Handbook of Second Language Acquisition

Erscheinungsjahr 2003
ISBN: 978-0-631-21754-1
Verlag: Wiley

Buch, Englisch, 904 Seiten, Format (B × H): 171 mm x 246 mm

Reihe: Blackwell Handbooks in Linguistics

The Handbook of Second Language Acquisition presents an integrated discussion of key, and sometimes controversial, issues in second language acquisition (SLA) research.

Written by twenty-seven of the worlds leading scholars, the chapters reflect the diversity and technicality that have come to characterize SLA research. Topics discussed include the biological and cognitive underpinnings of SLA; mechanisms, processes, and constraints on SLA; the level of ultimate attainment; research methods; and the status of SLA as a cognitive science.

This volume is an invaluable resource for all students and scholars of human cognition, including those in linguistics, psychology, applied linguistics, ESL, foreign languages, and cognitive science.

Zielgruppe

advanced undergraduates, graduates, researchers, and faculty in TEFL/ESL, SLA, applied linguistics, linguistics, and psychology

Autoren/Hrsg.

Doughty, Catherine J.

Long, Michael H.

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik
• Geisteswissenschaften Sprachwissenschaft Spracherwerb, Sprachentwicklung

Inhaltsverzeichnis

List of Contributors.

Acknowledgments.

Part I: Overview:

1. The Scope of Inquiry and Goals of SLA: Catherine J. Doughty and Michael H. Long (University of Hawaii).

Part II: Capacity and Representation:

2. On the Nature of Interlanguage Representation: Universal Grammar in the Second Language: Lydia White (McGill University).

3. The Radical Middle: Nativism without Universal Grammar: William OGrady (University of Hawaii).

4. Constructions, Chunking, and Connectionism: The Emergence of Second Language Structure: Nick C. Ellis (University of Wales, Bangor).

5. Cognitive Processes in Second Language Learners and Bilinguals: The Development of Lexical and Conceptual Representations: Judith F. Kroll (Pennsylvania State University) and Gretchen Sunderman (University of Illinois, Urbana-Champaign).

6. Near-Nativeness: Antonella Sorace (University of Edinburgh).

Part III: Environments for SLA:

7. Language Socialization in SLA: Karen Ann Watson-Gegeo (University of California, Davis) and Sarah Nielsen (Las Positas College).

8. Social Context: Jeff Siegel (University of New England, Armadale/University of Hawaii).

9. Input and Interaction: Susan M. Gass (Michigan State University).

10. Instructed SLA: Constraints, Compensation, and Enhancement: Catherine J. Doughty (University of Hawaii).

Part IV: Processes in SLA:

11. Implicit and Explicit Learning: Robert M. DeKeyser (University of Pittsburgh).

12. Incidental and Intentional Learning: Jan H. Hulstijn (University of Amsterdam).

13. Automaticity and Second Languages: Norman Segalowitz (Concordia University).

14. Variation: Suzanne Romaine (Merton College, University of Oxford).

15. Cross-linguistic Influence: Terence Odlin (Ohio State University).

16. Stabilization and Fossilization in Interlanguage Development: Michael H. Long (University of Hawaii).

Part V: Biological and Psychological Constraints:

17. Maturational Constraints in SLA: Kenneth Hyltenstam and Niclas Abrahamsson (Stockholm University).

18. Individual Differences in Second Language Learning: Zoltßn Dörnyei (University of Nottingham) and Peter Skehan (King's College, London).

19. Attention and Memory during SLA: Peter Robinson (Aoyama Gakuin University).

20. Language Processing Capacity: Manfred Pienemann (Paderborn University).

Part VI: Research Methods:

21. Defining and Measuring SLA: John Norris and Lourdes Ortega (Northern Arizona University).

22. Data Collection in SLA Research: Craig Chaudron (University of Hawaii).

Part VII: The State of SLA:

23. SLA Theory: Construction and Assessment: Kevin Gregg (Momoyama Gakuin (St. Andrew's) University).

24. SLA and Cognitive Science: Michael H. Long and Catherine J. Doughty (University of Hawaii).

Index.

Über Autor(innen)

Catherine J. Doughty is Associate Professor in the Department of Second Language Studies at the University of Hawaii at Manoa. Her published work on instructed second language acquisition has appeared in many books and journals, and in 1993 she was awarded MLA's Pimsleur Prize for Research in Foreign Language Education. Her current research focuses on language aptitude, cognition in instructed SLA, bilingual input processing, and L2 educational technology.
Michael H. Long is Professor in the Department of Second Language Studies at the University of Hawaii at Manoa. He is the author of numerous books and articles on second language acquisition and in 1991 was co-recipient of TESOLs International Research Prize. His current research includes work on stabilization/fossilization, negative feedback, sensitive periods, and theory change in SLA.