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E-raamat: Acquisition of Spanish as a Second Language: Foundations and New Developments

(Indiana University, USA), , (Indiana University, USA)
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Acquisition of Spanish as a Second Language: Foundations and New DevelopmentsSuurem pilt
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This volume offers an introduction to the field of second language acquisition with a particular focus on second language Spanish. It connects key issues in the acquisition of Spanish as a second language to theoretical and empirical issues in the field of second language acquisition more generally by exemplifying central concepts in second language acquisition through the exploration of the most widely researched structures and most recent developments in the field of second language Spanish. It is written for a non-specialist audience, making it suitable for advanced undergraduate and graduate courses and readers while its treatment of recent empirical developments also makes it of interest to researchers in second language Spanish as well as allied fields.

List of Figures
xiii
List of Tables
xv
Acknowledgments xviii
About the Authors xix
PART I Fundamentals of Research on the Acquisition of Spanish as a Second Language
1(90)
1 Introduction To Perspectives On Second Language Acquisition
3(35)
Introduction
3(1)
The Study of Second Language Acquisition
3(5)
What Is a Second Language Learner?
4(1)
How Are Second Languages Different from Additional (Third, Fourth, Fifth, etc.) Languages?
4(1)
Why Is Second Language Spanish Important?
5(1)
What Does It Mean to "Know" a Language?
5(3)
Historical Perspectives
8(15)
Cognitive Approaches to Second Language Acquisition
11(8)
The Relationship of Social and Linguistic Factors to Language Acquisition
19(4)
Key Developments in the Field of Second Language Acquisition
23(7)
Common Paths of Development
23(2)
Influence of the First Language
25(2)
Importance of Input
27(1)
Influence of Linguistic Factors, Learner Characteristics, and Social Context
28(2)
The Contributions of Technology in Advancing Research on Second Language Acquisition
30(1)
Summary: Critical Considerations in Assessing Research in Second Language Acquisition
31(5)
How Does Second Language Knowledge Change or Develop?
32(1)
What Is the Nature of Second Language Knowledge?
33(1)
(How) Does Linguistic Knowledge Interact with Other Information?
34(2)
Conclusion
36(1)
Note
36(1)
Reading beyond the Text
36(1)
Comprehension
36(2)
2 Research Methods
38(53)
Introduction
38(1)
What Is Linguistic Data?
38(7)
How Do We Characterize Linguistic Data?
39(3)
What Types of Linguistic Data Do Second Language Researchers Use?
42(3)
How Do We Get Linguistic Data?
45(28)
Eliciting Production Data
48(1)
Oral Interviews
48(2)
Prompt-Based Writing
50(2)
Picture Description or Narration
52(2)
Other Types of Guided Production
54(3)
Highly Controlled Production
57(4)
Interaction-Based Elicitation
61(3)
Eliciting Judgment and Interpretation Data
64(9)
Psycholinguistic Measures
73(6)
What Do We Do with Linguistic Data?
79(7)
Non-Linguistic Data
86(3)
Conclusion
89(1)
Notes
89(1)
Reading beyond the Text
90(1)
Comprehension
90(1)
PART II Central Issues in Second Language Acquisition and Case Studies of Spanish
91(142)
3 First Language Influence and the Acquisition of /b d g/
93(28)
Introduction
93(1)
The Role of First Languages in Second Language Acquisition
93(10)
What Is Cross-Linguistic Influence?
94(4)
Historical Perspectives: The 1950s
98(2)
Historical Perspectives: Generative Grammar
100(3)
Current Research Goals and Perspectives
103(1)
Test Case from Spanish: The Acquisition of /b d g/
103(7)
/b d g/ in Spanish
104(1)
The Challenge for English-Speaking Learners of Spanish
105(5)
Research on /b d g/ in Second Language Spanish
110(6)
Stages of Development of /b d g/
113(1)
The Role of Instruction and Study Abroad
113(3)
Connections
116(2)
Additional Spanish Sounds
116(2)
Connections beyond the Sound System
118(1)
Conclusion
118(1)
Reading beyond the Text
119(1)
Comprehension
119(2)
4 Developmental Paths And The Acquisition Of Copula Contrast
121(36)
Introduction
121(1)
Universal Patterns in the Path to Acquisition of a Second Language
121(12)
Early Work: Morpheme Acquisition Studies
122(7)
Explaining the Order of Acquisition
129(2)
Criticism of the Morpheme Acquisition Studies
131(2)
Test Case from Spanish: The Acquisition of Ser and Estar
133(2)
The Copula Contrast in Spanish
134(1)
Challenges for English-Speaking Learners of Spanish
135(1)
Research on the Acquisition of Ser and Estar
135(11)
Stages of Development of Copula Acquisition
135(3)
Additional Learners and Learning Contexts
138(1)
Stages within the [ Copula + Adjective] Context
139(7)
Connections
146(9)
Additional Structures: Spanish Number and Gender
147(3)
Connections to the Field of Second Language Acquisition
150(5)
Conclusion
155(1)
Notes
155(1)
Reading beyond the Text
155(1)
Comprehension
156(1)
5 Form-Meaning Mapping And The Acquisition Of Past Time Marking
157(41)
Introduction
157(1)
Form-Meaning Mapping
157(8)
What Is Form-Meaning Mapping?
157(2)
Universal Strategies
159(4)
Variation as Hypothesis Testing
163(2)
Test Case from Spanish: The Acquisition of Preterit and Imperfect
165(3)
The Preterit and Imperfect in Spanish
165(2)
Challenges for English-Speaking Learners of Spanish
167(1)
Research on the Acquisition of the Preterit and Imperfect
168(16)
Lexical Aspect in Preterit/Imperfect Form-Meaning Mapping
168(4)
Additional Factors Affecting the Acquisition of the Preterit and Imperfect
172(5)
Acquisition of the Preterit and Imperfect by Advanced Second Language Learners
177(7)
Connections
184(12)
Additional Structures: Spanish Subjunctive
184(7)
Connections to the Field of Second Language Acquisition
191(5)
Conclusion
196(1)
Notes
196(1)
Reading beyond the Text
196(1)
Comprehension
197(1)
6 Input, Language Variation, And The Acquisition Of Object Pronouns
198(35)
Introduction
198(1)
Input and Second Language Acquisition
199(6)
Linguistic Variation and Second Language Acquisition
199(6)
Test Case from Spanish: Object Pronouns
205(3)
Object Pronouns in Spanish
205(3)
Challenges for English-Speaking Learners of Spanish
208(1)
Research on the Acquisition of Object Pronouns
208(11)
Early Research and the First Noun Strategy
209(3)
The Challenge of the Third Person Singular Object Pronoun: Le versus Lo
212(1)
The Role of Geography
213(6)
Connections
219(10)
Additional Variable Structures: The Expression of Future Time Reference
219(3)
Additional Variable Structures: Forms of Address
222(3)
Connections to the Field of SLA
225(4)
Conclusion
229(1)
Notes
230(1)
Reading beyond the Text
230(1)
Comprehension
230(3)
PART III Expansion and Application
233(120)
7 Study Abroad And The Acquisition Of Variable /S/-Weakening
235(42)
Introduction
235(1)
The Role of Study Abroad in Second Language Acquisition
236(22)
The Influence of Study Abroad on Proficiency
237(3)
Communicative Competence and Study Abroad
240(1)
Study Abroad and Spanish Phonology
241(5)
Study Abroad and Spanish Morphosyntax
246(2)
Study Abroad and Spanish Pragmatics
248(3)
The Role of Extralinguistic Factors in Mediating the Benefits of Study Abroad
251(1)
The Role of Instruction in Mediating the Benefits of Study Abroad
251(2)
Characteristics of the Study Abroad Context
253(1)
Characteristics of the Learner
253(5)
Test Case from Spanish: /s/-weakening
258(4)
/s/-weakening in Spanish
258(3)
Challenges for English-Speaking Learners of Spanish
261(1)
Research on the Acquisition of VsZ-weakening
262(4)
Research on Production
262(1)
Research on Perception
263(3)
Connections
266(8)
Additional Structures: The Interdental Fricative [ 0]
266(1)
Additional Structures: Variable Morphosyntax
267(5)
Connections to the Field of SLA
272(2)
Conclusion
274(1)
Notes
275(1)
Reading beyond the Text
275(1)
Comprehension
275(2)
8 Insights For The Classroom And The Acquisition Of Subject Forms
277(76)
Introduction
277(1)
Instruction of Second Language Spanish
277(16)
Insights from Second Language Acquisition that Drive Good Pedagogy
277(5)
Recent Developments in Second Language Instruction
282(5)
The Role of Instructor Characteristics in Language Instruction
287(2)
Research on Task-based Instruction
289(2)
The Pan-Dialectal Nature of Classroom Input
291(2)
Test Case from Spanish: Subject Forms in Learner-Directed Language
293(6)
Subject Forms in Spanish
293(5)
Challenges for English-Speaking Learners of Spanish
298(1)
Research on the Acquisition of Subject Forms
299(14)
Patterns in the Second Language Acquisition of Subject Forms
299(9)
Research on Written and Oral Learner-Directed Language
308(4)
Implications for Acquisition of Subject Forms in Instructed Settings
312(1)
Connections
313(37)
Additional Structures: Preterit and Imperfect
313(6)
Connections to the Field of SLA
319(1)
The Role of Input and Interaction
319(17)
How Can Language Instruction Foster Second Language Acquisition?
336(6)
Connecting Research with Practice
342(1)
Use Tasks to Facilitate Learning Through Meaningful Communication
342(3)
Consider Task Design Features Thoughtfully When Planning Lessons, Courses, and Curricula
345(1)
Vary Interactional Partners
346(1)
Seek and Provide Numerous and Varied Sources of Input
347(1)
Consider Individual Differences
348(1)
Use Technology Thoughtfully to Encourage Real Online Interaction
349(1)
Conclusion
350(1)
Notes
350(1)
Reading beyond the Text
350(1)
Comprehension
351(2)
Glossary 353(13)
References 366(37)
Index 403
Kimberly L. Geeslin is Professor of Hispanic Linguistics in the Department of Spanish and Portuguese at Indiana University, USA. Her research focuses on second language Spanish and the intersection of second language acquisition and sociolinguistics.

Avizia Y. Long is Assistant Professor of Spanish in the Department of World Languages and Literatures at San José State University, USA. Her research interests include the acquisition of sociolinguistic variation by non-Western learners, study abroad and the acquisition of second language Spanish phonetics and phonology, and the role of the instructor in classroom-based learning.

Megan Solon is Assistant Research Scientist in the Department of Applied Health Science at Indiana University, USA. Her research focuses on the acquisition of phonetics and phonology in second and heritage language Spanish and explores the acquisition of variable phonetic features as well as the role of learning context and instructional practices on phonetic development.
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