.

0 (hodnocen0 x )

BK

Second edition

Oxford : Oxford University Press, 2008

xxvii, 1142 stran : ilustrace ; 24 cm

ISBN 978-0-19-442257-4

Oxford applied linguistics

Obsahuje bibliografii, bibliografické odkazy a rejstříky

Popsáno podle dotisku z roku 2012

001653047

Acknowledgements - xvii // Preface - xix // PART ONE Background - I Introduction - 3 // 1 An introduction to second language acquisition research - 3 What is ‘second language acquisition’? - 3 // Case studies of L2 learners - 8 // Wong Fillmore’s (1976, 1979) study of five Mexican children - 9 Schumann s (1978h) study of Alberto - 10 Schmidt’s (1983) study of Wes - 11 // Ellis’ (1984a, 1992) study of three classroom learners - 13 Lardiere’s (2007) study of Patty - 13 // 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 - 3 3 // Summary and conclusion -36 // part TWO Description: the characteristics of learner language-39 // Introduction-41 // 2 Learner errors and error analysis - 43 Introduction - 43 // Collection of a sample of learner language -46 Errors - 47 // Identification of errors - 47 Description of errors - 30 Explanation of errors - 33 Evaluating errors -36 // 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 Li = Li hypothesis - 105 // Summary - 110 // Conclusion - 111 // 4 Variability in learner language - 11? // Introduction - 117 // Some theoretical perspectives - 119 Sociolinguistic models -119

Social-psychological models -123 Psycholinguistic models -125 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 ofL2 variability -137 Psycholinguistic accounts ofL2 variability - 148 // A multi-factor approach - 151 // Summary -152 // Conclusion -155 // 5 Pragmatic aspects of learner language - 139 Introduction - / j9 // 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 -190 // Interactional acts in learner language - 192 // 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 - 20y // 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 - 234 // Summary -238 // Input and interaction in first language acquisition -238 // Input and interaction in second language acquisition - 241 Research based on the computational model of L2 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 Lz 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 Lz acquisition -323 // Social theories of Lz 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 - 330 // The methodology of transfer studies - 331 // Transfer as a communication and learning process — 331 // Choice of data for the study of transfer -332 // Identifying instances of transfer - 332 // Measuring crosslmguistic effects -334 // Early days-339 // The Contrastive Analysis Hypothesis — 339 The minimalist position -361 // Reappraisal - 364 // Evidence of transfer effects -366 Production -36? Reception- 3?? 3 Conceptual transfer - 37? // Constraints on transfer - 379 Sociolinguistic factors -380 Markedness -381 Prototypicality -38y // 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- 39y // 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 // 3 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 -403 // Introduction -403 // The computational model - 406 // The representation of Lz knowledge - 408 Early interlanguage theory -409 Variable Li knowledge - 410 Functionalist views of Li knowledge -413 Implicit and explicit Li knowledge -41y Declarative and procedural Lz knowledge - 427 The dual-mode system -431 Concluding comments -433 // The processes of Lz acquisition - 434 Micro-processes -434 Macro-processes - 444 Final comment on the study of processes of Lz acquisition - 434 // Cognitive theories of Lz acquisition - 433 // The Nativization Model and Operating Principles - 455 The Multidimensional Model and Processability Theory - 4 j8 // Emergentist models ofLz language acquisition -46y The Competition Model - 474 Skill-acquisition theories -480 Summary — 482 // Conclusion -482 // Cognitive accounts of second language production - 48y Introduction -48y // Second language speech planning -488 // Aspects of Lz production -488 // The effects of speech planning on Lz production -492 // The development of procedural skill in an Lz - 499 // Communication strategies - 501 // Defining communication strategies - 502 // Taxonomies of CSs - 506 // Empirical studies of CSs - 508 // Communication strategies and Lz acquisition - 511 // Evaluation of communication strategy research - 513 // Conclusion - 513 // Sociocultural theory and second language acquisition - 515 // Introduction - 517 // ‘Language’ in sociocultural theory-yrS // The methodology of sociocultural research - 521 // Key constructs in sociocultural SLA - 523 Mediated learning - 523 Mediation through social interaction - 526 Mediation by means of private speech - 529 The zone of proximal development - 531 Internalization - 533 //

Activity theory - 535 // SLA studies based on sociocultural theory - 537 Corrective feedback - 537 Collaborative dialoguing - 538 Private speech- 541 Metatalk - 543 // 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 Li knowledge -551 Motivation -552 // Conclusion - // Linguistic universals and second language acquisition-557 // Introduction - 557 // Interlanguage theory: another perspective - 559 // Typological universals and second language acquisition-560 // Linguistic typology and language universals -560 Typologically motivated studies of second language acquisition - j 62 The role of typological universals in second language acquisition - 577 Explaining the influence of typological universals on L2 acquisition -579 // Universal Grammar and second language acquisition-581 // Introducing Universal Grammar - 582 The methodology of UG-based studies -585 Universal grammar and Lz acquisition: theoretical issues - 590 // The logical problem of language acquisition - 591 The developmental problem of L2 acquisition - 596 Approaches to investigating the role of UG - 598 Empirical studies of second language acquisition based on Universal Grammar - 599 Learning Principles -619 // The role of UG in L2 acquisition: key issues -621 Towards a comprehensive theory of L2 acquisition incorporating UG -628 // An evaluation of UG-based research and theory -631 Conclusion -634 // Final comment -63 y // part five Explaining individual differences in second language acquisition - 639 // Introduction - 641 // 13 Individual learner differences and second language learning - 643 // Introduction - 643 // The methodology of individual difference research - 64 j // Intelligence - 649 // Working memory - 6jo // Language aptitude - 652 // Learning styles - 659

Cognitive style -660 Learning style - 661 Final comment - 671 // Personality - 672 // Extraversion and introversion - 673 The big five - 6y6 Final comment - 676 // Motivation - 677 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 - 693 // Final comment - 697 // Willingness to communicate - 697 // Learners’ beliefs-69S // Types of learner beliefs -699 // T he sources of learners’ beliefs -701 // The situated and dynamic nature of learner beliefs — 701 // The relationship between beliefs and learning - ?02 // Learning strategies - 703 Definition of learning strategies - 703 Classifying learner strategies - 703 Good language learner studies - 70? Factors influencing choice of learning strategies - 711 The relationship between learning strategies and language learning - 713 Learner training -71?? Final comment - 71? // Conclusion - 720 // part six The brain and Lz acquisition - 725 Introduction - 727 // 14 The neuropsychology of second language acquisition-729 // Introduction - 729 // The anatomy of the human brain -731 Left and right hemispheres -yji The cerebral cortex -yji The cerebellum - 733 Subcortical areas - 733 Neurons - ?34 // Methods for investigating the ‘language brain’ - 734 Investigating bilingual aphasia - 73 6 Neuroimaging -?38 Concluding comment - ?40 // Neuropsychological aspects of Lz acquisition - 740 A specialized language faculty - 740 The neurobiological basis ofLi and Li acquisition - ? 43 The neurobiological bases of comprehension and production in an Li - ?46

Implicit versus explicit Lz knowledge - ?49 The role of attention in Lz acquisition - 733 Motivation and Lz acquisition - 737 Controlling access to the Lz and Li - ?39 The Critical Period Hypothesis -y6i The neurobiological basis of fossilization - 764 Summary - 765 // Conclusion-767 // part seven Classroom second language acquisition - 771 Introduction - 773 // 15 Classroom interaction and second language acquisition - 775 // Introduction - 773- // Methods of researching the second language classroom - 773 // Types of classroom research - 777 Final comment -781 // A historical overview of L2 classroom research - 781 // The nature of second language classroom discourse - 783 // Structure and general characteristics of teacher-centred discourse - 784 Types of language use - 788 Turn-taking -790 // The difference between classroom and naturalistic discourse -792 Final comment - 794 // The teacher s contribution to classroom discourse — 794 // Teacher talk - 794 // Teachers’ questions - 797 // Use of the Li - 801 // Use of metalanguage -802 // Corrective feedback - 803 // The learner’s contribution to classroom discourse — 8oy Learner participation - 8oy Small-group work and interaction -813 Summary -818 // Tasks and interaction - 818 // Tasks and the negotiation of meaning -819 // Tasks and L2 production - 822 // The co-construction of tasks through interaction — 822 // Interaction and Lz learning - 824 Second language learning in communicative classrooms - 82y Final comment -833 // Conclusion -833 // 16 Form-focused instruction and second language acquisition -837 // Introduction -837 // Methodology of FFI studies -838 // Choice of linguistic target -838 // The measurement of learning in FFI studies -840 // Theoretical positions -843 The ’zero option - 843 Instruction as facilitation - 844 The necessity of FFI -846 // Effects of FFI on Lz acquisition -848

Comparative method studies -848 Comparisons of naturalistic and instructed Lz learners -831 // The effects of FFI on production accuracy - 833 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 - 872 Input-based instruction - 873 Implicit versus explicit instruction - 877 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 - 891 // The mediating effects of individual difference factors - 893 // Conclusion-900 // PART EIGHT Conclusion-907 Introduction - 909 // 17 Epistemological issues in second language acquisition research - 911 // Introduction -911 // The choice of data in second language acquisition research - 1 // Non-production data -913 Grammaticality judgement tests -914 // Learner production data -916 // Naturally occurring samples of learner language -91y // Verbal reports -921 // The question of validity - 923 // The construction and evaluation of SLA theories - 92 ? Approaches to theory building in SLA research - 926 The scope of a theory of second language acquisition -929 // General theories ofL2 acquisition - 930 // Modular theories — 931 // Epistemologically driven theories -933 // The form of a theory of second language acquisition -933 // Evaluating second language acquisition theories -936 // The application of second language acquisition research to other fields of enquiry — 943 // Conclusion -948 // Glossary // Bibliography // Author index // Subject index