Now in its second edition, this Handbook is a current overview of Second Language (L2) research, providing state-of-the-art synopses of recent developments in each sub-area of the field, and bringing together contributions by emerging scholars and experts in Second Language Acquisition (SLA). Since the first edition, broad socio-political movements, alternative views of bilingualism, emergence of global markets, vast expansion of electronic resources, the development of social media, and the availability of big data have transformed the discipline, and this edition has been thoroughly updated to address these changes. It is divided into six main parts: Part I situates SLA in terms of research and practice; Part II explores individual cognitive, age-related and neurolinguistic similarities and differences; Part III outlines external, sociocultural, and interactive factors; Part IV presents profiles of bilinguals who take differing paths of acquisition; Part V describes interlanguage properties; and Part VI comprises clear models of L2 development.
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With contributions from SLA experts, this updated Handbook offers cutting-edge synopses of recent developments in sub-areas of L2 research.
List of figures; List of tables; List of contributors; Acknowledgements;
Introduction; Part I. Situating the Discipline:
1. Three themes in the
history of study of second language acquisition Margaret Thomas;
2. Scope and
research methodologies Clare Wright and Becky Muradás-Taylor;
3. Reflections
on trans disciplinarity in SLA studies Alex Ho-Cheong Leung;
4. Instructed
second language acquisition: inclusivity and equity for the common goal
Masatoshi Sato; Part II. Internal Factors:
5. The role of the native language
Claire Foley and Suzanne Flynn;
6. The role of working memory on SLA Nuria
Sagarra;
7. Age-related effects and ultimate achievement in SLA Julia
Herschensohn;
8. Language processing Alice Foucart and Cheryl Frenck-Mestre;
9. Acquiring and processing two languages in one brain John W. Schwieter,
Gabrielle Klassen and Stefano Rastelli; Part III. External and Social
Factors:
10. Recent developments in interaction research María del Pilar
García Mayo and Agurtzane Azkarai;
11. Second language identity construction
Wenhao Diao, Elizabeth Miller and Ryuko Kubota;
12. Socialization Georges
Daniel Véronique;
13. Variation Vera Regan;
14. Writing and L2 learning Ana
Fernández-Dobao;
15. Technology-mediated second language acquisition Napat
Jitpaisarnwattana and Hayo Reinders; Part IV. Profiles of Bilinguals:
16.
First time literacy acquisition in a second language by adults Jeanne Kurvers
and Roeland van Hout;
17. Childhood second language acquisition Belma
Haznedar;
18. The contributions of heritage language speakers to second
language acquisition Silvina Montrul;
19. Third language acquisition Jorge
González Alonso, Jennifer Cabrelli, Sergio Miguel Pereira Soares, Eloi
Puig-Mayenco and Jason Rothman;
20. Literacy and adults' acquisition of
morphosyntax Egle Mocciaro and Martha Young-Scholten; Part V. Properties of
Interlanguage Systems:
21. Phonology and phonetics Ellen Broselow and
Yoonjung Kang;
22. The Lexicon Giovanna Donzelli;
23. Morphosyntax Tania
Ionin;
24. Semantics and the conceptual component in L2 acquisition Laurent
Dekydtspotter;
25. Linguistic pragmatic Roumyana Slabakova; Part VI. Models
of Development:
26. Explaining change in transition grammars Michael Sharwood
Smith and John Truscott;
27. Usage-based approaches to second language
learning and teaching Dagmar Divjak and Petar Milin;
28. Input, input
processing, and language instruction Joe Barcroft and Wynne Wong;
29. The
zone of proximal development as learning-leading-development in second
language acquisition Amy Snyder Ohta;
30. The poverty of the stimulus and the
generative enterprise Bonnie D. Schwartz and Rex A. Sprouse; Index.
Julia Herschensohn is Professor Emerita at the Department of Linguistics, University of Washington. Her research interests include child and adult language development, and processing in Spanish, French, Korean and Hebrew by adult, heritage and child learners. Martha Young-Scholten is Professor Emerita of Second Language Acquisition at Newcastle University and Affiliate Professor at the University of Washington. Her current research focuses on acquisition and reading development by low-literate adult immigrants. She co-founded Literacy Education and Second Language Acquisition by Adults (LESLLA) and co-directs Simply Stories and EU-Speak. Ana Fernández Dobao is an Associate Professor at the University of Washington. Her areas of expertise include Second Language Acquisition, Heritage Language Learning and Language Pedagogy. She has published on topics such as HL-L2 interaction in mixed classes, collaborative writing and learning, and child language acquisition in immersion contexts. Alex Ho-Cheong Leung is Associate Professor in Applied Linguistics and TESOL at Northumbria University, UK, and an executive member of the British Association for Applied Linguistics. His research interests include second language speech acquisition, identities, and TESOL. He is co-editor of 'Key Concepts' in the ELT Journal.
