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Contemporary Approaches to Second Language Acquisition

Second language acquisition (SLA) is a field of inquiry that has increased in importance since the 1960s. Currently, researchers adopt multiple perspectives in the analysis of learner language, all of them providing different but complementary answers to the understanding of oral and written data produced by young and older learners in different settings. The main goal of this volume is to provide the reader with updated reviews of the major contemporary approaches to SLA, the research carried out within them and, wherever appropriate, the implications and/or applications for theory, research and pedagogy that might derive from the available empirical evidence. The book is intended for SLA researchers as well as for graduate (MA, Ph.D.) students in SLA research, applied linguistics and linguistics, as the different chapters will be a guide in their research within the approaches presented. The volume will also be of interest to professionals from other fields interested in the SLA process and the different explanations that have been put forward to account for it.

Spoken language structures differ in fundamental ways from those of written
language and require to be analysed on their own terms. The chapter outlines
the principles underlying qualitative research into native spoken syntax, including
a ...

The Routledge Handbook of Second Language Acquisition

The Routledge Handbook of Second Language Acquisition brings together fifty leading international figures in the field to produce a state-of-the-art overview of Second Language Acquisition. The Handbook covers a wide range of topics related to Second Language Acquisition: language in context, linguistic, psycholinguistic, and neurolinguistic theories and perspectives, skill learning, individual differences, L2 learning settings, and language assessment. All chapters introduce the reader to the topic, outline the core issues, then explore the pedagogical application of research in the area and possible future development. The Routledge Handbook of Second Language Acquisition is an essential resource for all those studying and researching Second Language Acquisition.

Language Teaching Research, 3, 215– 247. Foster, P. and Skehan, P. (2009).
The influence of planning and task type on second language performance. In K.
Van den Branden, M. Bygate, and J. Norris (Eds.), Taskbased language teaching:
 ...

Cognitive Linguistics, Second Language Acquisition, and Foreign Language Teaching

This collection of twelve papers demonstrates that the concepts developed within the Cognitive Linguistics movement afford an insightful perspective on several important areas of second language acquisition and pedagogy. In the first part of the book, three papers show how three Cognitive Linguistics constructs provide a useful theoretical frame within which second language acquisition data can be analyzed. First, Talmy's typology of motion events is argued to constitute the base relative to which acquisition discrepancies in motion events are most valuably investigated. Secondly, the notion of "construction" is invoked in order to account for systematic differences between the native and non-native speakers' use of the English verb get. Finally, frequency and similarity effects are shown to play a crucial part in the learning of prepositions in a second language. The second part of the book shows that the key concepts commonly invoked in Cognitive Linguistics analyses allow language teachers to insightfully structure the presentation of problematic material in the foreign language classroom. These concepts include among others polysemy, the figure/ground gestalt, the usage-based conception of grammar, the radial organization of categories, metaphors, and cultural scripts. The Cognitive Linguistics paradigm has already shown its viability to analyze a wide array of linguistic phenomena. This book establishes its relevance in the areas of second language acquisition and language pedagogy. Its intended public is composed of Cognitive Linguists, Second Language Acquisition specialists, as well as foreign language pedagogy researchers, instructors, and students.

Introduction The question of how adult second language learners come to
express spatial relations in a second language is a rather neglected area within
second language acquisition research (but see Becker and Carrol 1997 for an ...

The Continuum Companion to Second Language Acquisition

The Bloomsbury Companion to Second Language Acquisition is designed to be the essential one-volume resource for advanced students and academics. It offers a comprehensive reference resource: it features an overview of key topics in SLA as well the key research methods. It then goes on to look at current research areas and new directions in the field by examining key relationships in the field, including the relationship between first and second language acquisition and the relationship between L2 input and L2 output. It is a complete resource for postgraduate students and researchers working within second language acquisition and applied linguistics.

a Fulbright Scholar in Brazil, and as a professor of language education at the
Hebrew University of Jerusalem in Israel for 17 years. He has wrien numerous
research articles on language teaching, language learning, language testing,
and ...

First and Second Language Acquisition

Parallels and Differences

Infants and very young children develop almost miraculously the ability of speech, without apparent effort, without even being taught - as opposed to the teenager or the adult struggling without, it seems, ever being able to reach the same level of proficiency as five year olds in their first language. This useful textbook serves as a guide to different types of language acquisition: monolingual and bilingual first language development and child and adult second language acquisition. Unlike other books, it systematically compares first and second language acquisition, drawing on data from several languages. Research questions and findings from various subfields are helpfully summarized to show students how they are related and how they often complement each other. The essential guide to studying first and second language acquisition, it will be used on courses in linguistics, modern languages and developmental psychology.

2.1 Universal Grammar and the LAD The gift for language which manifests itself
in the effortless acquisition of language by toddlers can safely be qualified as a
species-specific endowment of humans. In fact, it enables children to develop a ...

Politeness and Culture in Second Language Acquisition

This book examines the importance of politeness in pragmatic expression and communication, making a significant contribution to the debate over whether the universal politeness theory is applicable globally regardless of cultural differences.

strategy employed by learners, and show the level of progress learners are
making in their language learning process. Based on this argument, Corder (
1967) rejected the theory that impediments in secondlanguage acquisition are
duemerely ...

Modelling and Assessing Second Language Acquisition

MICHAEL G. CLYNE Monash University, Clayton, Australia Introductory remarks
This paper will attempt to discuss the importance of the sociolinguis- tic context in
the classroom development of a second language, partly in relation to some
questions raised by Pienemann (this volume, Chapter 2) and Long (this volume,
Chapter 3). While the situation I am describing is a specific one — in Melbourne,
Australia — it could easily be transferred to many other countries. One point that ...

Second Language Acquisition in a Study Abroad Context

"Second Language Acquisition in a Study Abroad Context" brings together for the first time a series of studies which explore the relationship between language learning and the study abroad experience. Utilizing different research methodologies (quantitative, qualitative, descriptive), the focus in this collection is on various aspects of second language learning, including the acquisition of sociolinguistic competence, the acquisition of fluency, the use of communicative strategies and the development of oral and written skills. The studies are cross-linguistic and deal with student populations at the secondary and college levels who spent between three months and one year in study abroad or exchange programs in Japan, Russia, Spain, Mexico, France or Canada.

Language learning during study abroad: The case of Russian Studying abroad
for a semester or a year is an institution in foreign language programs in
American colleges and universities. Often such an experience is a requirement
for ...

Fossilization in Adult Second Language Acquisition

This book is a systematic attempt to address the issue of fossilization in relation to a fundamental question in second language acquisition research, which is: why are learners, adults in particular, unable to develop the level of competence they have aspired to in spite of continuous and sustained exposure to the target language, adequate motivation to learn, and sufficient opportunity to practice?

DeKeyser, R. (1994) How implicit can adult second language learning be? AILA
Review 11, 83-96. DeKeyser, R. (1995) Learning second language grammar
rules: An experiment with a miniature linguistic system. Studies in Second ...

Phonology and Second Language Acquisition

This volume is a collection of 13 chapters, each devoted to a particular issue that is crucial to our understanding of the way learners acquire, learn, and use an L2 sound system. In addition, it spans both theory and application in L2 phonology. The book is divided into three parts, with each section unified by broad thematic content: Part I, “Theoretical Issues and Frameworks in L2 Phonology,” lays the groundwork for examining L2 phonological acquisition. Part II, “Second Language Speech Perception and Production,” examines these two aspects of L2 speech in more detail. Finally, Part III, “Technology, Training, and Curriculum,” bridges the gap between theory and practice. Each chapter examines theoretical frameworks, major research findings (both classic and recent), methodological issues and choices for conducting research in a particular area of L2 phonology, and major implications of the research findings for more general models of language acquisition and/or pedagogy.

Winifred Strange and Valerie L. Shafer City University of New York — Graduate
School and University Center Introduction One common characteristic of learners
of a second/foreign language who acquired the language in late adolescence or
 ...