition Studies 131 Test Case from Spanish: The Acquisition o/Ser and Estar 133 The Copula Contrast in Spanish 134 Challenges for English-Speaking Learners of Spanish 135 Research on the Acquisition of Ser and Estar 135 Stages ofDevelopment of Copula Acquisition 135 Additional Learners and Learning Contexts 138 Stages within the [Copula + Adjective] Context 139 Connections 146 Additional Structures: Spanish Number and Gender 147 Connections to the Field ofSecond Language Acquisition 150 Conclusion 155 Notes 155 Reading beyond the Text 155 Comprehension 156 121 Form-Meaning Mapping and the Acquisition of Past Time Marking 157 Introduction 157 Form-Meaning Mapping 157 What Is Form-Meaning Mapping? 157 Universal Strategies 159
Contents Variation as Hypothesis Testing 163 Test Case from Spanish: The Acquisition of Preterit and Imperfect 165 The Preterit and Imperfect in Spanish 165 Challenges for English-Speaking Learners of Spanish 167 Research on the Acquisition of the Preterit and Imperfect 168 Lexical Aspect in Preterit/Imperfect Form-Meaning Mapping 168 Additional Factors Affecting the Acquisition of the Preterit and Imperfect 172 Acquisition of the Preterit and Imperfect by Advanced Second Language Learners 177 Connections 184 Additional Structures: Spanish Subjunctive 184 Connections to the Field of Second Language Acquisition 191 Conclusion 196 Notes 196 Reading beyond the Text 196 Comprehension 197 Input, Language Variation, and the Acquisition of Object Pronouns 198 Introduction 198 Input and Second Language Acquisition 199 Linguistic Variation and Second Language Acquisition 199 Test Case from Spanish: Object Pronouns 205 Object Pronouns in Spanish 205 Challenges for English-Speaking Learners of Spanish 208 Research on the Acquisition of Object Pronouns 208 Early Research and the First Noun Strategy 209 The Challenge of the Third Person Singular Object Pronoun: Le versus Lo 212 The Role of Geography 213 Connections 219 Additional Variable Structures: The Expression of Future Time Reference 219 Additional Variable Structures: Forms ofAddress 222 Connections to the Field of SLA 225 Conclusion 229 Notes 230 Reading beyond the Text 230 Comprehension 230
Contents xi PART III Expansion and Application 233 7 Study Abroad and the Acquisition of Variable /s/-weakening Introduction 235 The Role ofStudy Abroad in Second Language Acquisition 236 The Influence ofStudy Abroad on Proficiency 23 7 Communicative Competence and Study Abroad 240 Study Abroad and Spanish Phonology 241 Study Abroad and Spanish Morphosyntax 246 Study Abroad and Spanish Pragmatics 248 The Role ofExtralinguistic Factors in Mediating the Benefits of Study Abroad 251 The Role ofInstruction in Mediating the Benefits ofStudy Abroad 251 Characteristics of the Study Abroad Context 253 Characteristics of the Learner 253 Test Casefrom Spanish: /s/-weakening 258 /sAweakening in Spanish 258 Challenges for English-Speaking Learners of Spanish 261 Research on the Acquisition of/sAweakening 262 Research on Production 262 Research on Perception 263 Connections 266 Additional Structures: The Interdental Fricative [Θ] 266 Additional Structures: Variable Morphosyntax 267 Connections to the Field ofSLA 272 Conclusion 274 Notes 275 Reading beyond the Text 275 Comprehension 275 235 Insights for the Classroom and the Acquisition of Subject Forms Introduction 277 Instruction ofSecond Language Spanish 277 Insights from Second Language Acquisition that Drive Good Pedagogy 277 Recent Developments in Second Language Instruction 282 The Role ofInstructor Characteristics in Language Instruction 287 Research on Task-based Instruction 289 ТЫ Pan-Dialectal Nature of Classroom Input 291 277 8
xii Contents Test Case from Spanish: Subject Forms in Learner-Directed Language 293 Subject Forms in Spanish 293 Challenges for English-Speaking Learners of Spanish 29S Research on the Acquisition ofSubject Forms 299 Patterns in the Second Language Acquisition of Subject Forms 299 Research on Written and Oral Learner-Directed Language 30b Implications for Acquisition of Subject Forms in Instructed Settings 312 Connections 313 Additional Structures: Preterit and Imperfect 313 Connections to the Field of SLA 319 The Role ofInput and Interaction 319 How Can Language Instruction Foster Second Language Acquisition? 336 Connecting Research with Practice 342 Use Tash to Facilitate Learning Through Meaningful Communication 342 Consider Task Design Features Thoughtfully When Planning Lessons, Courses, and Curricula 345 Vary Interactional Partners 346 Seek and Provide Numerous and Varied Sources of Input 347 Consider Individual Differences 348 Use Technology Thoughtfully to Encourage Real Online Interaction 349 Conclusion 350 Notes 350 Reading beyond the Text 350 Comprehension 351 Glossary References Index 353 366 403 |
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| spelling | Geeslin, Kimberly L. 1971-2023 Verfasser (DE-588)130018740 aut The acquisition of Spanish as a second language foundations and new developments Kimberly L. Geeslin, Avizia Y. Long, and Megan Solon New York ; London Routledge 2021 xvii, 406 Seiten Illustrationen, Diagramme txt rdacontent n rdamedia nc rdacarrier Second language acquisition Spanisch (DE-588)4077640-2 gnd rswk-swf Fremdsprachenlernen (DE-588)4071461-5 gnd rswk-swf Spanish language / Study and teaching / Foreign speakers Spanisch (DE-588)4077640-2 s Fremdsprachenlernen (DE-588)4071461-5 s DE-604 Long, Avizia Yim Verfasser (DE-588)1254175636 aut Solon, Megan E. Verfasser (DE-588)123705348X aut Digitalisierung UB Bamberg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=033216735&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Geeslin, Kimberly L. 1971-2023 Long, Avizia Yim Solon, Megan E. The acquisition of Spanish as a second language foundations and new developments Spanisch (DE-588)4077640-2 gnd Fremdsprachenlernen (DE-588)4071461-5 gnd |
| subject_GND | (DE-588)4077640-2 (DE-588)4071461-5 |
| title | The acquisition of Spanish as a second language foundations and new developments |
| title_auth | The acquisition of Spanish as a second language foundations and new developments |
| title_exact_search | The acquisition of Spanish as a second language foundations and new developments |
| title_exact_search_txtP | The acquisition of Spanish as a second language foundations and new developments |
| title_full | The acquisition of Spanish as a second language foundations and new developments Kimberly L. Geeslin, Avizia Y. Long, and Megan Solon |
| title_fullStr | The acquisition of Spanish as a second language foundations and new developments Kimberly L. Geeslin, Avizia Y. Long, and Megan Solon |
| title_full_unstemmed | The acquisition of Spanish as a second language foundations and new developments Kimberly L. Geeslin, Avizia Y. Long, and Megan Solon |
| title_short | The acquisition of Spanish as a second language |
| title_sort | the acquisition of spanish as a second language foundations and new developments |
| title_sub | foundations and new developments |
| topic | Spanisch (DE-588)4077640-2 gnd Fremdsprachenlernen (DE-588)4071461-5 gnd |
| topic_facet | Spanisch Fremdsprachenlernen |
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