The term crosscurrent is defined as a current flowing counter to another. This volume represents crosscurrents in second language acquisition and linguistic theory in several respects. First, although the main currents running between linguistics and second language acquisition have traditionally flowed from theory to application, equally important contributions can be made in the other direction as well. Second, although there is a strong tendency in the field of linguistics to see theorists working within formal models of syntax, SLA research can contribute to linguistic theory more broadly defined to include various functional as well as formal models of syntax, theories of phonology, variationist theories of sociolinguists, etc. These assumptions formed the basis for a conference held at Stanford University during the Linguistic Institute there in the summer of 1987. The conference was organized to update the relation between second language acquisition and linguistic theory. This book contains a selection of (mostly revised and updated) papers of this conference and two newly written papers.
What is the relationship between the field of typology/universals and that of
second language acquisition? The relationship has been an unequal one, with
typology/universals, based on the cross linguistic study of fully functioning adult ...
In recent years research on comparative typology has led to reveal regularities and to formulate new constraints upon variation for a broad range of phenomena. As the amount of typological research increased, a growing interest arose for the implications that findings in the typological field might have on second language acquisition. Written by experts in the field of typology and/or second language acquisition, this volume addresses theoretical and empirical issues on structural domains such as relative clauses and possessive constructions as well as pragmatic considerations on information organization in learners productions.
It is generally acknowledged that iconicity - isomorphism and motivational
iconicity (Croft 1990: 164-192) - shapes in some measure grammar in language
use and in the course of language acquisition and of language change. Although
this ...
Spanish Second Language Acquisition provides a panoramic overview of previous studies on the acquisition of Spanish as a second or foreign language, the theoretical approaches used in these studies, and the effects of various pedagogical approaches on the development of Spanish interlanguage systems. Barbara Lafford and Rafael Salaberry have compiled the first volume to provide a comprehensive critical overview of the research done and data compiled on how adults acquire Spanish as a second language. Major scholars in the field of SLA have contributed chapters having to do with a wide range of "products" (phonology, tense/aspect, subjunctive, clitics, lexicon, discourse/pragmatics) and "processes" (generative, cognitive and sociocultural theories) involved in the acquisition process-concluding with a discussion of the effects of instruction on Spanish interlanguage development. While being an invaluable reference tool for undergraduate and graduate programs that focus on the acquisition of Spanish as a second language, due to the extraordinary range of the review research on theoretical and methodological issues, this is also an extremely useful volume for second language theoreticians and practitioners involved in all aspects of the pedagogy of other second languages. It is the editors' desire that students, teachers, program administrators and scholars alike will benefit from the insights that the contributors bring to the myriad issues that language professionals confront.
Sociocultural theory is concerned with the relationship between language and
mind and is based principally on the work of the Russian psychologist L. S.
Vygotsky. One of the principal claims of the theory is that language activity,
including ...
As a number of researchers have pointed out, theories of language acquisition
must explain both properties of linguistic representations (the form and nature of
the grammar) and transition or development (how and why grammars change ...
Part of the "Cognitive Science and Second language Acquisition" series, this volume provides an overview of the field, and proposes an integrative model of how L2 speech is produced. It examines how research on second language and bilingual speech production can be grounded in L1 research conducted in cognitive science and in psycholinguistics.
When investigating how automatic processing works in language production,one
hastoface several problems.The first ofthese isthat researchers greatly disagree
on what is meant by automaticity, and as a result, they often hold conflicting ...
Introducing Second Language Acquisition: Perspectives and Practices represents a clear and concise introduction to the main concepts, issues, and debates in second language acquisition studies aimed specifically at undergraduates encountering the topic for the first time. Follows six fictitious language learners throughout the text whose stories serve to introduce various concepts and issues Contains specific chapters on first language acquisition and bilingualism, as well as explicit references to the most recent and important research Covers key topics including acquisition contexts, theoretical perspectives, language teaching methods, second language development, and individual differences (such as age, aptitude, and motivation) Grabs student attention with lighthearted cartoons that illustrate and reinforce key ideas Features a full range of pedagogical tools to aid student learning, including “language learning in practice” textboxes; bolded new terms defined in the margins; an end-of-book glossary; self-assessment and classroom discussion questions; exercise and project ideas; and further online viewing sections
Research into second language acquisition is a truly multidisciplinary endeavor.
Some of the major disciplines that contribute to SLA include theoretical linguistics
, education,psychology, and sociology. Inthe past several decades, the field of ...
This new volume of work highlights the distinctiveness of child SLA through a collection of different types of empirical research specific to younger learners. Characteristics of children's cognitive, emotional, and social development distinguish their experiences from those of adult L2 learners, creating intriguing issues for SLA research, and also raising important practical questions regarding effective pedagogical techniques for learners of different ages. While child SLA is often typically thought of as simple (and often enjoyable and universally effortless), in other words, as child's play, the complex portraits of young second language learners which emerge in the 16 papers collected in this book invite the reader to reconsider the reality for many younger learners. Chapters by internationally renowned authors together with reports by emerging researchers describe second and foreign language learning by children ranging from pre-schoolers to young adolescents, in home and school contexts, with caregivers, peers, and teachers as interlocutors.
Acquiring Japanese as a second language (JSL) in a naturalistic context A
longitudinal study of a young child from a Processability Theory (PT) perspective
Junko Iwasaki Edith Cowan University In recent times Processability Theory (PT)
...
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 ...
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.
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 ...
