Second Language Acquisition

An Introductory Course
6. Auflage 2025
ISBN: 978-1-032-79239-2
Verlag: Taylor & Francis Ltd

Buch, Englisch, 446 Seiten, Format (B × H): 178 mm x 254 mm, Gewicht: 990 g

Now in its sixth edition, this bestselling textbook remains the cornerstone for the study of second language acquisition, providing a comprehensive yet accessible introduction to SLA.

This substantially revised and updated edition has been edited into ten chapters, with a focus on the most frequently taught core themes and increased accessibility. A new introductory chapter provides a concise overview of the history of the field. Omitted chapters are available online where supplementation is desired. The text continues to provide a rich range of pedagogical tools that encourage students to reflect upon the experiences of second language learners. As with previous editions, discussion questions and problems are peppered throughout each chapter to help students apply their knowledge, and a glossary defines and reinforces must-know terminology. Additional questions and problems appear on the online companion website.

This seminal text is ideal core reading for SLA courses in second language studies, applied linguistics, linguistics, TESOL, and/or language education programs. This textbook is supported with Instructor and Student Resources, including PowerPoint slides, exercises, flashcards, audio and video links: www.routledge.com/cw/gass.

Zielgruppe

Postgraduate, Undergraduate Advanced, and Undergraduate Core

Autoren/Hrsg.

Huntley, Elizabeth

Gass, Susan M.

Behney, Jennifer

Plonsky, Luke

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik
• Geisteswissenschaften Sprachwissenschaft Phonetik, Phonologie, Prosodie
• Geisteswissenschaften Sprachwissenschaft Mehrsprachigkeit
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Geisteswissenschaften Sprachwissenschaft Sprachwissenschaften

Inhaltsverzeichnis

Preface

1. Introduction

1.1 The What and Why of Second Language Acquisition

1.2 Definitions

1.3 The Nature of Language

1.3.1 Semantics

1.3.2 Pragmatics

1.3.3 Syntax

1.3.4 Morphology and the Lexicon

1.3.5 Sound Systems

1.4 The Nature of L2 Knowledge

1.5 Conclusion

Points to Remember

2. A Bit of (Recent) History

2.1 Introduction

2.2 Behaviorism

2.2.1 Linguistic Background

2.2.2 Psychological Background

2.3 Contrastive Analysis

2.4 Error Analysis

2.5 Child Language Acquisition

2.5.1 Child First Language Acquisition

2.5.2 Child L2 Acquisition

2.6 A Change in Perspective

2.7 Morpheme Order Studies

2.7.1 Child L2 Morpheme Order Studies

2.7.2 Adult L2 Morpheme Order Studies

2.8 The Monitor Model

2.8.1 The Acquisition- Learning Hypothesis

2.8.2 The Natural Order Hypothesis

2.8.3 The Monitor Hypothesis

2.8.4 The Input Hypothesis

2.8.5 The Affective Filter Hypothesis

2.8.6 Criticisms of the Monitor Model

2.9 Looking Again at the Role of the L1

2.9.1 Avoidance

2.9.2 Differential Learning Rates

2.9.3 Different Learning Paths

2.9.4 Overproduction

2.9.5 Predictability/ Selectivity

2.9.6 Transfer and Learning of Multiple Languages

2.9.7 L1 Influences in L2 Processing

2.10 Conclusion

Points to Remember

3. Linguistic- based Approaches

3.1 Introduction

3.2 Universal Grammar

3.2.1 UG and Child Language Acquisition

3.2.2 UG and SLA

3.2.3 Access or Not

3.2.4 The Minimalist Program

3.3 Typological Universals

3.4 Phonology

3.5 Functional Approaches

3.5.1 Concept- Oriented Approach

3.5.2 Tense- Aspect

3.6 The Discourse Hypothesis

3.7 Conclusion

Points to Remember

4. The Lexicon

4.1 Introduction: The Significance of the Lexicon

4.2 Lexical Knowledge: What does it Mean to Know a Word?

4.2.1 Production and Reception

4.2.2 Knowledge and Control

4.2.3 Breadth and Depth

4.2.4 Word Associations and Networks

4.2.5 Word Formation

4.2.6 Formulaic Language, Collocations, and Chunking

4.3 Influences on L2 Vocabulary and Development

4.3.1 The Role of the L1

4.3.2 Incidental Vocabulary Learning

4.3.3 What Helps Learning?

4.3.4 Depth of Processing and the Involvement Load Hypothesis

4.3.5 Incremental Vocabulary Learning

4.4 Using Lexical Skills

4.4.1 Production

4.4.2 Perception

4.5 Conclusion

Points to Remember

5. Psycholinguistic Approaches to Learning

5.1 Introduction

5.2 Models of Language Production

5.3 Processability Theory

5.4 Processing of Input

5.4.1 Input Processing

5.4.2 Processing Determinism

5.4.3 Autonomous Induction Theory

5.4.4 Shallow Structure Hypothesis

5.5 Emergentist Models

5.5.1 Competition Model

5.5.2 Frequency- Based Accounts

5.6 Complex Dynamic Systems

5.7 Skill Acquisition Theory

5.8 Information Processing

5.8.1 Automaticity

5.8.2 Restructuring

5.8.3 U- Shaped Learning

5.8.4 Attention

5.8.5 Working Memory

5.8.6 Salience

5.8.7 Priming

5.9 Knowledge Types

5.9.1 Acquisition/ Learning

5.9.2 Declarative/ Procedural

5.9.3 Implicit/ Explicit

5.9.4 Representation/ Control

5.9.5 Interface of Knowledge Types

5.10 Conclusion

Points to Remember

6. Interlanguage in Context

6.1 Introduction

6.2 Sociocultural Approaches

6.2.1 Mediation, Regulation, and Internalization

6.2.2 Zone of Proximal Development

6.2.3 Learning in a Sociocultural Framework

6.2.4 Gesture and SLA

6.3 Variationist Approaches

6.3.1 Type I Variation: From Free to Systematic

6.3.2 Type II Variation: Sociolinguistic Variation

6.3.3 Contextual Sources of Variation: Interlocuter, Task Type, and Topic

6.4 Conversation Analysis

6.5 L2 Pragmatics

6.6. Conclusion

Points to Remember

7. Input, Interaction, Output

7.1 Introduction

7.2 Input

7.3 Comprehension

7.4 Interaction

7.5 Output

7.5.1 Receiving Feedback

7.5.2 Hypothesis Testing

7.5.3 Automaticity

7.5.4 Meaning- Based to Grammar- Based Processing

7.6 Feedback

7.6.1 Negotiation

7.6.2 Corrective Feedback

7.6.3 Language- Related Episodes

7.7 Input and Interaction in Language Learning

7.7.1 The Function of Input and Interaction

7.7.2 Effectiveness of Feedback

7.8 Who Benefits from Interaction: When and Why?

7.8.1 Working Memory

7.8.2 Inhibition

7.9 Conclusion

Points to Remember

8. Contexts of Language Learning: Classrooms, Study Abroad, and Technology

8.1 Introduction

8.2 Classroom- Based Instruction

8.2.1 Classroom Language

8.2.2 Teachability/ Learnability

8.2.3 Focus on Form and Task- Based Language Teaching

8.3 Complexity, Accuracy, Fluency, and Planning

8.4 Processing Instruction

8.5 Effectiveness of Instruction

8.6 SLA and Classroom Practices

8.7 Additional Contexts

8.7.1 Study Abroad

8.7.2 Technology- Enhanced Language Learning

8.8 Conclusion

Points to Remember

9. The Individual Language Learner

9.1 Introduction

9.2 The Influence of Psychology in SLA

9.3 Methodological Considerations

9.4 Age Differences

9.5 Aptitude

9.6 Motivation

9.6.1 Motivation as a Function of Time and Success

9.6.2 Changes over Time

9.6.3 The L2 Motivational Self System (L2MSS)

9.7 Affect

9.7.1 Anxiety

9.7.2 Other Emotional Variables

9.8 Personality

9.8.1 Extroversion and Introversion

9.8.2 Grit

9.9 Learning Strategies

9.10 Conclusion

Points to Remember

10. Related Disciplines

10.1 Introduction

10.2 Bilingual Acquisition

10.3 Third Language Acquisition/ Multilingualism

10.3.1 Typological Primacy Model and Transfer

10.3.2 Property- By- Property Transfer

10.3.3 The Ln Lexicon

10.3.4 Other sources of Ln Transfer

10.4 Heritage Language Acquisition

10.5 SLA by the Deaf/ Hard of Hearing

10.6 Conclusion

Points to Remember

Glossary

References 319

Author Index 409

Subject Index 410

Über Autor(innen)

Susan M. Gass is University Distinguished Professor Emerita at Michigan State University where she served as Director of the English Language Center, Co-Director of the Center for Language Education and Research, and the Center for Language Teaching Advancement. She has published more than 30 books and more than 150 articles in the field of second language acquisition, with works translated into Russian, Korean, and Chinese. She served as Editor of Studies in Second Language Acquisition and is on numerous editorial boards of applied linguistics journals. She is an honorary professor of Southeast University of Nanjing, China. Susan is the winner of many local, national, and international awards and has served as the president of the American Association for Applied Linguistics (AAAL) and of the International Association of Applied Linguistics (AILA). She has lectured in six of the seven continents, Antarctica being the exception, although on an upcoming trip to Antarctica, she is willing to lecture if she can get the penguins to listen.

Jennifer Behney is Associate Professor of Teaching English as a Second Language (TESL) in the English Department at Kent State University where she teaches undergraduate and graduate courses. Her work has appeared in Language Learning, Foreign Language Annals, Studies in Second Language Acquisition, and various book chapters. She was co-author of Interaction, a title in the Cambridge series Elements of Second Language Acquisition, and co-editor of a volume on salience in SLA. She is a recipient of the Ed Allen Award for Outstanding College World Language Instructor.

Luke Plonsky is Professor of Applied Linguistics at Northern Arizona University, where he teaches courses in second language acquisition and research methods. His work in these and other areas has resulted in over 100 articles, book chapters, and books. Luke is Editor of Studies in Second Language Acquisition and Managing Editor of Foreign Language Annals. In addition to a current appointment as Honorary Professor at the International Education Institute at University of St. Andrews (Scotland), Luke has held faculty appointments at Georgetown University and University College London, and was a Fulbright Scholar in Spain in 2021. Luke has also lectured in China, Japan, The Netherlands, Poland, Spain and Puerto Rico.

Elizabeth Huntley is an instructor of Arabic and Linguistics at the University of Colorado Denver, as well as Managing Editor of the journal Studies in Second Language Acquisition. She holds a doctorate degree in Second Language Studies from Michigan State University. As a teacher-researcher, Huntley applies methodologically rigorous techniques to answer questions of both theoretical and practical importance. Huntley has taught Arabic as a Second Language in both high school and university programs, as well as worked in study abroad, since 2006. She has received research funding from the Qatar Foundation and the National Council of Less Commonly Taught Languages. She has co-authored two Arabic world language textbooks published by Routledge: ‘Arabiyyat al-Naas fii maSr and ‘Arabiyyat al-Naas II.