An Introduction to Second Language Acquisition Research

by Larsen-Freeman; Diane

• ISBN13: 9780582553774
• ISBN10: 0582553776
• Edition: 1st
• Format: Nonspecific Binding
• Copyright: 1991-04-08
• Publisher: Routledge

Summary

Understanding how people learn and fail to learn second and foreign languages is increasingly recognised as a critical social and psycholinguistic issue. Second languages are vitally important to diverse groups of people, ranging from refugees to college students facing foreign language requirements. This book provides a synthesis of empirical findings on second and foreign language learning by children and adults, emphasising the design and execution of appropriate research.

Table of Contents

General Editor's Preface	x	(3)
Authors' Preface	xiii	(3)
Acknowledgements	xvi
1 Introduction	1	(9)
1.1 The place of second language in the world today	1	(1)
1.2 Why study second language acquisition?	2	(3)
1.3 Development of the field of study of second language acquisition	5	(1)
1.4 The scope of second language acquisition research	6	(1)
Notes	7	(1)
Activities	8	(1)
Suggestions for further reading	9	(1)
2 Second language acquisition research methodology	10	(42)
2.1 Introduction	10	(1)
2.2 Qualitative versus quantitative methodologies	10	(14)
2.2.1 Introspection	15	(1)
2.2.2 Participant observation	15	(1)
2.2.3 Non-participant observation	16	(1)
2.2.4 Focused description	17	(2)
2.2.5 Pre-experiment	19	(1)
2.2.6 Quasi-experiment	20	(1)
2.2.7 Experiment	20	(4)
2.3 Setting	24	(2)
2.4 Instrumentation: production data elicitation	26	(4)
2.5 Variability problem	30	(3)
2.6 Instrumentation: intuitional data elicitation	33	(2)
2.7 Instrumentation: use of miniature languages	35	(1)
2.8 Instrumentation: affective variables	35	(2)
2.9 Instruments from other disciplines	37	(1)
2.10 Measuring learner performance	38	(6)
2.10.1 Defining language proficiency	38	(2)
2.10.2 Defining an acquisition point	40	(1)
2.10.3 Task versus test	41	(1)
2.10.4 An index of development	42	(2)
2.11 Conclusion	44	(1)
Notes	45	(1)
Activities	46	(4)
Suggestions for further reading	50	(2)
3 SLA: Types of data analysis	52	(29)
3.1 Introduction	52	(1)
3.2 Contrastive analysis	52	(4)
3.2.1 The contrastive analysis hypothesis	53	(2)
3.2.2 Language acquisition as habit formation	55	(1)
3.2.3 The CAH refuted	55	(1)
3.3 Error analysis	56	(6)
3.3.1 Strong versus weak versions of the CAH	56	(1)
3.3.2 Language acquisition as rule formation	57	(1)
3.3.3 Interlingual versus intralingual errors	58	(2)
3.3.4 Interlanguage	60	(1)
3.3.5 Error analysis criticized	61	(1)
3.4 Performance analysis	62	(7)
3.4.1 Morpheme studies	62	(1)
3.4.2 Developmental sequence	63	(2)
3.4.3 Learner strategies	65	(3)
3.4.4 The acquisition of forms and functions	68	(1)
3.4.5 Formulaic utterances	68	(1)
3.5 Discourse analysis	69	(4)
3.5.1 Conversational analysis	70	(1)
3.5.2 Other applications of discourse analysis	71	(2)
3.6 Conclusion	73	(1)
Notes	74	(1)
Activities	75	(5)
Suggestions for further reading	80	(1)
4 Interlanguage studies: Substantive findings	81	(33)
4.1 Introduction	81	(1)
4.2 ILs vary systematically	81	(7)
4.2.1 Free variation	81	(1)
4.2.2 Systematic variability	82	(2)
4.2.3 Variability resulting from amount of attention	84	(1)
4.2.4 Free variation as an impetus for development	85	(1)
4.2.5 Multiple explanations for variability	86	(2)
4.3 ILs exhibit common acquisition orders and developmental sequences	88	(8)
4.3.1 Acquisition order: morpheme studies	88	(4)
4.3.2 Developmental sequence: interrogatives	92	(2)
4.3.3 Developmental sequence: negation	94	(2)
4.4 ILs are influenced by the learner's L1	96	(11)
4.4.1 The effect of the L1 on SLA: how	97	(4)
4.4.2 The effect of the L1 on SLA: when (markedness)	101	(2)
4.4.3 The effect of the L1 on SLA: when (perceived transferability)	103	(4)
Notes	107	(1)
Activities	108	(4)
Suggestions for further reading	112	(2)
5 The linguistic environment for language acquisition	114	(39)
5.1 Linguistic input for first language acquisition	114	(2)
5.2 Linguistic input for second language acquisition	116	(12)
5.2.1 Linguistic adjustments to non-native speakers	117	(3)
5.2.2 Conversational adjustments to non-native speakers	120	(8)
5.3 Does the linguistic environment make a difference?	128	(16)
5.3.1 The effect of deviant input	129	(1)
5.3.2 The role of conversation in developing syntax	130	(2)
5.3.3 Input frequency-accuracy order relationships	132	(2)
5.3.4 Input modification and second language comprehension	134	(5)
5.3.5 Comprehensible input and second language acquisition	139	(5)
Notes	144	(1)
Activities	145	(7)
Suggestions for further reading	152	(1)
6 Explanations for differential success among second language learners	153	(67)
6.1 Introduction	153	(1)
6.2 Age	154	(13)
6.2.1 Studies of age and SLA	155	(8)
6.2.2 Explanations for age-related differences	163	(4)
6.3 Aptitude	167	(5)
6.4 Social-psychological factors	172	(12)
6.4.1 Motivation	173	(2)
6.4.2 Attitude	175	(9)
6.5 Personality	184	(8)
6.6 Cognitive style	192	(5)
6.7 Hemisphere specialization	197	(2)
6.8 Learning strategies	199	(4)
6.9 Other factors	203	(3)
6.10 Conclusion	206	(9)
Notes	215	(1)
Activities	216	(2)
Suggestions for further reading	218	(2)
7 Theories in second language acquisition	220	(79)
7.1 Introduction	220	(1)
7.2 Theory construction and social science	221	(6)
7.2.1 The role of theories in making research cumulative	221	(1)
7.2.2 Purposes and types of theory	222	(5)
7.3 Nativist theories of SLA	227	(22)
7.3.1 General characteristics	227	(1)
7.3.2 Chomsky's Universal Grammar and SLA	228	(7)
7.3.3 A critique of language-specific nativist theories	235	(5)
7.3.4 Krashen's Monitor Theory	240	(5)
7.3.5 A critique of Monitor Theory	245	(4)
7.4 Environmentalist theories of SLA	249	(17)
7.4.1 General characteristics	249	(2)
7.4.2 Schumann's Pidginization Hypothesis and Acculturation Model	251	(7)
7.4.3 A critique of the Pidginization Hypothesis and Acculturation Model	258	(8)
7.5 Interactionist theories of SLA	266	(21)
7.5.1 General characteristics	266	(1)
7.5.2 Givon's Functional-Typological Theory and SLA	267	(2)
7.5.3 A critique of Givon's theory in SLA research	269	(1)
7.5.4 The ZISA's group's Multidimensional Model	270	(13)
7.5.5 A critique of the Multidimensional Model	283	(4)
7.6 Conclusion: the state of SLA theories	287	(3)
7.6.1 Comparing and evaluating theories	287	(2)
7.6.2 A note of caution	289	(1)
Notes	290	(3)
Activities	293	(3)
Suggestions for further reading	296	(3)
8 Instructed second language acquisition	299	(33)
8.1 Introduction	299	(1)
8.2 Early research on the effect of instruction, and some claimed implications	300	(4)
8.3 The effect of instruction on accuracy orders and developmental sequences	304	(5)
8.4 The effect of instruction on acquisition processes	309	(3)
8.5 The effect of instruction on rate of acquisition	312	(3)
8.6 The effect of instruction on the level of ultimate SL attainment	315	(6)
8.7 Conclusion	321	(1)
8.8 Explanations	322	(3)
8.9 Researching instructional design features	325	(2)
Notes	327	(1)
Activities	328	(2)
Suggestions for further reading	330	(2)
Epilogue	332	(2)
Bibliography	334	(60)
Index	394