An introduction to second language acquisition research

목차 (Table of Contents)

• CONTENTS
• General Editor's Preface = ⅹ
• Authors'Preface = xiii
• Acknowledgements = xvi
• 1 Introduction = 1
• 1.1 The place of second language in the world today = 1
• 1.2 Why study second language acquisition? = 2
• 1.3 Development of the field of study of second language acquisition = 5
• 1.4 The scope of second language acquisition research = 6
• Notes = 7
• Activities = 8
• Suggestions for further reading = 9
• 2 Second language acquisition research methodology = 10
• 2.1 Introduction = 10
• 2.2 Qualitative versus quantitative methodologies = 10
• 2.2.1 Introspection = 15
• 2.2.2 Participant observation = 15
• 2.2.3 Non-participant observation = 16
• 2.2.4 Focused description = 17
• 2.2.5 Pre-experiment = 19
• 2.2.6 Quasi-experiment = 20
• 2.2.7 Experiment = 20
• 2.3 Setting = 24
• 2.4 Instrumentation: production data elicitation = 26
• 2.5 Variability problem = 30
• 2.6 instrumentation: intuitional data elicitation = 33
• 2.7 Instrumentation: use of miniature languages = 35
• 2.8 Instrumentation: affective variables = 35
• 2.9 Instruments from other disciplines = 37
• 2.10 Measuring learner performance = 38
• 2.10.1 Defining language proficiency = 38
• 2.10.2 Defining an acquisition point = 40
• 2.10.3 Task versus test = 41
• 2.10.4 An index of development = 42
• 2.11 Conclusion = 44
• Notes = 45
• Activities = 46
• Suggestions for further reading = 50
• 3 SLA: Types of data analysis = 52
• 3.1 Introduction = 52
• 3.2 Contrastive analysis = 52
• 3.2.1 The contrastive analysis hypothesis = 53
• 3.2.2 Language acquisition as habit formation = 55
• 3.2.3 The CAH refuted = 55
• 3.3 Error analysis = 56
• 3.3.1 Strong versus weak versions of the CAH = 56
• 3.3.2 Language acquisition as rule formation = 57
• 3.3.3 Interlingual versus intralingual errors = 58
• 3.3.4 Interlanguage = 60
• 3.3.5 Error analysis criticized = 61
• 3.4 Performance analysis = 62
• 3.4.1 Morpheme studies = 62
• 3.4.2 Developmental sequence = 63
• 3.4.3 Learner strategies = 65
• 3.4.4 The acquisition of forms and functions = 68
• 3.4.5 Formulaic utterances = 68
• 3.5 Discourse analysis = 69
• 3.5.1 Conversational analysis = 70
• 3.5.2 Other applications of discourse analysis = 71
• 3.6 Conclusion = 73
• Notes = 74
• Activities = 75
• Suggestions for further reading = 80
• 4 Interlanguage studies: Substantive findings = 81
• 4.1 Introduction = 81
• 4.2 ILs vary systematically = 81
• 4.2.1 Free variation = 81
• 4.2.2 Systematic variability = 82
• 4.2.3 Variability resulting from amount of attention = 84
• 4.2.4 Free variation as an impetus for development = 85
• 4.2.5 Multiple explanations for variability = 86
• 4.3 ILs exhibit common acquisition orders and developmental sequences = 88
• 4.3.1 Acquisition order: morpheme studies = 88
• 4.3.2 Developmental sequence: interrogatives = 92
• 4.3.3 Developmental sequence: negation = 94
• 4.4 ILs are influenced by the learner's L1 = 96
• 4.4.1 The effect of the Ll on SLA: how = 97
• 4.4.2 The effect of the L1 on SLA: when (markedness) = 101
• 4.4.3 The effect of the Ll on SLA: when (perceived transferability) = 103
• Notes = 107
• Activities = 108
• Suggestions for further reading = 112
• 5 The linguistic environment for language acquisition = 114
• 5.1 Linguistic input for first language acquisition = 114
• 5.2 Linguistic input for second language acquisition = 116
• 5.2.1 Linguistic adjustments to non-native speakers = 117
• 5.2.2 Conversational adjustments to non-native speakers = 120
• 5.3 Does the linguistic environment make a difference? = 128
• 5.3.1 The effect of deviant input = 129
• 5.3.2 The role of conversation in developing syntax = 130
• 5.3.3 Input frequency-accuracy order relationships = 132
• 5.3.4 Input modification and second language comprehension = 134
• 5.3.5 Comprehensible input and second language acquisition = 139
• Notes = 144
• Activities = 145
• Suggestions for further reading = 152
• 6 Explanations for differential success among second language learners = 153
• 6.1 Introduction = 153
• 6.2 Age = 154
• 6.2.1 Studies of age and SLA = 155
• 6.2.2 Explanations for age-related differences = 163
• 6.3 Aptitude = 167
• 6.4 Social-psychological factors = 172
• 6.4.1 Motivation = 173
• 6.4.2 Attitude = 175
• 6.5 Personality = 184
• 6.6 Cognitive style = 192
• 6.7 Hemisphere specialization = 197
• 6.8 Learning strategies = 199
• 6.9 Other factors = 203
• 6.10 Conclusion = 206
• Notes = 215
• Activities = 216
• Suggestions for further reading = 218
• 7 Theories in second language acquisition = 220
• 7.1 Introduction = 220
• 7.2 Theory construction and social science = 221
• 7.2.1 The role of theories in making research cumulative = 221
• 7.2.2 Purposes and types of theory = 222
• 7.3 Nativist theories of SLA = 227
• 7.3.1 General characteristics = 227
• 7.3.2 Chomsky's Universal Grammar and SLA = 228
• 7.3.3 A critique of language-specific nativist theories = 235
• 7.3.4 Krashen's Monitor Theory = 240
• 7.3.5 A critique of Monitor Theory = 245
• 7.4 Environmentalist theories of SLA = 249
• 7.4.1 General characteristics = 249
• 7.4.2 Schumann's Pidginization Hypothesis and Acculturation Model = 251
• 7.4.3 A critique of the Pidginization Hypothesis and Acculturation Model = 258
• 7.5 Interactionist theories of SLA = 266
• 7.5.1 General characteristics = 266
• 7.5.2 Givon's Functional-Typological Theory and SLA = 267
• 7.5.3 A critique of Givon's theory in SLA research = 269
• 7.5.4 The ZISA's group's Multidimensional Model = 270
• 7.5.5 A critique of the Multidimensional Model = 283
• 7.6 Conclusion: the state of SLA theories = 287
• 7.6.1 Comparing and evaluating theories = 287
• 7.6.2 A note of caution = 289
• Notes = 290
• Activities = 293
• Suggestions for further reading = 296
• 8 Instructed second language acquisition = 299
• 8.1 Introduction = 299
• 8.2 Early research on the effect of instruction, and some claimed implications = 300
• 8.3 The effect of instruction on accuracy orders and developmental sequences = 304
• 8.4 The effect of instruction on acquisition processes = 309
• 8.5 The effect of instruction on rate of acquisition = 312
• 8.6 The effect of instruction on the level of ultimate SL attainment = 315
• 8.7 Conclusion = 321
• 8.8 Explanations = 322
• 8.9 Researching instructional design features = 325
• Notes = 327
• Activities = 328
• Suggestions for further reading = 330
• Epilogue = 332
• Bibliography = 334
• Index = 394