Second language acquisition : an introductory course / Susan M. Gass and Larry Selinker.

Format:

Book

Author/Creator:

Gass, Susan M.

Contributor:

Selinker, Larry, 1937-

Isaac Norris Library Fund.

Language:

English

Subjects (All):

Second language acquisition.

Physical Description:

xviii, 593 pages : illustrations ; 23 cm

Edition:

Third edition.

Place of Publication:

New York : Routledge/Taylor and Francis Group, 2008.

Summary:

The much anticipated revision of this bestselling textbook offers a comprehensive, state-of-the-art overview of SLA. The accessible format is designed for use in the introductory second language acquisition course taken by undergraduate and graduate students studying second language acquisition or applied linguistics in a variety of departments. Changes in the textbook reflect changes in the field: the field of SLA is now even more interdisciplinary than it was at the time of the previous edition.

Continuing the previous editions' successful tradition of a clearly written and illustrated presentation, an emphasis on empirical findings, and the up-to-date research, the Third Edition offers a new chapter on "SLA and Related Disciplines" discussing multilingualism; new sections about the relationship between L1 and L2 acquisition, language transfer, sociocultural theory, working memory, among other changes.

The authors believe strongly that the follow-up activities and Points for Discussion (many of which are new to this edition) are as important as the descriptive summaries of SLA issues. The structured data problems allow students to gain hands-on experience with what language learners do and do not produce. The goal of the text is to encourage a new generation of second language researchers and educators.

Contents:

1.1 The study of second language acqusition 1

1.3 The nature of language 8

1.3.1 Sound systems 8

1.3.2 Syntax 9

1.3.3 Morphology and the lexicon 11

1.3.4 Semantics 12

1.3.5 Pragmatics 13

1.4 The nature of nonnative speaker knowledge 14

2 Related disciplines 20

2.1 SLA and related disciplines 20

2.2 Third language acquisition/multilingualism 21

2.3 Heritage language acquisition 23

2.4 Bilingual acquisition 24

2.5 First language acquisition 30

2.5.1 Babbling 31

2.5.2 Words 32

2.5.3 Sounds and pronunciation 34

2.5.4 Syntax 35

2.5.5 Morphology 36

3 Second and foreign language data 41

3.1 Data analysis 41

3.1.1 Data set I: plurals 41

3.1.2 Data set II: verb + -ing markers 46

3.1.3 Data set III: prepositions 47

3.2 What data analysis does not reveal 50

3.3 Data collection 52

3.3.1 Eliciting speech samples 60

3.3.2 Eliciting reactions to data 63

3.3.3 Verbal report data 69

3.3.4 Measuring non-linguistic information 70

3.3.5 Measuring general proficiency: standardized language tests 71

3.4 Replication 72

3.5 Issues in data analysis 73

3.6 What is acquisition? 81

4 The role of the native language: an historical overview 89

4.2 Behaviorism 90

4.2.1 Linguistic background 90

4.2.2 Psychological background 92

4.3 Contrastive Analysis Hypothesis 96

4.4 Error analysis 102

5 Recent perspectives on the role of previously known languages 121

5.1 Theories of learning 121

5.2 Child second language acquisition 123

5.3 Child second language morpheme order studies 126

5.4 Adult second language morpheme order studies 130

5.5 Revised perspectives on the role of the native language 136

5.5.1 Avoidance 138

5.5.2 Differential learning rates 139

5.5.3 Different paths 141

5.5.4 Overproduction 143

5.5.5 Predictability/selectivity 144

5.5.6 Second language processing 151

5.6 Interlanguage transfer 151

6 Formal approaches to SLA 159

6.2 Universal Grammar 160

6.2.1 Initial state 163

6.2.2 UG principles 168

6.2.3 UG parameters 170

6.2.4 Falsification 174

6.3 Transfer: the UG perspective 176

6.3.1 Levels of representation 176

6.3.2 Clustering 177

6.3.3 Learnability 177

6.4 Phonology 178

6.4.1 Markedness Differential Hypothesis 179

6.4.2 Similarity/dissimilarity: Speech Learning Model 183

6.4.3 Optimality Theory 184

6.4.4 Ontogeny Phylogeny Model 186

7 Typological and functional approaches 191

7.2 Typological universals 191

7.2.1 Test case I: the Accessibility Hierarchy 197

7.2.2 Test case II: the acquisition of questions 200

7.2.3 Test case III: voiced/voiceless consonants 202

7.2.4 Falsifiability 204

7.2.5 Typological universals: conclusions 205

7.3 Functional approaches 206

7.3.1 Tense and aspect: the Aspect Hypothesis 206

7.3.2 The Discourse Hypothesis 210

7.3.3 Concept-oriented approach 212

8 Looking at interlanguage processing 219

8.2 Connectionist/emergentist models 219

8.3 Processing approaches 226

8.3.1 Processability Theory 227

8.3.2 Information processing: automaticity, restructuring, and U-shaped learning 230

8.3.3 Input Processing 238

8.4 Knowledge types 241

8.4.1 Acquisition-Learning 241

8.4.2 Declarative/procedural 242

8.4.3 Implicit/explicit 243

8.4.4 Representation and control 244

8.5 Interface of knowledge types 246

8.5.1 No interface 246

8.5.2 Weak interface 246

8.5.3 Strong interface 247

8.6 Psycholinguistic constructs 248

8.6.1 Attention 248

8.6.2 Working memory 250

8.6.3 Monitoring 253

9 Interlanguage in context 259

9.2 Variation 259

9.3 Systematic variation 262

9.3.1 Linguistic context 263

9.3.2 Social context relating to the native language 266

9.3.3 Social context relating to interlocutor, task type, and conversational topic 268

9.4 Social interactional approaches 280

9.4.1 Conversation Analysis 281

9.4.2 Sociocultural theory 283

9.5 Communication strategies 285

9.6 Interlanguage pragmatics 287

9.7 Conclusion: SLA and other disciplines 293

10 Input, interaction, and output 304

10.2 Input 304

10.3 Comprehension 310

10.4 Interaction 317

10.5 Output 325

10.5.2 Hypothesis testing 341

10.5.3 Automaticity 345

10.5.4 Meaning-based to grammar-based processing 345

10.6 The role of input and interaction in language learning 346

10.6.1 Attention 355

10.6.2 Contrast theory 356

10.6.3 Metalinguistic awareness 359

10.7 Limitations of input 360

11 Instructed second language learning 368

11.2 Classroom language 368

11.3 Processing instruction 372

11.4 Teachability/learnability 376

11.5 Focus on form 380

11.5.1 Timing 384

11.5.2 Forms to focus on 386

11.5.3 Input manipulation and input enhancement 387

11.6 Uniqueness of instruction 389

11.7 Effectiveness of instruction 390

12 Beyond the domain of language 395

12.2 Research traditions 396

12.2.1 Linguistics 396

12.2.2 Psychology 397

12.2.3 Psycholinguistics 397

12.3 Affect 398

12.3.1 Language shock and culture shock 398

12.3.2 Anxiety 400

12.3.3 Affective Filter 402

12.4 Social distance 403

12.5 Age differences 405

12.6 Aptitude 417

12.7 Motivation 426

12.7.1 Motivations as a function of time and success 428

12.7.2 Changes over time 429

12.7.3 Influence of success on motivation and demotivation 429

12.8 Personality and learning style 432

12.8.1 Extroversion and introversion 433

12.8.2 Risk taking 433

12.8.3 Field independence/dependence 434

12.8.4 Visual/auditory/kinesthetic 437

12.8.5 Obtaining learning style information 437

12.9 Learning strategies 439

13 The lexicon 449

13.1 The significance of the lexicon 449

13.2 Categories of lexical knowledge: some dichotomies 451

13.2.1 Production and reception 451

13.2.2 Knowledge and control 453

13.2.3 Breadth and depth 454

13.3 Lexical knowledge, development, and influences 456

13.3.1 Subcategorization 456

13.3.2 Word associations and networks 457

13.3.3 Word formation 458

13.3.4 Word combinations, collocations, and phraseology 459

13.4 L1 influence 462

13.4.1 Incidental vocabulary learning 463

13.4.2 Incremental vocabulary learning 466

13.5 Using lexical skills 467

13.5.1 Production 467

13.5.2 Perception 472

14 An integrated view of second language acquisition 479

14.1 An integration of subareas 479

14.1.1 Apperceived input 482

14.1.2 Comprehended input 484

14.1.3 Intake 486

14.1.4 Integration 487

14.1.5 Output 490.

Notes:

Includes bibliographical references (pages 523-576) and indexes.

Local Notes:

Acquired for the Penn Libraries with assistance from the Isaac Norris Library Fund.

ISBN:

9780805854978

0805854975

9780805854985

0805854983

9780203932841

0203932846

OCLC:

155756544