The acquisition of second-language syntax

목차 (Table of Contents)

• CONTENTS
• Preface = ⅶ
• Abbreviations = ⅸ
• 1. Introduction = 1
• 1.1 Introduction = 1
• 1.2 What is grammar? = 1
• 1.3 What is acquisition? = 7
• 1.4 Historical perspectives on second-language grammar development = 9
• 1.5 The plan of the book = 14
• 2. First-language and second-language interrelations = 19
• 2.1 Introduction = 19
• 2.2 Theoretical responses to contrastive analysis and error analysis = 19
• 2.3 Questions explored = 21
• 2.3.1 How are different stages of second-language acquisition determined? = 21
• 2.3.2 What are the syntactic characteristics of different stages of second-language acquisition? = 25
• 2.4 First-language influences ： transfer = 40
• 2.5 Questions explored = 43
• 2.5.1 What is transferable and why? = 43
• 2.5.2 How does first-language knowledge interact with the developing second-language knowledge at different stages of acquisition? = 45
• 2.6 Conclusion = 46
• 3. Universal Grammar = 48
• 3.1 Introduction = 48
• 3.2 Universal Grammar principles and parameters = 49
• 3.3 Questions explored = 61
• 3.3.1 Are Universal Grammar principles and parameters accessible in second-language acquisition? = 61
• 3.3.2 What is the interaction between the first-language parameter setting and the second-language parameter setting? = 68
• 3.3.3 What is the initial state of the second-language grammar in the second-language acquisition process? = 69
• 3.3.4 What is the effect of positive and ／ or negative input on the resetting of Universal Grammar in second-language acquisition? = 72
• 3.4 Conclusion = 74
• 4. Typological universals = 79
• 4.1 Introduction = 79
• 4.2 A typological approach to language universals = 80
• 4.3 Typological universals and second-language acquisition = 83
• 4.4 Questions explored in second-language acquisition = 88
• 4.4.1 Do typological universal constraints play a role in second-language acquisition? = 88
• 4.4.2 How does typological markedness affect the second-language acquisition process? = 91
• 4.4.3 What is the effect of instruction on typological universals in second-language acquisition? = 95
• 4.5 Conclusion = 97
• 5. Processing approaches = 99
• 5.1 Introduction to processing theories = 99
• 5.1.2 Information processing = 100
• 5.2 Input processing ： the Input Processing Model and Processing Instruction = 103
• 5.3 Questions explored ： the Input Processing Model and Processing Instruction = 106
• 5.3.1 How can instruction affect input processing and second-language acquisition? = 106
• 5.4 Input processing ： the Competition Model = 109
• 5.5 Questions explored ： the Competition Model = 112
• 5.5.1 What types of strategies are used in sentence interpretation? = 114
• 5.5.2 How do second-language learners use cue strategies in sentence interpretation? = 117
• 5.6 Speech processing ： the Multidimensional Model and Processability Theory = 119
• 5.7 Questions explored' the Multidimensional Model and Processability Theory = 126
• 5.7.1 What is the role of cognitive processing in determining developmental stages? = 127
• 5.7.2 What is the role of cognitive processing in natural versus instructed second-language acquisition? = 129
• 5.7.3 How do processing constraints affect non-native speakers differently from the way they do native speakers? = 130
• 5.8 Conclusion = 132
• 6 Functional approaches = 139
• 6.1 Introduction = 139
• 6.1.1 Functional grammar = 139
• 6.1.2 Relational functionalism, ecological functionalism, and grammaticalization = 145
• 6.2 Functional approaches to second-language acquisition of grammar = 147
• 6.3 Questions explored = 149
• 6.3.1 What are the form - function relationships exhibited in interlanguage? = 149
• 6.3.2 What types of principles constrain the mapping of grammatical forms onto function in second-language grammatical development? = 153
• 6.3.3 How do first-language grammaticalizations influence the development of the second language? = 163
• 6.4 Conclusions = 165
• 7 Conclusions ： an integrative perspective of second-language acquisition of grammar = 168
• 7.1 Introduction = 168
• 7.2 Major contributions = 168
• 7.2.1 First-language and second-language interrelations = 168
• 7.2.2 Universal Grammar = 170
• 7.2.3 Typological universals = 172
• 7.2.4 Processing approaches = 173
• 7.2.5 Functional approaches = 175
• 7.2.6 Similarities and differences = 176
• 7.3 Comparative analysis of noun phrases ： nouns, pronouns, zero anaphors, reflexives = 177
• 7.4 Implications = 181
• 7.4.1 Basic assumptions = 181
• 7.4.2 Teachers as decision-makers = 184
• 7.5 Conclusions = 187
• References = 190
• Author index = 210
• Language index = 213
• Subject index = 214