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
