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An introduction to second language acquisition research

An introduction to second language acquisition research (36회 대출)

자료유형
단행본
개인저자
Larsen-Freeman, Diane. Long, Michael H.
서명 / 저자사항
An introduction to second language acquisition research / Diane Larsen-Freeman and Michael H. Long.
발행사항
London ;   New York :   Longman,   1991.  
형태사항
xvii, 398 p. : ill. ; 22 cm.
총서사항
Applied linguistics and language study
ISBN
0582553776
서지주기
Includes bibliographical references (p. [334]-393) and index.
일반주제명
Second language acquisition -- Research.
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245 1 3 ▼a An introduction to second language acquisition research / ▼c Diane Larsen-Freeman and Michael H. Long.
260 ▼a London ; ▼a New York : ▼b Longman, ▼c 1991.
300 ▼a xvii, 398 p. : ▼b ill. ; ▼c 22 cm.
440 0 ▼a Applied linguistics and language study
504 ▼a Includes bibliographical references (p. [334]-393) and index.
650 0 ▼a Second language acquisition ▼x Research.
700 1 ▼a Long, Michael H.
945 ▼a KINS

No. 소장처 청구기호 등록번호 도서상태 반납예정일 예약 서비스
No. 1 소장처 중앙도서관/서고6층/ 청구기호 418.0072 L334i 등록번호 111338026 도서상태 대출가능 반납예정일 예약 서비스 B M
No. 2 소장처 세종학술정보원/인문자료실1/ 청구기호 418.0072 L334i 등록번호 151278032 도서상태 대출가능 반납예정일 예약 서비스
No. 소장처 청구기호 등록번호 도서상태 반납예정일 예약 서비스
No. 1 소장처 중앙도서관/서고6층/ 청구기호 418.0072 L334i 등록번호 111338026 도서상태 대출가능 반납예정일 예약 서비스 B M
No. 소장처 청구기호 등록번호 도서상태 반납예정일 예약 서비스
No. 1 소장처 세종학술정보원/인문자료실1/ 청구기호 418.0072 L334i 등록번호 151278032 도서상태 대출가능 반납예정일 예약 서비스

컨텐츠정보

목차


CONTENTS
General Editor's Preface = ⅹ
Authors'Preface = xiii
Acknowledgements = xvi
1 Introduction = 1
 1.1 The place of second language in the world today = 1
 1.2 Why study second language acquisition? = 2
 1.3 Development of the field of study of second language acquisition = 5
 1.4 The scope of second language acquisition research = 6
 Notes = 7
 Activities = 8
Suggestions for further reading = 9
2 Second language acquisition research methodology = 10
 2.1 Introduction = 10
 2.2 Qualitative versus quantitative methodologies = 10
  2.2.1 Introspection = 15
  2.2.2 Participant observation = 15
  2.2.3 Non-participant observation = 16
  2.2.4 Focused description = 17
  2.2.5 Pre-experiment = 19
  2.2.6 Quasi-experiment = 20
  2.2.7 Experiment = 20
 2.3 Setting = 24
 2.4 Instrumentation: production data elicitation = 26
 2.5 Variability problem = 30
 2.6 instrumentation: intuitional data elicitation = 33
 2.7 Instrumentation: use of miniature languages = 35
 2.8 Instrumentation: affective variables = 35
 2.9 Instruments from other disciplines = 37
 2.10 Measuring learner performance = 38
  2.10.1 Defining language proficiency = 38
  2.10.2 Defining an acquisition point = 40
  2.10.3 Task versus test = 41
  2.10.4 An index of development = 42
 2.11 Conclusion = 44
 Notes = 45
 Activities = 46
 Suggestions for further reading = 50
3 SLA: Types of data analysis = 52
 3.1 Introduction = 52
 3.2 Contrastive analysis = 52
  3.2.1 The contrastive analysis hypothesis = 53
  3.2.2 Language acquisition as habit formation = 55
  3.2.3 The CAH refuted = 55
 3.3 Error analysis = 56
  3.3.1 Strong versus weak versions of the CAH = 56
  3.3.2 Language acquisition as rule formation = 57
  3.3.3 Interlingual versus intralingual errors = 58
  3.3.4 Interlanguage = 60
  3.3.5 Error analysis criticized = 61
 3.4 Performance analysis = 62
  3.4.1 Morpheme studies = 62
  3.4.2 Developmental sequence = 63
  3.4.3 Learner strategies = 65
  3.4.4 The acquisition of forms and functions = 68
  3.4.5 Formulaic utterances = 68
 3.5 Discourse analysis = 69
  3.5.1 Conversational analysis = 70
  3.5.2 Other applications of discourse analysis = 71
 3.6 Conclusion = 73
 Notes = 74
 Activities = 75
 Suggestions for further reading = 80
4 Interlanguage studies: Substantive findings = 81
 4.1 Introduction = 81
 4.2 ILs vary systematically = 81
  4.2.1 Free variation = 81
  4.2.2 Systematic variability = 82
  4.2.3 Variability resulting from amount of attention = 84
  4.2.4 Free variation as an impetus for development = 85
  4.2.5 Multiple explanations for variability = 86
 4.3 ILs exhibit common acquisition orders and developmental sequences = 88
  4.3.1 Acquisition order: morpheme studies = 88
  4.3.2 Developmental sequence: interrogatives = 92
  4.3.3 Developmental sequence: negation = 94
 4.4 ILs are influenced by the learner's L1 = 96
  4.4.1 The effect of the Ll on SLA: how = 97
  4.4.2 The effect of the L1 on SLA: when (markedness) = 101
  4.4.3 The effect of the Ll on SLA: when (perceived transferability) = 103
 Notes = 107
 Activities = 108
 Suggestions for further reading = 112
5 The linguistic environment for language acquisition = 114
 5.1 Linguistic input for first language acquisition = 114
 5.2 Linguistic input for second language acquisition = 116
  5.2.1 Linguistic adjustments to non-native speakers = 117
  5.2.2 Conversational adjustments to non-native speakers = 120
 5.3 Does the linguistic environment make a difference? = 128
  5.3.1 The effect of deviant input = 129
  5.3.2 The role of conversation in developing syntax = 130
  5.3.3 Input frequency-accuracy order relationships = 132
  5.3.4 Input modification and second language comprehension = 134
  5.3.5 Comprehensible input and second language acquisition = 139
 Notes = 144
 Activities = 145
 Suggestions for further reading = 152
6 Explanations for differential success among second language learners = 153
 6.1 Introduction = 153
 6.2 Age = 154
  6.2.1 Studies of age and SLA = 155
  6.2.2 Explanations for age-related differences = 163
 6.3 Aptitude = 167
 6.4 Social-psychological factors = 172
  6.4.1 Motivation = 173
  6.4.2 Attitude = 175
 6.5 Personality = 184
 6.6 Cognitive style = 192
 6.7 Hemisphere specialization = 197
 6.8 Learning strategies = 199
 6.9 Other factors = 203
 6.10 Conclusion = 206
 Notes = 215
 Activities = 216
 Suggestions for further reading = 218
7 Theories in second language acquisition = 220
 7.1 Introduction = 220
 7.2 Theory construction and social science = 221
  7.2.1 The role of theories in making research cumulative = 221
  7.2.2 Purposes and types of theory = 222
 7.3 Nativist theories of SLA = 227
  7.3.1 General characteristics = 227
  7.3.2 Chomsky's Universal Grammar and SLA = 228
  7.3.3 A critique of language-specific nativist theories = 235
  7.3.4 Krashen's Monitor Theory = 240
  7.3.5 A critique of Monitor Theory = 245
 7.4 Environmentalist theories of SLA = 249
  7.4.1 General characteristics = 249
  7.4.2 Schumann's Pidginization Hypothesis and Acculturation Model = 251
  7.4.3 A critique of the Pidginization Hypothesis and Acculturation Model = 258
 7.5 Interactionist theories of SLA = 266
  7.5.1 General characteristics = 266
  7.5.2 Givon's Functional-Typological Theory and SLA = 267
  7.5.3 A critique of Givon's theory in SLA research = 269
  7.5.4 The ZISA's group's Multidimensional Model = 270
  7.5.5 A critique of the Multidimensional Model = 283
 7.6 Conclusion: the state of SLA theories = 287
  7.6.1 Comparing and evaluating theories = 287
  7.6.2 A note of caution = 289
 Notes = 290
 Activities = 293
 Suggestions for further reading = 296
8 Instructed second language acquisition = 299
 8.1 Introduction = 299
 8.2 Early research on the effect of instruction, and some claimed implications = 300
 8.3 The effect of instruction on accuracy orders and developmental sequences = 304
 8.4 The effect of instruction on acquisition processes = 309
 8.5 The effect of instruction on rate of acquisition = 312
 8.6 The effect of instruction on the level of ultimate SL attainment = 315
 8.7 Conclusion = 321
 8.8 Explanations = 322
 8.9 Researching instructional design features = 325
 Notes = 327
 Activities = 328
 Suggestions for further reading = 330
Epilogue = 332
Bibliography = 334
Index = 394


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