Innovative research and practices in second language acquisition and bilingualism / Edited by John W. Schwieter.

Format:

Book

Contributor:

Schwieter, John W., 1979-

Series:

Language Learning & Language Teaching, 1569-9471 ; v. 38

Language:

English

Subjects (All):

Second language acquisition--Study and teaching.

Second language acquisition.

Second language acquisition--Research.

Language and languages--Study and teaching.

Language and languages.

Language and languages--Research.

Education, Bilingual.

Language acquisition.

Physical Description:

xiii, 335 p.

Edition:

1st ed.

Place of Publication:

Amsterdam : John Benjamins Publishing Company, 2013.

Language Note:

English

Summary:

In developing this summary and commentary, I have chosen to highlight the connections the authors make to the practice of instructed second language acquisition and their rationale. To that end, I have classified the pedagogical applications, implications and extrapolations offered by the authors into three categories. First, we find suggestions for particular types of instructional materials, activity sequences, and/or approaches to instruction. Second, we find recommendations for curricular changes and language programs in terms of the timing, sequencing and/or the content of instruction. Lastly, we find calls for teacher education and/or awareness of the processes and products of second language acquisition. I will summarize and comment on each chapter as it relates to these categories.

Contents:

Innovative Research and Practicesin Second Language Acquisition and Bilingualism

Editorial page

Title page

LCC data

Table of contents

Acknowledgments

Preface

Part I. Linguistic perspectives and implications for L2 pedagogy

Chapter 1. Mental representation and skill in instructed SLA

1. Introduction

2. Language as mental representation

2.1 What is mental representation of language?

2.2 How does mental representation develop?

2.3 Is the development of mental representation amenable to instruction?

3. Language as skill

3.1 What is skill?

3.2 How does skill develop?

3.3 Is skill development amenable to instruction?

4. A confusion in the profession

4.1 Grammar as skill in teaching

5. Conclusion and pedagogical implications

References

Chapter 2. Input and output in SLA

2. Mental representation and skill

3. Input, output, and pedagogy

3.1 Drills

3.2 Krashen and input

3.3 Communicative Language Teaching (CLT)

4. Pedagogical implications

4.1 Activities: Development of mental representation

4.2 Activities: Skill development

5. Conclusion

Appendix A

Appendix B

Chapter 3. Interaction and the Noun Phrase Accessibility Hierarchy

2. Research questions

3. Method

3.1 Participants

3.2 Design

3.3 Materials

3.4 Procedure

3.5 Target structure

3.6 Coding

3.7 Analysis

4. Results

5. Discussion

6. What about pedagogy?

7. Conclusion

Chapter 4. Generative approaches and the competing systems hypothesis

2. The Competing Systems Hypothesis

2.1 Rothman (2008)

3. Reducing the gap: Towards a theoretical linguistically informed pedagogy

4. Towards an empirically informed pedagogy: Grammatical aspect explanations from a descriptive grammar.

5. Conclusion

Chapter 5. Why theory and research are important for the practice of teaching

2. Interfaces

3. The use of mood in relative clauses

4. Specific vs. non-specific: Is interpretation learnable?

5. Approach to relative clauses in textbooks

6. Discussion and conclusions

Reference

Chapter 6. Input-based incremental vocabulary instruction for the L2 classroom

2. Lexical input processing: Theory, research, and instruction

3. Summary of key implications of research

4. Ten principles of IBI vocabulary instruction

5. A checklist for designing IBI lessons

6. A sample IBI lesson

6.1 Sample lesson

6.2 Explanation and analysis of sample lesson

7. Summary and conclusion

Chapter 7. Experimentalized CALL for adult second language learners

2. eCALL examination of SLA principles

2.1 Corrective feedback in the classroom

2.2 Corrective feedback in eCALL

2.3 Explicit rule instruction

2.4 Repeated practice and student modeling

3. Automating trial generation and data collection

3.1 Automatic generation of materials

3.2 Data logging

3.3 Limitations to computerization

4. Future directions in eCALL

4.1 Experiments with large data sets

4.2 Mobile computing and usage patterns

4.3 Computerized studies of naturalistic interactions

Chapter 8. Accounting for variability in L2 data

2. Background and motivation

3. Accounting for variability

4. The current study

4.1 The linguistic phenomenon

4.2 Participants

4.3 Materials

5. Results

5.1 Results proficiency task

5.2 Results production tasks

6. Discussion

7. Conclusions and pedagogical implications

References.

Chapter 9. The development of tense and aspect morphology in child and adult heritage speakers

2. Aspectual contrasts in English and Spanish

3. The bilingual acquisition of tense and aspect morphology in Spanish

3.1 Developmental implications for child and adult heritage Spanish

4. The study

4.1 Participants

4.2 Task and coding

4.3 Results

5. Conclusions

Part II. Cognitive perspectives and implications for L2 pedagogy

Chapter 10. Control and representation in bilingualism

2. Executive control

3. Language representation

4. Executive control and language representations

5. Implications for pedagogy

6. Conclusions

Chapter 11. Language selection, control, and conceptual-lexical development in bilinguals and multilinguals

2. Bilingual speech production

3. Language selection

4. Language control

5. The variable nature of language selection and control

6. The dynamic conceptual-lexical system

6.1 The architecture: The modified hierarchical model

6.2 The functionality: The selection by proficiency model

7. Beyond two languages

7.1 Executive functions and a (multi)lingual advantage

8. Implications for language teaching and learning

9. Conclusion

Chapter 12. Lexical access in bilinguals and second language learners

2. Lexical access and word recognition

3. A model of word recognition

3.1 Neighbors

3.2 Homographs and cognates

3.3 Controlling the competition

3.4 L2 proficiency

4. A more detailed model of word recognition

5. Bilingual word recognition in sentence contexts

5.1 Features restriction hypothesis

6. Implications for L2 learning and teaching

Chapter 13. Cognitive foundations of crosslinguistic influence

2. Cognitive consequences of bilingualism and multilingualism

3. CLI, executive control, and memory

3.1 Effects of crosslinguistic relationships on executive control

3.2 Effects of executive control on CLI

3.3 Effects of CLI and executive control on memory

4. Conceptualization

Part III. Concluding remarks

Chapter 14. Ideas for the practice of instructed SLA and their rationale

1. Instructional materials

2. Curricular changes and language programs

3. Teacher education and awareness

4. Conclusion

About the editor

About the contributors

Index.

Notes:

Bibliographic Level Mode of Issuance: Monograph

Includes bibliographical references and index.

ISBN:

9789027271662

9027271666

OCLC:

855503987