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Mind and Context in Adult Second Language Acquisition

Methods, Theory, and Practice

How do people learn nonnative languages? Is there one part or function of our brains solely dedicated to language processing, or do we apply our general information-processing abilities when learning a new language? In this book, an interdisciplinary collaboration of scholars and researchers presents an overview of the latter approach to adult second language acquisition and brings together, for the first time, a comprehensive picture of the latest research on this subject. Clearly organized into four distinct but integrated parts, Mind and Context in Adult Second Language Acquisition first provides an introduction to information-processing approaches and the tools for students to understand the data. The next sections explain factors that affect language learning, both internal (attention and awareness, individual differences, and the neural bases of language acquisition) and external (input, interaction, and pedagogical interventions). It concludes by looking at two pedagogical applications: processing instruction and content based instruction. This important and timely volume is a must-read for students of language learning, second language acquisition, and linguists who want to better understand the information-processing approaches to learning a non-primary language. This book will also be of immense interest to language scholars, program directors, teachers, and administrators in both second language acquisition and cognitive psychology.

HEIDI BYRNES KEY WORDS Advanced-level competence • content-based
instruction (CBI) discourse * extended curricula * foreign languages across the
urriculum form-meaning connections genre * grammar anguage across the
curriculum ...

Introducing Second Language Acquisition

Written for students encountering the topic for the first time, this is a clear and practical introduction to second language acquisition (SLA). It explains in non-technical language how a second language is acquired; what the second language learner needs to know; and why some learners are more successful than others. The textbook introduces in a step-by-step fashion a range of fundamental concepts – such as SLA in adults and children, in formal and informal learning contexts, and in diverse socio-cultural settings – and takes an interdisciplinary approach, encouraging students to consider SLA from linguistic, psychological and social perspectives. Each chapter contains a list of key terms, a summary, and a range of graded exercises suitable for self-testing or class discussion. Providing a solid foundation in SLA, this book is set to become the leading introduction to the field for students of linguistics, psychology, and education, and trainee language teachers.

This construct combines the knowledge of language which defines linguistic
competence, knowledge of the specific components and levels of a language,
and knowledge that is required for their appropriate use in communicative
activities.

Linguistic Theory in Second Language Acquisition

Suzanne Flynn and Wayne O'Neil Massachusetts Institute of Technology I. INTRODUCTION The theory of Universal Grammar (UG) as explicated e. g. in Chomsky, 1986, has led to explosive developments in the study of natural language as well as to significant advances in the study of first language (L I) acquisition. Most recently. the theory of UG has led to important theore tical and empirical advances in the field of adult second language (L2) acquisition as well. The principle impetus for this development can be traced to the work in linguistics which shifted the study "from behavior or the products of behavior to states of the mind/brain that enter into behavior" (Chomksy. 1986:3). Grammars within this framework are conceived of as theoretical accounts of "the state of the mind/brain of the person who knows a particular language" (Chomsky. 1986:3). Research within fields of language acquisition seeks to isolate and specify the properties of the underlying competence necessary for language learning. Full development of a theory of UG demands study and understanding of the nature of both the formal properties of language and of the language acquisition process itself. However. while there is a tradition of debate and dialogue established between theoretical linguistics and Ll acquisition research. relatively few connections have been made between linguistic theory and L2 acquisition research.

Flynn, Mazurkewich, and White all suggest that the principles involved in first
language acquisition are indeed at work in second language learning. Clahsen,
on the other hand, argues that adults learners resort to other learning strategies
in ...

Meeting the Needs of Second Language Learners

An Educator's Guide

Discusses popular myths about educating students in a multilinguistic society, examining such themes as the demographics of second language learners, the theory underlying language instruction, and language and the law.

As with first language development, it is impossible to “see” language acquisition
processes at work, and researchers must base their work on the available data,
that is to say, the language that learners produce. Unlike first languages, second
 ...

Teaching English as a Second Language

A Resource Guide

First Published in 1994. Routledge is an imprint of Taylor & Francis, an informa company.

First Published in 1994. Routledge is an imprint of Taylor & Francis, an informa company.

Second Language Vocabulary Acquisition

This book offers readers a basic grounding in L2 vocabulary acquisition. In addition, it provides theoretical analyses and empirical data regarding Chinese learners of English: their specific learning difficulties, needs, strategies, etc. The book provides an overview of the research in L2 vocabulary acquisition in the last two decades. Linguistic, psycholinguistic, socio-cultural, neurolinguistic, and corpus linguistics analyses are considered. The book constructs a comprehensive framework for Computer Assisted Vocabulary Learning (CAVL). This is achieved by providing an overview of vocabulary learning in CALL and then proposing a big framework within which most vocabulary learning programs can be conceptualized. The author then gives a detailed account of how Chinese learners approach English vocabulary learning. She provides an up-to-date picture of the overall situation regarding the language policies adopted, the traditional, orthodox approach to language learning, and the recent reforms implemented in Chinese universities. General and specific vocabulary learning difficulties encountered by Chinese learners are documented and analysed and empirical studies are reported.

Introduction The term "second language acquisition" (SLA) covers all the main
areas of language, systematized by time-honoured terms like syntax, grammar,
lexis, pronunciation, etc., and covers the mass of research that endeavours to ...

Motivation and Second Language Acquisition

The Socio-educational Model

Offering a historical and empirical account, this book provides a comprehensive overview of the socio-educational model of second language acquisition. This approach to understanding motivational variables that promote success in the learning of a second or foreign language – distinguishing between language classroom motivation and language learning motivation – is a major one in the history of this field of research. Chapters include a discussion of the definition and measurement of motivation; historical foundations of the model; recent studies with the International Attitude Motivation Test Battery for English as a foreign language in different countries; the implications of the model to the classroom context; and a discussion of criticisms and misconceptions of the model. The book provides graduate students and researchers with unique coverage of this research-oriented approach as well as serving as a source book for the area. It is ideal for courses on motivation in second language learning, or as a supplemental text for research-oriented courses in applied linguistics, educational psychology, or language research in general.

Preface This book is about motivation — the motivation to learn a second or
foreign language. My motivation for writing it is that I perceive some confusion
and misunderstanding about the nature of the motivation to learn languages, ...

Current Issues in Second Language Acquisition and Development

This book provides the most updated discussion of the most important issues facing students, scholars, and researchers in second language acquisition research and development. Contents: Current Issues in Second Language Acquisition and Development: An Introduction, Carol A. Blackshire-Belay; Section 1: Language Development and Transfer. Native Language Transfer and Universal Simplification, Robin Sabino; Aspect Transferability (Or: What Gets Lost in the Translation-and Why?), Terence Odlin; Creole Verb Serialization: Transfer or Spontaneity? Frank Byrne; Section 2: Learner Variables in Second Language Acquisition. Contexts for Second Language Acquisition, Elsa Lattey; Language Acquisition, Biography and Bilingualism, Ulrich Steinmuller; Acquisition of Japanese by American Businessmen in Tokyo: How Much and Why? Yoshiko Matsumoto; Section 3: Issues in Interlanguage Development. Abrupt Restructuring Versus Gradual Acquisition, Hanna Pishwa; Variability in Grammatical Analysis: On Recognizing Verbal Markers in Foreign Workers' German, Carol A. Blackshire-Belay; Sketch of an Interlanguage Rule System: Advanced Nonnative German Gender Assignment, Joe Salmons.

LANGUAGE ACQUISITION, BIOGRAPHY AND BILINGUALISM1 Ulrich
Steinmiiller Technical University of Berlin2 1.0. LANGUAGE ACQUISITION AND
BILINGUALISM OF TURKISH SCHOOLCHILDREN The individual and social
development ...

Introducing Second Language Acquisition

A clear and practical introduction to second language acquisition, written for students encountering the topic for the first time.

Chomsky and his followers have claimed since the 1950s that the nature of
speaker/hearers' competence in their native language can be accounted for only
by innate knowledge that the human species is genetically endowed with.

Second Language Classrooms

Research on Teaching and Learning

This book provides a critical overview of recent classroom-centred research and its implications for the teaching and learning of languages giving new insights into how languages are learned and what the effects of classroom instruction are.

teaching. To conclude this review, the major findings of the research will be
summarized, and implications for further research and teaching in second
language classrooms will be suggested. Despite the obvious increase in amount
of ...