The Routledge Handbook of Second Language Acquisition brings together thirty-six leading international figures in the field to produce a state-of-the-art overview of second language acquisition. The Handbook covers a wide range of topics related to second language acquisition: language in context, linguistic, psycholinguistic, and neurolinguistic theories and perspectives, skill learning, individual differences, L2 learning settings, and language assessment. All chapters introduce the reader to the topic, outline the core issues, then explore the pedagogical application of research in the area and possible future development. The Routledge Handbook of Second Language Acquisition is an essential resource for all those studying and researching second language acquisition.

In an attempt to fill the gap left by the many published studies on classroom second language research, this book explores a variety of human, social, and political issues involved in the carrying out of such studies. Many journals are chock-full of the results of classroom research, with evidence to support one claim or another about the efficacy of one teaching method or another. Many textbooks are replete with statistical procedures to be used, and with experimental designs to fit varying situations. Too often overlooked in these treatments are the human, social, and political issues involved in carrying out research in classrooms that are not one's own. What are the problems going to be when one attempts work such as this? What does one do on discovering that an administrator's agenda is different than one had thought? What does one do when a teacher resents intrusions into her classroom? This book offers a view on those kinds of issues, as presented and managed by successful classroom researchers themselves.
The authors present their own experiences including, on occasion, their trials and tribulations and how they dealt with them. They lay themselves open to criticism in doing so, but they make their contributions much the richer as well. The classroom contexts extend to different countries, and range from elementary schools to universities. Some of the issues presented are:
* the necessarily collaborative nature of the research;
* the question of meshing pedagogically sound and experimentally acceptable practices;
* the often strong possibility that political and social decisions will interrupt the research;
* the perennial question of reporting out the results; and
* the training of graduate student researchers.

This volume comprises of chapters that deal with language proficiency relating to a wide range of language program issues including curriculum, assessment, learners and instructors, and skill development. The chapters cover various aspects of a broad-based proficiency initiative, focusing on numerous aspects of foreign language learning, including how skills develop, how assessments can inform curriculum, how learners and instructors view proficiency and proficiency assessment, and how individual use of technology furthers language learning. The concluding chapter points the way forward for issues and questions that need to be addressed.

Authored by the absolute top authorities in quantitative and mixed methods research in this field. Introduces students to data analysis, and includes extensive coverage of research practices and related issues in design and methodology, and excellent coverage of a range of quantitative and mixed methods. Inclusion of the latter in a research text in applied linguistics is unique. Intuitive, chronological organization makes it easy for students to navigate and understand the book, while also being able to fruitfully consult individual chapters as needed. This organization allows students to conduct their own research studies from beginning to end. A wealth of graphics, visuals, exercises, practice tasks, boxes, and other pedagogic material provides students new to research with the necessary introductions to the key topics and debates in L2 research, as well as the tools to conduct their own research projects. There is no other core course text for SLA/L2-focused research design and analysis. Unlike other research methods core texts, Mackey/Gass focuses on L2 rather on applied linguistics more broadly. It therefore offers coverage of many more relevant methods. Also offers a hands-on guide so that students can conduct their own research. Mackey/Gass is much more user-friendly and well-written than extant books. Other books are a compilation of different contributions and styles without a unifying voice (or written as well as Mackey/Gass).

Language acquisition is a human endeavor par excellence. As children, all human beings learn to understand and speak at least one language: their mother tongue. It is a process that seems to take place without any obvious effort. Second language learning, particularly among adults, causes more difficulty. The purpose of this series is to compile a collection of high-quality monographs on language acquisition. The series serves the needs of everyone who wants to know more about the problem of language acquisition in general and/or about language acquisition in specific contexts.

Offers the most up-to-date coverage of research methods and best practices in the study of second language acquisition, edited by two of the leading figures in the field Current Approaches in Second Language Acquisition Research provides an up-to-date overview of both traditional and cutting-edge techniques and methods in the field. Bringing together contributions from an international team of experts, this authoritative volume covers the qualitative, quantitative, survey-based, interdisciplinary, statistical analysis, and data replication methods that students and early-career researchers need to know when developing their projects and experiments in second language acquisition research. Each chapter includes best practices, case studies, and research questions, together with suggested readings which exemplify a wide range of contemporary methodologies. Current Approaches in Second Language Acquisition Research builds on the foundation of Research Methods in Second Language Acquisition, the first volume in the Wiley Blackwell Guides to Research Methods series to cover the field of SLA. Eleven new chapters and four revised chapters address classroom research methods, qualitative approaches to data, collecting introspective second language (L2) data, L2 data on brain and articulatory mechanisms, problematic terminology in the SLA community, and more. Covers theory-based methodologies, synthetic and meta-analytic work, mixed methods, coding, and statistical analysis Describes and evaluates recent methodological advances and experimental approaches in SLA research Includes study questions, links to additional resources, and example study boxes that summarize methodological principles and connect them to real-world research studies Current Approaches in Second Language Acquisition Research is an essential resource for advanced undergraduate and graduate students in SLA and applied linguistics programs, novice researchers studying SLA research methods, and more established scholars looking for a concise and up-to-date overview of SLA methodology.

Twenty years after its first publication, Susan M. Gass's Input, Interaction, and the Second Language Learner has become a classical text in the field of second language acquisition (SLA). This new printing includes the original text, along with a new preface that comprises individual consultations between the author and Alison Mackey, Rod Ellis, and Mike Long on the importance of the project two decades later. The volume provides an important view of the relationship between input, interaction, and SLA. In so doing, it should prove useful to those whose major concern is with the acquisition of a second or foreign language, as well as those who are primarily interested in these issues from a pedagogical perspective. The book does not explicate or advocate a particular teaching methodology, but does attempt to lay out some of the underpinnings of what is involved in interaction-what interaction is and what purpose it serves. Research in SLA is concerned with the knowledge that second language learners do and do not acquire, and how that knowledge comes about. This book ties these issues together from three perspectives: the input/interaction framework, information-processing, and learnability. This Routledge Linguistics Classic remains a key text for all SLA scholars and an essential supplementary volume for students on SLA courses.

Twenty years after its first publication, Susan M. Gass's Input, Interaction, and the Second Language Learner has become a classical text in the field of second language acquisition (SLA). This new printing includes the original text, along with a new preface that comprises individual consultations between the author and Alison Mackey, Rod Ellis, and Mike Long on the importance of the project two decades later. The volume provides an important view of the relationship between input, interaction, and SLA. In so doing, it should prove useful to those whose major concern is with the acquisition of a second or foreign language, as well as those who are primarily interested in these issues from a pedagogical perspective. The book does not explicate or advocate a particular teaching methodology, but does attempt to lay out some of the underpinnings of what is involved in interaction-what interaction is and what purpose it serves. Research in SLA is concerned with the knowledge that second language learners do and do not acquire, and how that knowledge comes about. This book ties these issues together from three perspectives: the input/interaction framework, information-processing, and learnability. This Routledge Linguistics Classic remains a key text for all SLA scholars and an essential supplementary volume for students on SLA courses.

Stimulated Recall Methodology in Applied Linguistics and L2 Research provides researchers and students in second language acquisition and applied linguistics with the only how-to guide on using stimulated recalls in their research practice. This new edition expands on the scope of the previous edition, walking readers step-by-step through a range of studies in applied linguistics in order to demonstrate the history of stimulated recalls and their efficacy as a data collection tool. With its exclusive focus on stimulated recalls, coverage of the most up-to-date research studies, and pedagogically rich text design, Stimulated Recall Methodology in Applied Linguistics and L2 Research supplies researchers and students with the practical skills to elicit richer data in their own research.

Authored by the absolute top authorities in quantitative and mixed methods research in this field. Introduces students to data analysis, and includes extensive coverage of research practices and related issues in design and methodology, and excellent coverage of a range of quantitative and mixed methods. Inclusion of the latter in a research text in applied linguistics is unique. Intuitive, chronological organization makes it easy for students to navigate and understand the book, while also being able to fruitfully consult individual chapters as needed. This organization allows students to conduct their own research studies from beginning to end. A wealth of graphics, visuals, exercises, practice tasks, boxes, and other pedagogic material provides students new to research with the necessary introductions to the key topics and debates in L2 research, as well as the tools to conduct their own research projects. There is no other core course text for SLA/L2-focused research design and analysis. Unlike other research methods core texts, Mackey/Gass focuses on L2 rather on applied linguistics more broadly. It therefore offers coverage of many more relevant methods. Also offers a hands-on guide so that students can conduct their own research. Mackey/Gass is much more user-friendly and well-written than extant books. Other books are a compilation of different contributions and styles without a unifying voice (or written as well as Mackey/Gass).

This timely reference guide is specifically directed toward the needs of second language researchers, who can expect to gain a clearer understanding of which techniques may be most appropriate and fruitful in given research domains. Data Elicitation for Second and Foreign Language Research is a perfect companion to the same author teama (TM)s bestselling Second Language Research: Methodology and Design. It is an indispensable text for graduate or advanced-level undergraduate students who are beginning research projects in the fields of applied linguistics, second language acquisition, and TESOL as well as a comprehensive reference for more seasoned researchers.

In an attempt to fill the gap left by the many published studies on classroom second language research, this book explores a variety of human, social, and political issues involved in the carrying out of such studies. Many journals are chock-full of the results of classroom research, with evidence to support one claim or another about the efficacy of one teaching method or another. Many textbooks are replete with statistical procedures to be used, and with experimental designs to fit varying situations. Too often overlooked in these treatments are the human, social, and political issues involved in carrying out research in classrooms that are not one's own. What are the problems going to be when one attempts work such as this? What does one do on discovering that an administrator's agenda is different than one had thought? What does one do when a teacher resents intrusions into her classroom? This book offers a view on those kinds of issues, as presented and managed by successful classroom researchers themselves.
The authors present their own experiences including, on occasion, their trials and tribulations and how they dealt with them. They lay themselves open to criticism in doing so, but they make their contributions much the richer as well. The classroom contexts extend to different countries, and range from elementary schools to universities. Some of the issues presented are:
* the necessarily collaborative nature of the research;
* the question of meshing pedagogically sound and experimentally acceptable practices;
* the often strong possibility that political and social decisions will interrupt the research;
* the perennial question of reporting out the results; and
* the training of graduate student researchers.

This volume addresses salient theoretical issues concerning the validity of research methods in second-language acquisition, and provides critical analysis of contextualized versus sentence-level production approaches. The contributors present their views of competence versus performance, the nature of language acquisition data, research design, the relevance of contextualized data collection and interpretation, and the desirability of a particularistic nomothetic theoretical paradigm versus more comprehensive consideration of multiple realities and complex influencing factors. This book presents varying and antithetical approaches to the issues, bringing together the thinking and approaches of leading researchers in langauge acquisition, language education, and sociolinguistics in an engaging debate of great currency in the field.

This volume addresses salient theoretical issues concerning the validity of research methods in second-language acquisition, and provides critical analysis of contextualized versus sentence-level production approaches. The contributors present their views of competence versus performance, the nature of language acquisition data, research design, the relevance of contextualized data collection and interpretation, and the desirability of a particularistic nomothetic theoretical paradigm versus more comprehensive consideration of multiple realities and complex influencing factors. This book presents varying and antithetical approaches to the issues, bringing together the thinking and approaches of leading researchers in language acquisition, language education, and sociolinguistics in an engaging debate of great currency in the field.

Salience in Second Language Acquisition brings together contributions from top scholars of second language acquisition (SLA) in a comprehensive volume of the existing literature and current research on salience. In the first book to focus exclusively on this integral topic, the editors and contributors define and explore what makes a linguistic feature salient in sections on theory, perpetual salience, and constructed salience. They also provide a history of SLA theory and discussion on its contemporary use in research. An approachable introduction to the topic, this book is an ideal supplement to courses in SLA, and a valuable resource for researchers and scholars looking for a better understanding of the subject.

First Published in 1998. Routledge is an imprint of Taylor and Francis, an informa company.

This text encourages the reader to consider the young child's signed language acquisition and subsequent reading development. Anchored in the toddler and school-pupil phase, the development path between these two phases traces out the routes that deaf children follow from one day to the other.

The Routledge Handbook of Second Language Acquisition brings together fifty leading international figures in the field to produce a state-of-the-art overview of Second Language Acquisition. The Handbook covers a wide range of topics related to Second Language Acquisition: language in context, linguistic, psycholinguistic, and neurolinguistic theories and perspectives, skill learning, individual differences, L2 learning settings, and language assessment. All chapters introduce the reader to the topic, outline the core issues, then explore the pedagogical application of research in the area and possible future development. The Routledge Handbook of Second Language Acquisition is an essential resource for all those studying and researching Second Language Acquisition.

Synthesizing the theory behind and methodology for conducting judgment tests, Using Judgments in Second Language Acquisition Research aims to clarify the issues surrounding this method and to provide best practices in its use. The text is grounded on a balanced and comprehensive background of the usage of judgment data in the past up through its present-day applications. SLA researchers and graduate students will find useful a chapter serving as a "how-to" guide for a variety of situations to conduct research using judgments, including ways to optimize task design and examples from successful studies. Lucid and practical, Using Judgments in Second Language Acquisition Research offers guidance on a method widely used by SLA researchers, both old and new to the field.

Stimulated Recall Methodology in Applied Linguistics and L2 Research provides researchers and students in second language acquisition and applied linguistics with the only how-to guide on using stimulated recalls in their research practice. This new edition expands on the scope of the previous edition, walking readers step-by-step through a range of studies in applied linguistics in order to demonstrate the history of stimulated recalls and their efficacy as a data collection tool. With its exclusive focus on stimulated recalls, coverage of the most up-to-date research studies, and pedagogically rich text design, Stimulated Recall Methodology in Applied Linguistics and L2 Research supplies researchers and students with the practical skills to elicit richer data in their own research.

Synthesizing the theory behind and methodology for conducting judgment tests, Using Judgments in Second Language Acquisition Research aims to clarify the issues surrounding this method and to provide best practices in its use. The text is grounded on a balanced and comprehensive background of the usage of judgment data in the past up through its present-day applications. SLA researchers and graduate students will find useful a chapter serving as a "how-to" guide for a variety of situations to conduct research using judgments, including ways to optimize task design and examples from successful studies. Lucid and practical, Using Judgments in Second Language Acquisition Research offers guidance on a method widely used by SLA researchers, both old and new to the field.

Salience in Second Language Acquisition brings together contributions from top scholars of second language acquisition (SLA) in a comprehensive volume of the existing literature and current research on salience. In the first book to focus exclusively on this integral topic, the editors and contributors define and explore what makes a linguistic feature salient in sections on theory, perpetual salience, and constructed salience. They also provide a history of SLA theory and discussion on its contemporary use in research. An approachable introduction to the topic, this book is an ideal supplement to courses in SLA, and a valuable resource for researchers and scholars looking for a better understanding of the subject.

This timely reference guide is specifically directed toward the needs of second language researchers, who can expect to gain a clearer understanding of which techniques may be most appropriate and fruitful in given research domains. Data Elicitation for Second and Foreign Language Research is a perfect companion to the same author teama (TM)s bestselling Second Language Research: Methodology and Design. It is an indispensable text for graduate or advanced-level undergraduate students who are beginning research projects in the fields of applied linguistics, second language acquisition, and TESOL as well as a comprehensive reference for more seasoned researchers.

This collection of original essays approaches second language acquisition from a linguistic rather than a sociological, psychological, or purely pedagogical perspective. A wide range of viewpoints and approaches is represented; however, all authors agree on the fundamental importance of linguistic theory in the study of second language acquisition. Few works have explored in depth how a second language is acquired and what the second language learner must do mentally to achieve proficiency in another language. The essays in this book provide an incisive analysis of these questions. For greater accessibility, the chapters are arranged topically from those covering the broad area of theories of acquisition to those focusing specifically on syntax, semantics, pragmatics, lexicon, and phonology in another language.

Now in a fifth edition, this bestselling introductory textbook remains the cornerstone volume for the study of second language acquisition (SLA). Its chapters have been fully updated, and reorganized where appropriate, to provide a comprehensive yet accessible overview of the field and its related disciplines. In order to reflect current developments, new sections and expanded discussions have been added.

The fifth edition of Second Language Acquisition retains the features that students found useful in previous editions. This edition provides pedagogical tools that encourage students to reflect upon the experiences of second language learners. As with previous editions, discussion questions and problems at the end of each chapter help students apply their knowledge, and a glossary defines and reinforces must-know terminology. This clearly written, comprehensive, and current textbook, by Susan Gass, Jennifer Behney, and Luke Plonsky, is the ideal textbook for an introductory SLA course in second language studies, applied linguistics, linguistics, TESOL, and/or language education programs.

This textbook is supported with a Companion Website containing instructor and student resources including PowerPoint slides, exercises, stroop tests, flashcards, audio and video links: https://routledgetextbooks.com/textbooks/9781138743427/

Table of Contents

Part One: Preliminaries

Chapter One: Introduction

1.1 THE STUDY 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 NONNATIVE SPEAKER KNOWLEDGE

1.5 CONCLUSION

Chapter Two: Where Do Data Come From?

2.1 DATA TYPES

2.2 LEARNER CORPORA

2.3 DATA ELICITATION

2.3.1 Measuring General Proficiency

2.3.2 Measuring Nonlinguistic Information

2.3.3 Verbal Report Data

2.3.3.1 Think-Alouds

2.3.3.2 Stimulated Recall

2.3.3.3 Post-Production Interviews

2.3.4 Narrative Inquiry

2.3.5 Language-Elicitation Measures

2.3.5.1 Elicited Imitation

2.3.5.2 Judgments

2.3.5.3 Language Games

2.3.5.4 Discourse Completion

2.3.6 PROCESSING DATA

2.3.6.1 Reaction Time

2.3.6.2 Self-paced Reading

2.3.6.3 Eye-Tracking

2.3.6.4 Neurolinguistic Data

2.4 REPLICATION

2.5 META-ANALYSES

2.6 ISSUES IN DATA ANALYSIS

2.7 WHAT IS ACQUISITION?

2.8 CONCLUSION

Part Two: Historical Underpinnings of SLA Research

Chapter Three: The Role of the Native Language - A Historical Overview

3.1 INTRODUCTION

3.2 BEHAVIORISM

3.2.1 Linguistic Background

3.2.2 Psychological Background

3.3 CONTRASTIVE ANALYSIS HYPOTHESIS

3.4 ERROR ANALYSIS

3.5 CONCLUSION

Chapter Four: The Transition Period

4.1 INTRODUCTION

4.2 FIRST LANGUAGE ACQUISITION

4.2.1 Words

4.2.2 Sounds and Pronunciation

4.2.3 Syntax

4.2.4 Morphology

4.3 CHILD L2 ACQUISITION

4.4 CHILD L2 MORPHEME ORDER STUDIES

4.5 ADULT L2 MORPHEME ORDER STUDIES

4.6 THE MONITOR MODEL

4.6.1 The Acquisition-Learning Hypothesis

4.6.2 The Natural Order Hypothesis

4.6.3 The Monitor Hypothesis

4.6.4 The Input Hypothesis

4.6.5 The Affective Filter Hypothesis

4.6.6 Limitations

4.7 CONCLUSION

Chapter Five: Alternative Approaches to the Role of Previously Known Languages

5.1 REVISED PERSPECTIVES ON THE ROLE OF THE NATIVE LANGUAGE

5.1.1 Avoidance

5.1.2 Differential Learning Rates

5.1.3 Different Paths

5.1.4 Overproduction

5.1.5 Predictability/Selectivity

5.1.6 L1 Influences in L2 Processing

5.1.7 Morpheme Order

5.2 CONCLUSION

Part Three: A Focus on Form - Language Universals

Chapter Six: Formal Approaches to SLA

6.1 INTRODUCTION

6.2 UNIVERSAL GRAMMAR

6.2.1 Initial State

6.2.1.1Fundamental Difference Hypothesis

6.2.1.2Access to UG Hypothesis

6.2.2 UG Principles

6.2.3 UG Parameters

6.2.4 Minimalist Program

6.2.5 Falsification

6.3 TRANSFER: THE GENERATIVE/UG PERSPECTIVE

6.3.1 Levels of Representation

6.3.2 Clustering

6.3.3 Learnability

6.4 THE FUNDAMENTAL DIFFERENCE HYPOTHESIS REVISED

6.5 SEMANTICS AND THE SYNTAX–SEMANTICS INTERFACE HYPOTHESIS

6.5.1 Semantics

6.5.2 Syntax and Semantics: The Interface Hypothesis

6.6 PHONOLOGY

6.6.1 Markedness Differential Hypothesis

6.6.2 Similarity/Dissimilarity: Speech Learning Model

6.6.3 Optimality Theory

6.6.4 Ontogeny Phylogeny Model

6.7 CONCLUSION

Chapter Seven: Typological Approaches

7.1 TYPOLOGICAL UNIVERSALS

7.1.1 Test Case I: The Accessibility Hierarchy

7.1.2 Test Case II: The Acquisition of Questions

7.1.3 Test Case III: Voiced/Voiceless Consonants

7.2 FALSIFIABILITY

7.3 TYPOLOGICAL UNIVERSALS: CONCLUSION

7.4 TYPOLOGICAL PRIMACY MODEL

7.5 THE ROLE OF THE L1: THREE APPROACHES

7.6 CONCLUSION: GENERAL COMMENTS ABOUT UNIVERSALS

Part Four: A Focus on Meaning

Chapter Eight: Meaning-based Approaches

8.1 INTRODUCTION

8.2 FUNCTIONAL APPROACHES

8.2.1 The Relationship between Form and Function: Form-to-Function

8.2.2 Concept-oriented Approach

8.3 TENSE AND ASPECT: THE ASPECT HYPOTHESIS

8.4 THE DISCOURSE HYPOTHESIS

8.5 CONCLUSION

Chapter Nine: The Lexicon

9.1 THE SIGNIFICANCE OF THE LEXICON

9.2 LEXICAL KNOWLEDGE: WHAT DOES IT MEAN TO KNOW A WORD?

9.2.1 Production and Reception

9.2.2 Knowledge and Control

9.2.3 Breadth and Depth

9.2.4 Subcategorization

9.2.5 Word Associations and Networks

9.2.6 Word Formation

9.2.7 Formulaic Language, Collocations, and Chunking

9.2.7.1 Use of Multiword Units

9.2.7.2 Learning of Multiword Units

9.2.7.3 Processing of Multiword Units

9.3 INFLUENCES ON L2 VOCABULARY AND DEVELOPMENT

9.3.1 The Role of the L1

9.3.2 Incidental Vocabulary Learning

9.3.2.1 Input Type

9.3.2.2 What Helps Learning?

9.3.3 Depth of Processing

9.3.4 Incremental Vocabulary Learning

9.4 USING LEXICAL SKILLS

9.4.1 Production

9.4.2 Perception

9.5 CONCLUSION

Part Five: Cognitive and Processing Approaches to SLA

Chapter Ten: Psycholinguistic Approaches to Learning

10.1 INTRODUCTION

10.2 MODELS OF LANGUAGE PRODUCTION

10.3 PROCESSABILITY THEORY

10.4 PROCESSING OF INPUT

10.4.1 Input Processing

10.4.2 Processing Determinism

10.4.3 Autonomous Induction Theory

10.4.4 Shallow Structure Hypothesis

10.5 EMERGENTIST MODELS

10.5.1 Competition Model

10.5.2 Frequency-based Accounts

10.6 COMPLEX DYNAMIC SYSTEMS

10.7 SKILL ACQUISITION THEORY

10.8 CONCLUSION

Chapter Eleven: Psycholinguistic Constructs and Knowledge Types

11.1 INTRODUCTION

11.2 INFORMATION PROCESSING

11.2.1 Automaticity

11.2.2 Restructuring

11.2.3 U-shaped Learning

11.2.4 Attention

11.2.5 Working Memory

11.2.6. Salience

11.2.7 Priming

11.3 KNOWLEDGE TYPES

11.3.1 Acquisition/Learning

11.3.2 Declarative/Procedural

11.3.3 Implicit/Explicit

11.3.4 Representation/Control

11.4 INTERFACE OF KNOWLEDGE TYPES

11.4.1 No Interface

11.4.2 Weak Interface

11.4.3 Strong Interface

11.5 CONCLUSION

Part Six: The Social Environment of Learning

Chapter Twelve: Interlanguage in Context

12.1 INTRODUCTION

12.2 SOCIOCULTURAL APPROACHES

12.2.1 Mediation

12.2.2 Internalization

12.2.3 Zone of Proximal Development

12.2.4 Private Speech

12.2.5 Learning in a Sociocultural Framework

12.2.6 Gesture and SLA

12.3 SOCIOLINGUISTIC VARIATION

12.4 SYSTEMATIC VARIATION

12.4.1 Linguistic Context

12.4.2 Social Context Relating to the Native Language

12.4.3 Social Context Relating to Interlocutor, Task Type, and Conversational Topic

12.4.4 Sociolinguistic Norms

12.5 CONVERSATION ANALYSIS

12.6 COMMUNICATION STRATEGIES

12.7 L2 PRAGMATICS

12.8 CONCLUSION: SLA AND OTHER DISCIPLINES

Chapter Thirteen: Input, Interaction, and Output

13.1 INTRODUCTION

13.2 INPUT

13.3 COMPREHENSION

13.4 INTERACTION

13.5 OUTPUT

13.5.1 Hypothesis Testing

13.5.2 Automaticity

13.5.3 Meaning-based to Grammar-Based Processing

13.6. Feedback

13.6.1 Negotiation

13.6.2 Corrective Feedback

13.6.2.1 Recasts

13.6.2.2 Elicitation

13.6.2.3 Metalinguistic Feedback

13.7 THE ROLE OF INPUT AND INTERACTION IN LANGUAGE LEARNING

13.7.1 The Functions of Input and Interaction

13.7.2 Effectiveness of Feedback

13.7.2.1 Attention

13.7.2.2 Contrast Theory

13.7.2.3 Metalinguistic Awareness

13.7.3 Who Benefits From Interaction: When and Why?

13.8 LIMITATIONS OF INPUT

13.9 CONCLUSION

Chapter Fourteen: Contexts of Language Learning - Classrooms, Study Abroad, and Technology

14.1 INTRODUCTION

14.2 CLASSROOM-BASED INSTRUCTION

14.2.1 Classroom Language

14.2.2 Teachability/Learnability

14.2.3 Focus on Form and Task-based Language Teaching

14.2.3.1 Timing

14.2.3.2 Forms to Focus On

14.2.3.3 Task Design

14.2.3.4 Input Manipulation and Input Enhancement

14.3 COMPLEXITY, ACCURACY, FLUENCY, AND PLANNING

14.4 PROCESSING INSTRUCTION

14.5 UNIQUENESS OF INSTRUCTION

14.6 EFFECTIVENESS OF INSTRUCTION

14.7 SLA AND CLASSROOM PRACTICES

14.8 ADDITIONAL CONTEXTS

14.8.1 Study Abroad

14.8.2 Technology-enhanced Language Learning

14.9 CONCLUSION

Part Seven: The Individual Language Learner

Chapter Fifteen: Learner-internal Influences

15.1 INTRODUCTION

15.2 THE INFLUENCE OF PSYCHOLOGY IN SLA

15.3 METHODOLOGICAL CONSIDERATIONS

15.4 AGE DIFFERENCES

15.5 APTITUDE

15.6 MOTIVATION

15.6.1 Motivation as a Function of Time and Success

15.6.2 Changes over Time

15.6.3 The L2 Motivational Self System

15.6.4 Influence of Success on Motivation and Demotivation

15.7 AFFECT

15.7.1 Anxiety

15.7.2 Other Emotional Variables

15.8 PERSONALITY

15.8.1 Extroversion and Introversion

15.8.2 Grit

15.9 LEARNING STRATEGIES

15.10 CONCLUSION

Chapter Sixteen: Related Disciplines - A Focus on the Multilingual and Multimodal Learner

16.1 INTRODUCTION

16.2 BILINGUAL ACQUISITION

16.3 THIRD LANGUAGE ACQUISITION/MULTILINGUALISM

16.4 HERITAGE LANGUAGE ACQUISITION

16.5 SLA BY THE DEAF/HARD OF HEARING

16.6 CONCLUSION

Part Eight: Conclusion

Chapter Seventeen: An Integrated View of Second Language Acquisition

17.1 AN INTEGRATION OF SUB-AREAS

17.1.1 Apperceived Input

17.1.2 Comprehended Input

17.1.3 Intake

17.1.4 Integration

17.1.5 Output

17.2 CONCLUSION