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, ...
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 ...
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.
Review text: "The works in this collection make a valuable contribution to instructed SLA research."Shannon Sauro in: Studies in second language acquistion 4/2006.
Second language acquisition in a study abroad context: A comparative
investigation of the effects of study abroad and foreign language instruction on
the L2 learner's grammatical development Martin Howard This paper investigates
a ...
This volume explores how a second language is acquired and what learners must do in order to achieve proficiency. The paperback edition is a collection of original essays that approaches second language acquisition from a linguistic rather than a sociological, psychological, or purely pedagogical perspective. A wide range of viewpoints and approaches is represented. The essays in this book provide an incisive analysis of how a second language is acquired and what the second language learner must do mentally to achieve proficiency in another language. The chapters are arranged topically from those covering the broad area of theories of acquisition to those focusing specifically on syntax, semantics, pragmatics, lexicon, and phonology in another language.
The second aim, which has taken precedence over the first one in recent years, is
to provide not only a description of what it is that native speakers unconsciously
know about their language but at the same time to explain how they come by ...
Second Language Acquisition: - introduces the key areas in the field, including: multilingualism, the role of teaching, the mental processing of multiple languages, and patterns of growth and decline - explores the key theories and debates and elucidates areas of controversy - gathers together influential readings from key names in the discipline, including: Vivian Cook, William E. Dunn and James P. Lantolf, S.P. Corder, and Nina Spada and Patsy Lightbown. Written by experienced teachers and researchers in the field, Second Language Acquisition is an essential resource for students and researchers of applied linguistics.
In the previous units, we have looked at the ways an individual may process
information, and for the sake of the argument we have discussed these issues as
if all language learners were similar. However, there are enormous differences ...
This book provides an alternative to the "grammar debate" in second language acquisition theory and teaching. Accepting that language acquisition is at least partially input dependent, the author asks how grammatical form is processed in the input by second language learners and is it possible to assist this in ways that help the learner to create richer grammatical intake. He answers these questions and explains why traditional paradigms are not psycholinguistically motivated. Drawing on research from both first and second language acquisition, he outlines a model for input processing in second language acquisition that helps to account for how learners construct grammatical systems. He then uses this model to motivate "processing instruction," a type of grammar instruction in which learners are engaged in making form-meaning connections during particular input activities.
Some might argue that second language acquisition is an independent nonap-
plied discipline (Grass & Schachter, 1989, p. 4), that its goal is to explain how
second languages are learned. More particularly, the goal of second language ...
Divided into six parts that are devoted to a different aspect of the study of SLA, this title contains chapters on universal grammar, emergentism, variationism, information-processing, sociocultural, and cognitive-linguistic.
Knowledge of the lexicon of a language is generally seen as the core of
knowledge of that language, since lexical items contribute centrally not only to
the meaning of a sentence but to aspects of its form as well. Chapter 9 (''Second Language ...
This volume corrects the relative neglect in Second Language Acquisition studies of the quantitative study of language variation and provides insights into such issues as language transfer, acquisition through exposure, language universals, learner's age and so forth. These studies bolster the idea that a full account of SLA development (and, hence, a theory of SLA) must be built on not only detailed accounts of interlanguage data but also on a wide appeal to factors which govern the psycholinguistic bases of SLA. An important addition to the volume is a comprehensive guide to both the DOS and Macintosh versions of the VARBRUL statistical program used by variationists.
The relevance of sociolinguistics to second language acquisition (SLA) is twofold
. First, it is concerned with variation in language — the product, process,
acquisition, and cognitive location of such variation. Such matters are the focus of
this ...
In this book the authors address five central problems in the study of second language acquisition: transfer, staged development, cross-learner systematicity, incompleteness and variability. The book begins with a definition of each of these areas and an indication of why they are important for understanding SLA. In Chapters 2-4 attempts to explain these phenomena via early linguistic, sociolinguistic, and cognitive approaches are examined. It is argued that they all fail because they attach insufficient importance to the nature of language. In Chapters 5-9 the central problems are approached from the perspective of Universal Grammar and parametric variation: it is considered that this approach provides greater insights into transfer, staged development, cross-learner systematicity and into some aspects of completeness, but that it has difficulty accounting for variability. Variability, it is then argued in Chapters 10-13, is more attributable to factors related to language use and language processing. The most important of these are: the learner's need to develop hypotheses from data where Universal Grammar may not be accessible or applicable; the learner's need to transform linguistic knowledge into the productions required for language processing in real-time; and the learner's need to communicate effectively with an incomplete linguistic system. The variability observed in second language learners who began learning after the age of seven is attributed to the use of multiple knowledge sources and the different kinds of productions which may underlie second language use. The strands making up this argument are then brought together in Chapter 14 in a single model and indications of further directions for research are provided.
Language. Processing. In Chapter 10 we argued that there are three main
causes of the variability which is characteristic of L2 learning but not of Ll
learning. In Chapter 11, we have given detailed consideration to the first of these,
the multiple ...
