第二语言习得研究 第2版PDF|Epub|txt|kindle电子书版本网盘下载

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PART ONE Background1

Introduction3

1 An introduction to second language acquisition research5

What is'second language acquisition'?5

Case studies of L2 learners8

Wong Fillmore's(1976,1979)study of five Mexican children9

Schumann's (1978b)study of Alberto10

Schmidt's(1983)study of Wes11

Ellis'(1984a,1992)study of three classroom learners13

Lardiere's(2007)study of Patty15

Issues raised by the case studies17

The role of age in L2 acquisition19

The effects of age on the rate of second language learning20

The effects of age on ultimate achievement22

Agerelated effects:some general conclusions31

A framework for exploring SLA33

Summary and conclusion36

PART TWO Description:the characteristics of learner language39

Introduction41

2 Learner errors and error analysis45

Introduction45

Collection of a sample of learner language46

Errors47

Identification of errors47

Description of errors50

Explanation of errors53

Evaluating errors56

Thelimitations of error analysis60

Summary62

More recent EA research63

3 Developmental patterns in second language acquisition67

Introduction67

Methods for investigating developmental patterns68

Developmental patterns in L1 acquisition69

Developmental patterns in second language acquisition72

The early stages(The silent period/Formulaic sequences/Structural and semantic simplification)73

The acquisition of grammatical morphemes:order and sequence82

The acquisition of vocabulary99

The acquisition of phonology103

The L2=L1 hypothesis105

Summary110

Conclusion111

4 Variability in learner language117

Introduction117

Some theoretical perspectives119

Sociolinguistic models119

Social-psychological models123

Psycholinguistic models125

Summary and final comment127

A typology of variability in learner language128

Free variation in learner language130

Systematic variation134

Variability in form-function systems134

Sociolinguistic accounts of L2 variability137

Psycholinguistic accounts of L2 variability148

Amulti-factor approach151

Summary152

Conclusion155

5 Pragmatic aspects of learner languager159

Introduction159

Speech acts and illocutionary meaning160

Research methods for studying pragmatic aspects of learner language163

Illocutionary acts in learner language169

Requests172

Apologies182

Refusals186

Final comments190

Interactional acts in learner language192

The relationship between linguistic and pragmatic development194

Conclusion197

PART THREE Explaining second language acquisition:external factors201

Introduction203

6 Input,interaction,and second language acquisition205

Introduction205

Methods for investigating input and interaction206

Descriptive methods206

Experimental methods207

Self-report methods208

Introspective methods208

Comment209

The characteristics of input to language learners209

Caretaker talk210

Foreigner talk213

Interlanguage talk220

Summary221

The characteristics of interactions involving language learners221

Discourse management222

Discourse repair223

Repair in conversational analysis233

Scaffolding234

Summary238

Input and interaction in first language acquisition238

Input and interaction in second language acquisition241

Research based on the computational model of L2 acquisition241

Sociocultural accounts of interaction and L2 acquisition270

Conclusion274

7 Social aspects of second language acquisition279

Introduction279

Psycholinguistic versus sociolinguistic SLA281

The social settings of L2 learning286

Natural versus educational settings288

Natural settings290

Educational settings300

Summary310

Social factors and second language acquisition311

Age311

Sex and gender313

Social class316

Ethnic identity318

Summary323

Situational factors and L2 acquisition323

Social theories of L2 acquisition326

The Acculturation Model326

The Socio-educational Model330

The Inter-group Model331

Language socialization334

Social identity theory336

Conclusion339

PART FOUR Explaining second language acquisition:internal factors343

Introduction345

8 Language transfer349

Introduction349

Terminological issues350

The methodology of transfer studies351

Transfer as a communication and learning process351

Choice of data for the study of transfer352

Identifying instances of transfer352

Measuring crosslinguistic effects354

Early days359

The Contrastive Analysis Hypothesis359

The minimalist position361

Reappraisal364

Evidence of transfer effects366

Production367

Reception375

Conceptual transfer377

Constraints on transfer379

Sociolinguistic factors380

Markedness381

Prototypicality387

Language distance and psychotypology390

Developmental factors392

Summary396

Towards a theory of language transfer397

1 Transfer occurs in both communication and in learning397

2 Transfer arises as a result of both differences and similarities between the target language and the L1398

3 Transfer works in conjunction with other factors399

4 Transfer is both a conscious and subconscious process399

5 Transfer is both conceptual and linguistic400

6 Transfer is ultimately a subjective phenomenon400

Conclusion:problems in the study of transfer401

9 Cognitive accounts of second language acquisition405

Introduction405

The computational model406

The representation of L2 knowledge408

Early interlanguage theory409

Variable L2 knowledge410

Functionalist views of L2 knowledge415

Implicit and explicit L2 knowledge417

Declarative and procedual L2 knowledge427

The dual-mode system431

Concluding comments433

The processes of L2 acquisition434

Micro-processes434

Macro-processes444

Final comment on the study of processes of L2 acquisition454

Cognitive theories of L2 acquisition455

The Nativization Model and Operating Principles455

The Multidimensional Model and Processability Theory458

Emergentist models of L2 Language acquisition465

The Competition Model474

Skill—acquisition theories480

Summary482

Conclusion482

10 Cognitive accounts of second language production487

Introduction487

Second language speech planning488

Aspects of L2 production488

The effects of speech planning on L2 production492

The development of procedural skill in an L2499

Communication strategies501

Defining communication strategies502

Taxonomies of CSs506

Empirical studies of CSs508

Communication strategies and L2 acquisition511

Evaluation of communication strategy research513

Conclusion513

11 Sociocultural theory and second language acquisition517

Introduction517

'Language'in sociocultural theory518

The methodology of sociocultural research521

Key constructs in sociocultural SLA523

Mediated learning523

Mediation through socialinteraction526

Mediation by means of private speech529

The zone of proximal development531

Internalization533

Activity theory535

SLA studies based on sociocultural theory537

Corrective feedback537

Collaborative dialoguing538

Private speech541

Metatalk543

Task versus activity545

Key issues in SLA:an SCT perspective547

Errors548

Acquisitional ordersand sequences549

L1 transfer550

Implicit and explicit L2 knowledge551

Motivation552

Conclusion553

12 Linguistic universals and second language acquisition557

Introduction557

Interlanguage theory:another perspective559

Typological universals and second language acquisition560

Linguistic typology and language universals560

Typologically motivated studies of second language acquisition562

The role of typological universals in second language acquisition577

Explaining the influence of typological universals on L2 acquisition579

Universal Grammar and second language acquisition581

Introducing Universal Grammar582

The methodology of UG-basedstudies585

Universal grammar and L2 acquisition:theoretical issues590

The logical problem of language acquisition591

The developmental problem of L2 acquisition596

Approaches to investigating the role of UG598

Empirical studies of second language acquisition based on Universal Grammar599

Learning Principles619

The role of UG in L2 acquisition:key issues621

Towards a comprehensive theory of L2 acquisition incorporating UG628

An evaluation of UG-based research and theory631

Conclusion634

Final comment635

PART FIVE Explaining individual differences in second language acquisition639

Introduction641

13 Individual learner differences and second language learning643

Introduction645

The methodology of individual difference research645

Intelligence649

Working memory650

Language aptitude652

Learning styles659

Cognitive style660

Learning style667

Final comment671

Personality672

Extraversion and introversion673

The big five676

Final comment676

Motivation677

Integrative motivation678

Instrumental motivation682

Linguistic self-confidence684

Attributions684

Intrinsic motivation and self-determination686

Self-regulation687

Motivational phases688

The ideal language self689

Final comment690

Anxiety691

Sources of anxiety692

Language anxiety and language learning693

Language anxiety and the process of learning695

Final comment697

Willingness to communicate697

Learners'beliefs698

Types of learner beliefs699

The sources of learners'beliefs701

The situated and dynamic nature of learner beliefs701

The relationship between beliefs and learning702

Learning strategies703

Definition of learning strategies703

Classifying learner strategies705

Good language learner studies707

Factors influencing choice of learning strategies711

The relationship between learning strategies and language learning713

Learner training717

Final comment719

Conclusion720

PART SIX The brain and L2 acquisition725

Introduction727

14 The neuropsychology of second language acquisition729

Introduction729

The anatomy of the human brain731

Left and right hemispheres731

The cerebral cortex731

The cerebellum733

Subcortical areas733

Neurons734

Methods for investigating the'language brain'734

Investigating bilingual aphasia736

Neuroimaging738

Concluding comment740

Neuropsychological aspects of L2 acquisition740

A specialized language faculty740

The neurobiological basis of L1 and L2 acquisition743

The neurobiological bases of comprehension and production in an L2746

Implicitversus explicit L2 knowledge749

The role of attention in L2 acquisition755

Motivation and L2 acquisition757

Controllingaccess to the L2 and L1759

The Critical Period Hypothesis761

The neurobiological basis of fossilization764

Summary765

Conclusion767

PART SEVEN Classroom second language acquisition771

Introduction773

15 Classroom interaction and second language acquisition775

Introduction775

Methods of researching the second language classroom775

Types of classroom research777

Final comment781

A historical overview of L2 classroom research781

The nature of second language classroom discourse783

Structure and general characteristics of teacher-centred discourse784

Types of language use788

Turn—taking790

The difference between classroom and naturalistic discourse792

Final comment794

The teacher's contribution to classroom discourse794

Teacher talk794

Teachers'questions797

Use of the L1801

Use of metalanguage802

Corrective feedback803

The learner's contribution to classroom discourse807

Learner participation807

Small-group work and interaction813

Summary818

Tasks and interaction818

Tasks and the negotiation of meaning819

Tasks and L2 production822

The co-construction of tasks through interaction822

Interaction and L2 learning824

Second language learning in communicative classrooms825

Final comment833

Conclusion833

16 Form-focused instruction and second language acquisition837

Introduction837

Methodology of FFI studies838

Choice of linguistic target838

The measurement of learning in FFI studies840

Theoretical positions843

The'zero option'843

Instruction as facilitation844

The necessity of FFI846

Effects of FFI on L2 acquisition848

Comparative method studies848

Comparisons of naturalistic and instructed L2 learners851

The effects of FFI on production accuracy855

The effects of FFI on the order and sequence of acquisition860

The durability of FFI effects866

The effects of different types of formal instruction869

Methodological options for EFI869

Focus-on-forms versus focus-on form872

Input-based instruction873

Implicit versus explicit instruction877

Inductive versus deductive explicit instruction882

Production practice-error-inducing883

Corrective feedback884

FFI and implicit knowledge889

Effects of instruction on L2 pragmatic development891

The mediating effects of individual difference factors895

Conclusion900

PART EIGHT Conclusion907

Introduction909

17 Epistemological issues in second language acquisition research911

Introduction911

The choice of data in second language acquisition research911

Non—production data913

Grammaticality judgement tests914

Learner production data916

Naturally occurring samples of learner language917

Verbal reports921

The question of validity923

The construction and evaluation of SLA theories925

Approaches to theory building in SLA research926

The scope of a theory of second language acquisition929

General theories of L2 acquisition930

Modular theories931

Epistemologically driven theories933

The form of a theory of second language acquisition935

Evaluating second language acquisition theories936

The application of second language acquisition research to other fields of enquiry943

Conclusion948

Glossary953

Bibliography985

Author index1095

Subject index1113