Second language acquisition : an introductory course

목차 (Table of Contents)

• CONTENTS
• PREFACE = ⅷ
• 1 INTRODUCTION = 1
• 1.1. The Study of Second Language Acquisition = 1
• 1.2. Definitions = 4
• 1.3. The Nature of Language = 5
• 1.3.1. Sound Systems = 6
• 1.3.2. Syntax = 7
• 1.3.3. Morphology and the Lexicon = 9
• 1.3.4. Semantics = 10
• 1.3.5. Pragmatics = 11
• 1.4. The Nature of Nonnative Speaker Knowledge = 12
• 1.5. Conclusion = 12
• Points for Discussion = 13
• 2 LOOKING AT INTERLANGUAGE DATA = 17
• 2.1. Data Analysis = 17
• 2.1.1. Data SetⅠ : Plurals = 18
• 2.1.2. Data SetⅡ : Verb + -ing Markers = 22
• 2.1.3. Data SetⅢ : Prepositions = 24
• 2.2. What Data Analysis Does Not Reveal = 26
• 2.3. Data Collection = 30
• 2.4. Data Elicitation = 37
• 2.4.1. Standardized Language Tests = 37
• 2.4.2. Tests From Psychology = 38
• 2.4.3. Language-Elicitation Measure = 40
• 2.5. Replication = 48
• 2.6. Issues in Data Analysis = 49
• 2.7. What Is Acquisition? = 58
• 2.8. Conclusion = 58
• Points for Discussion = 59
• 3 THE ROLE OF THE NATIVE LANGUAGE : AN HISTORICAL OVERVIEW = 65
• 3.1. An Historical Perspective = 65
• 3.1.1. Psychological Background = 66
• 3..1.2. Linguistic Background = 68
• 3.2. Contrastive Analysis Hypothesis = 72
• 3.3. Error Analysis = 78
• 3.4. Conclusion = 87
• Points for Discussion = 87
• 4 CHILD LANGUAGE ACQUISITION : FIRST AND SECOND = 92
• 4.1. Child First Language Acquisition = 92
• 4.1.1. Babbling = 93
• 4.1.2. Words = 95
• 4.1.3. Sounds and Pronunciation = 96
• 4.1.4. Syntax = 96
• 4.1.5. Morphology = 98
• 4.2. Theories of Learning = 98
• 4.3. Child Second Language Acquisition = 100
• 4.4. Child Second Language Morpheme Order Studies = 104
• 4.5. Conclusion = 108
• Points for Discussion = 108
• 5 RECENT PERSPECTIVES ON THE ROLE OF PREVIOUSLY KNOWN LANGUAGES = 112
• 5.1. Morpheme Order Studies = 112
• 5.2. Revised Perspectives on the Role of the Native Language = 117
• 5.2.1. Avoidance = 119
• 5.2.2. Differential Learning Rates = 120
• 5.2.3. Different Paths = 122
• 5.2.4. Overproduction = 125
• 5.2.5. Predictability／Selectivity = 126
• 5.3. Interlanguage Transfer = 132
• 5.4. Conclusion = 137
• Points for Discussion = 137
• 6 SLA AND LINGUISTICS = 141
• 6.1. Language Universals = 142
• 6.2. Typological Universals = 144
• 6.2.1. Test CaseⅠ : The Accessibility Hierarchy = 145
• 6.2.2. Test CaseⅡ : The Acquisition of Questions = 149
• 6.2.3. Test CaseⅢ : Voiced／Voiceless Consonants = 151
• 6.2.4. Typological Universals : Conclusions = 154
• 6.3. Tense and Aspect = 155
• 6.3.1. The Aspect Hypothesis = 155
• 6.3.2. The Discourse Hypothesis = 158
• 6.4. Phonology = 159
• 6.5. Conclusion = 163
• Points for Discussion = 164
• 7 UNIVERSAL GRAMMAR = 168
• 7.1. Universal Grammar = 168
• 7.1.1. Initial State = 174
• 7.1.2. UG Principles = 179
• 7.1.3. UG Parameters = 180
• 7.1.4. Falsification : UG and Typological Universals = 183
• 7.2. Transfer : The UG Perspective = 185
• 7.2.1. Levels of Representation = 186
• 7.2.2. Clustering = 186
• 7.2.3. Learnability = 187
• 7.3. Minimalist Program = 188
• 7.4. Conclusion = 190
• Points for Discussion = 191
• 8 LOOKING AT INTERLANGUAGE PROCESSES = 192
• 8.1. The Competition Model = 192
• 8.2. The Monitor Model = 198
• 8.2.1. The Acquisition-Learning Hypothesis = 198
• 8.2.2. The Natural Order Hypothesis = 199
• 8.2.3. The Monitor Hypothesis = 199
• 8.2.4. The Input Hypothesis = 200
• 8.2.5. The Affective Filter Hypothesis = 201
• 8.3. Critiques of the Monitor Model = 202
• 8.3.1. The Acquisition-Learning Hypothesis = 202
• 8.3.2. The Natural Order Hypothesis = 203
• 8.3.3. The Monitor Hypothesis = 204
• 8.3.4. The Input Hypothesis = 205
• 8.3.5. The Affective Filter Hypothesis = 205
• 8.4. Alternative Modes of Knowledge Representation = 206
• 8.4.1. The Nature of Knowledge Representation = 206
• 8.4.2. The Nature of Learning = 208
• 8.4.3. Automaticity and Restructuring = 209
• 8.5. Connectionism = 216
• 8.6. Conclusion = 217
• Points for Discussion = 218
• 9 INTERLANGUAGE IN CONTEXT = 222
• 9.1. Variation = 222
• 9.2. Systematic Variation = 223
• 9.2.1. Linguistic Context = 223
• 9.2.2. Social Context Relating to the Native Language = 227
• 9.2.3. Social Context Relating to Interlocutor, Task Type, and Conversational Topic = 229
• 9.3. Communication Strategies = 241
• 9.4. Interlanguage Pragmatics = 243
• 9.5. Conclusion : SLA and Other Disciplines = 249
• Points for Discussion = 251
• 10 INPUT, INTERACTION, AND OUTPUT = 259
• 10.1. Input = 259
• 10.2. Comprehension = 264
• 10.3. Interaction = 272
• 10.4. Output = 276
• 10.4.1. Hypothesis Testing = 279
• 10.4.2. Feedback = 282
• 10.4.3. Automaticity = 290
• 10.4.4. Meaning-Based to Grammatically Based Processing = 290
• 10.5. The Role of Input and Interaction in Language Learning = 291
• 10.5.1. Attention = 298
• 10.5.2. Contrast Theory = 300
• 10.5.3. Metalinguistic Awareness = 302
• 10.6. Limitations of Input = 303
• 10.7. Conclusion = 304
• Points for Discussion = 305
• 11 INSTRUCTED SECOND LANGUAGE LEARNING = 310
• 11.1. Classroom Language = 311
• 11.2. Input Processing = 315
• 11.3. Teachability／Learnability = 317
• 11.4. Focus on Form = 320
• 11.4.1. Timing = 323
• 11.4.2. Forms to Focus On = 325
• 11.5. Uniqueness of Instruction = 325
• 11.6. Conclusion = 326
• Points for Discussion = 327
• 12 NONLANGUAGE INFLUENCES = 329
• 12.1. Research Traditions = 330
• 12.1.1. Linguistics = 330
• 12.1.2. Psychology = 331
• 12.1.3. Psycholinguistics = 332
• 12.2. Social Distance = 332
• 12.3. Age Differences = 335
• 12.4. Aptitude = 345
• 12.5. Motivation = 349
• 12.5.1. Motivation Over the Long Term and the Short Term = 354
• 12.5.2. Motivations as a Function of Success = 354
• 12.6. Anxiety = 357
• 12.7. Locus of Control = 358
• 12.8. Personality Factors = 359
• 12.8.1. Extroversion and Introversion = 360
• 12.8.2. Risk Taking = 361
• 12.8.3. Field Independence = 362
• 12.9. Learning Strategies = 364
• 12.10. Conclusion = 369
• Points for Discussion = 370
• 13 THE LEXICON = 372
• 13.1. The Significance of the Lexicon = 372
• 13.2. Lexical Knowledge = 374
• 13.3. Lexical Information = 376
• 13.3.1. Word Associations = 378
• 13.3.2. Incidental Vocabulary Learning = 379
• 13.3.3. Incremental Vocabulary Learning = 381
• 13.3.4. Memory Metaphors = 381
• 13.4. Lexical Skills = 382
• 13.4.1. Production = 383
• 13.4.2. Perception = 387
• 13.4.3. Word Formation = 390
• 13.4.4. Word Combinations, Collocations, and Phraseology = 391
• 13.5. Conclusion = 393
• Points for Discussion = 394
• 14 AN INTEGRATED VIEW OF SECOND LANGUAGE ACQUISITION = 398
• 14.1. An Integration of Subareas = 398
• 14.1.1. Apperceived Input = 400
• 14.1.2. Comprehended Input = 403
• 14.1.3. Intake = 406
• 14.1.4. Integration = 407
• 14.1.5. Output = 410
• 14.2. Conclusion = 411
• Points for Discussion = 413
• REFERENCES = 415
• GLOSSARY = 450
• AUTHOR INDEX = 460
• SUBJECT INDEX = 468