Bloomsbury Companion To Second Language Acquisition, this book 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.
Author(s): Ernesto Macaro (Editor)
Series: Bloomsbury Companions
Publisher: Bloomsbury Academic
Year: 2013
Language: English
Pages: 357
Cover
HalfTitle
Series
Title
Copyright
Dedication
Contents
Notes on Contributors
Acknowledgements
Part 1 The Second Language Acquisition Landscape
1 Second Language Acquisition: The Landscape, the Scholarship and the Reader
Second Language Acquisition
Origins of the Study of SLA
Books on Second Language Acquisition
A Companion to SLA
Journals of Second Language Acquisition
Second Language Lexis and Second Language Rules
Second Language Skills
Interaction
Belief Systems
Teaching Approaches
Advice to the Reader of SLA Literature
Notes
2 A Compendium of Key Concepts in Second Language Acquisition
Introduction
Key Concepts
3 Research Methods in Second Language Acquisition
Introduction
Epistemological Basis for Research
Taking Stock of Current Research Practices
Study Design Types
Research Instruments in SLA
Research Instruments and Their Purpose
Verbal Report: From Think-Aloud Protocols to Stimulated Recall
A Focus on Instrumentation Involving Tests and Tasks
Conclusions
Part 2 Issues and Relationships in Second Language Acquisition
4 The Relationship between First and Second Language Acquisition Revisited
SLA Research Springing from First Language Acquisition
L1 Acquisition Theories and L2 Acquisition
Differences and Similarities between First and Second Language Acquisition
Conclusions
5 The Relationship between Age of Learning and Type of Linguistic Exposure in Children Learning a Second Language
Introduction
Age and First Language Development
Minority Language Learners in a Majority Language Community
Age and Second (Foreign) Language Instruction
Age and Immersion
Discussion and Conclusions
Notes
6 The Relationship between L2 Vocabulary Knowledge and L2 Vocabulary Use
The Vocabulary Knowledge Framework
Some Alternatives to the Word Knowledge Framework
Deep Word Knowledge
Vocabulary Use
Conclusions
7 The Relationship between L2 Input and L2 Output
Linking L2 Input and L2 Output
Input
Output
Input/Output – Possible Links
Conclusions
Notes
8 The Relationship between Pedagogical Focus and Interaction in L2 Lessons
Introduction
Pedagogy in Language Teaching
Intended Pedagogy and Actual Pedagogy
How Can Pedagogical Focus Be Determined?
Interaction in Language Teaching
The Relationship between Pedagogy and Interaction
The Complexity of the Relationship between Pedagogy and Interaction
Conclusions
Notes
9 The Relationship between Language Aptitude andLanguage Learning Motivation: Individual Differences from a Dynamic Systems Perspective
A Brief History of Language Aptitude Research
A Brief History of L2 Learning Motivation Research
Problems with the Modular View of Individual Difference Variables
Cognition-Motivation Interaction and Overlap in SLA Research
Cognition-Motivation Overlap in Cognitive Psychology
A Dynamic Systems Approach to Understanding Learner Characteristics in SLA
Higher-Order Amalgams of Learner Characteristics
Conclusions
10 The Relationship between Strategic Behaviour and Language Learning Success
Introduction
Defining Success in Studies of Strategic Behaviour
Defining Strategic Behaviour
Defining Success in the Context of Strategy Theory
Correlation and Causality in Strategy Research
The Good Language Learner Problem
Strategy-Based Instruction and Success
Conclusions
Conclusions
References
Index
