Introduction |
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1 | (4) |
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1 Second language acquisition research: an overview |
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5 | (20) |
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5 | (1) |
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Defining `second language acquisition' |
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6 | (2) |
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8 | (15) |
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23 | (2) |
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2 Age and second language acquisition |
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25 | (12) |
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25 | (1) |
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Age and ultimate attainment |
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26 | (6) |
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Age and rate of acquisition |
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32 | (1) |
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Age and the route of L2 acquisition |
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33 | (1) |
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34 | (1) |
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35 | (1) |
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36 | (1) |
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3 Psychological factors and second language acquisition |
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37 | (26) |
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37 | (1) |
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Key psychological factors |
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37 | (2) |
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39 | (7) |
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46 | (9) |
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55 | (2) |
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57 | (1) |
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Effects of strategy instruction |
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58 | (1) |
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Age and psychological factors |
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59 | (1) |
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60 | (3) |
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4 The development of a second language |
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63 | (34) |
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63 | (1) |
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Order of acquisition, sequence of acquisition, and usage-based accounts of L2 development |
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63 | (3) |
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Case studies of L2 learners |
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66 | (5) |
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71 | (2) |
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73 | (6) |
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79 | (5) |
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Development of other linguistic systems |
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84 | (4) |
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88 | (3) |
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91 | (3) |
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94 | (3) |
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5 Variability in learner language |
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97 | (20) |
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97 | (1) |
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Variationist sociolinguistics |
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98 | (7) |
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105 | (4) |
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109 | (2) |
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111 | (6) |
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6 The role of the first language |
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117 | (26) |
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117 | (1) |
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Defining `language transfer' |
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118 | (1) |
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Investigating language transfer |
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119 | (2) |
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121 | (5) |
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126 | (2) |
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128 | (3) |
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131 | (2) |
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133 | (2) |
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Language transfer as a multifactorial phenomenon |
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135 | (1) |
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135 | (3) |
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Transfer in communication and learning |
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138 | (1) |
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139 | (4) |
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7 Input and interaction: the cognitive-interactionist perspective |
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143 | (28) |
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143 | (1) |
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Key interactionist constructs |
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143 | (3) |
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Focus on form and incidental learning |
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146 | (1) |
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Early research on input and interaction |
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146 | (5) |
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The Input and Noticing Hypotheses |
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151 | (1) |
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Pre-modified input and noticing |
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151 | (1) |
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Interactionally-modified input and noticing |
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152 | (1) |
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Pre-modified input and acquisition |
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153 | (1) |
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Interactionally-modified input and acquisition |
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154 | (4) |
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Modified output and acquisition |
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158 | (3) |
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Corrective feedback and L2 acquisition |
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161 | (3) |
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Interaction, working memory, and acquisition |
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164 | (1) |
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Measuring the effects of input and interaction on acquisition |
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165 | (1) |
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166 | (5) |
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8 Cognitive aspects of second language acquisition |
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171 | (34) |
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171 | (1) |
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Paradigms in cognitive SLA |
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171 | (1) |
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The representation of L2 knowledge |
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172 | (9) |
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181 | (8) |
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Cognitive theories of L2 acquisition |
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189 | (6) |
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195 | (1) |
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196 | (2) |
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Researching cognitive processes in SLA |
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198 | (2) |
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200 | (5) |
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9 Social aspects of second language acquisition |
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205 | (36) |
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205 | (1) |
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Social factors and L2 achievement |
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206 | (3) |
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SLA---a cognitive or a social enterprise? |
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209 | (4) |
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213 | (8) |
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The sociocognitive approach |
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221 | (2) |
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The conversation-analytic approach |
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223 | (5) |
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The social identity approach |
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228 | (4) |
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Language socialization and L2 learning |
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232 | (3) |
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235 | (6) |
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10 The role of explicit instruction |
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241 | (26) |
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241 | (1) |
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241 | (2) |
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Types of explicit instruction |
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243 | (1) |
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Presentation-Practice-Production instruction |
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244 | (5) |
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Integrated explicit instruction |
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249 | (1) |
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Concept-based instruction |
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250 | (1) |
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Comprehension-based instruction |
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251 | (6) |
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257 | (1) |
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Consciousness-raising instruction |
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258 | (2) |
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260 | (1) |
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The interface positions revisited |
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261 | (3) |
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264 | (3) |
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11 The role of implicit instruction |
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267 | (24) |
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267 | (1) |
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Theoretical issues in implicit instruction |
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267 | (4) |
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Types of implicit instruction |
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271 | (2) |
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Investigating task-based teaching |
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273 | (1) |
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274 | (3) |
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277 | (7) |
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Some general comments on research involving tasks |
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284 | (1) |
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Explicit vs. implicit instruction |
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285 | (2) |
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287 | (4) |
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12 Understanding and applying second language acquisition |
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291 | (22) |
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291 | (1) |
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291 | (5) |
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What do we know about L2 acquisition? |
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296 | (12) |
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308 | (3) |
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311 | (2) |
Glossary |
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313 | (16) |
Bibliography |
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329 | (26) |
Index |
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355 | |