The new handbook of second language acquisition
书名：The new handbook of second language acquisition编著者：William C Ritchie; Tej K Bhatia
出版社：Bingley, UK : Emerald
出版时间：2009
页码：750
ISBN: 9781848552401
http://books.emeraldinsight.com/display.asp?K=9781848552401
Synopsis:
The New Handbook of Second Language Acquisition is a thoroughly revised, re-organized, and re-worked edition of Ritchie and Bhatia's 1996 handbook. The work is divided into six parts, each devoted to a different aspect of the study of SLA. Part I includes a recent history of methods used in SLA research and an overview of currently used methods. Part II contains chapters on Universal Grammar, emergentism, variationism, information-processing, sociocultural, and cognitive-linguistic. Part III is devoted to overviews of SLA research on lexicon, morphosyntax, phonology, pragmatics, sentence … read moreprocessing, and the distinction between implicit and explicit knowledge. Part IV examines neuropsycholgy of SLA, another on child SLA, and the effects of age on second language acquisition and use. Part V is concerned with the contribution of the linguistic environment to SLA, including work on acquisition in different environments, through the Internet, and by deaf learners. Finally, Part VI treats social factors in SLA, including research on acquisition in contact circumstances, on social identity in SLA, on individual differences in SLA, and on the final state of SLA, bilingualism.
Contents:
CONTRIBUTORS ....xix
PREFACE ....xxiii
ACKNOWLEDGMENTS ....xxvii
I HISTORY AND RESEARCH METHODOLOGY
1 A Historical Survey of SLA Research
Susan Gass
I Introduction: Scope of Inquiry ....3
II Where Does the Field Begin? ....3
III What Sources to Use ....5
IV The Extent of the Survey ....6
V Background Information on Journals ....6
A. Language Learning ....6
B. Studies in Second Language Acquisition ....6
C. Second Language Research ....6
D. Applied Linguistics ....8
VI Coding of the Data ....8
VII Data Elicitation Types ....13
VIII Statistical Procedures ....16
A. Comparison of Means ....17
B. Nonparametric Tests ....18
C. Descriptive Statistics ....18
D. Correlation and Regression Analysis ....18
E. Confirmatory Factor Analysis and Structural Equational Modeling and Explanatory Factor Analysis and Principal Component Analysis ....19
F. Other ....19
IX Conclusion ....21
Acknowledgment ....24
References ....24
A.1. Appendix ....25
A.1.1. Judgment ....25
A.1.2. Production ....25
A.l.3. Proficiency Test and Language Skills ....26
A.l.4. Individual Differences and Cognitive Process ....26
A.1.5. Observation and Interview ....26
A.1.6. Database ....27
B.1. Appendix ....27
2 Research Methodology in Second Language Acquisition from a Linguistic Perspective
Suzanne Flynn
Claire Foley
I Introduction ....29
II Some Key Concepts and Distinctions in Methodology in SLA ....29
A. Overview ....29
B. Quantitative vs. Qualitative Work ....30
C. Longitudinal vs. Cross-Sectional Work ....31
D. Reliability ....31
E. Validity ....32
F. Disciplinary Differences ....32
III Some Sources Commenting on Data Collection Methods ....33
IV Methods for Linguistic Approaches to SLA ....33
A. Overview ....33
B. Design Considerations ....33
C. Rationale ....34
D. Elicited Imitation ....34
E. Act-Out ....37
V Conclusion ....39
References ....41
II APPROACHES TO THE STUDY OF SECOND LANGUAGE ACQUISITION
3 Grammatical Theory: Interfaces and L2 Knowledge
Lydia White
I Introduction ....49
II Interfaces ....50
III External Interfaces ....51
A. Conceptual – Intentional ....51
B. Problems on the Grammar Side (C-Domain) ....55
C. Articulatory – Perceptual ....56
D. Sentence Processing ....57
IV Internal Interfaces ....59
A. Syntax/Semantics ....59
B. Syntax/Morphology ....60
C. Phonology/Morphology ....62
V Conclusion ....64
References ....65
4 Emergentism and Second Language Acquisition
William O’Grady
Miseon Lee
Hye-Young Kwak
I Introduction ....69
II Emergentist Approaches to Language Acquisition ....70
A. Input-Based Emergentism ....70
B. Processor-Based Emergentism ....72
III Scope ....74
A. Acquisition ....77
B. Typology ....78
IV Scope in Korean-Speaking ESL Learners ....79
A. Participants ....81
B. Procedure and Materials ....81
C. Results and Discussion ....82
V Concluding Remarks ....85
Acknowledgment ....85
References ....86
5 Variationist Linguistics and Second Language Acquisition
Dennis R. Preston
Robert Bayley
I A Brief History of Language Variation Study ....89
II The Quantitative Paradigm ....90
A. Background ....91
B. The Early Labovian Paradigm in SLA Research ....94
III More Recent Trends ....95
A. Objections ....95
B. More Recent Work ....99
C. The Psycholinguistics of Sociolinguistics in SLA ....106
IV Conclusions ....110
References ....110
6 An Information-Processing Approach to Second Language Acquisition
Jeanette Altarriba
Dana M. Basnight-Brown
I Processing-Based Explanations for Language Learning ....116
II Underlying Mechanisms in the Acquisition of Language Skills ....119
III Automatic and Controlled Processes ....121
A. The Role of Practice ....124
B. Restructuring in the Acquisition Process ....126
IV Individual Differences in Second Language Acquisition ....128
V Pedagogical Implications and Instructional Strategies ....131
VI Conclusions ....133
References ....134
7 The Artificial Development of Second Language Ability: a Sociocultural Approach
James P. Lantolf
Matthew E. Poehner
I The Symbolic Basis of Mind ....138
II Conceptual Mediation: Spontaneous and Scientific Knowledge ....140
A. Spontaneous and Scientific Concepts ....140
B. Scientific Concepts ....141
III Metacognition: The Zone of Proximal Development and Self-Regulation ....142
IV Education as Artificial Development ....143
A. Conceptual Knowledge in the Language Classroom: Aspect in L2 Spanish ....1444
V Dynamic Assessment ....150
VI Conclusion ....154
References ....155
8 Cognitive Linguistics and Second Language Learning
Marjolijn Verspoor
Andrea Tyler
I What is Different About Cognitive Linguistics? ....160
II Cognitive Linguistic Theory and its Implications for SLA ....161
A. Prototypes and Centrality Effects ....162
B. Motivated Meaning Extensions ....165
C. Cognitive Linguistics and L2 Teaching ....168
III Further Reading ....174
References ....174
III COMPONENTS OF LINGUISTIC REPRESENTATION AND PROCESSING IN SECOND LANGUAGE ACQUISITION
9 Second Language Acquisition of the Lexicon
Alan Juffs
I Introduction ....181
II What is in the Lexicon? ....182
A. A Basic Model ....182
B. Representation of Forms ....185
C. Representation of Morphology ....185
D. Representation of Links between Meaning and Syntax ....186
E. Language, Culture, and Concepts ....186
III Acquiring Form – Meaning Relations ....187
A. Psycholinguistic Research on the Relationship between L1 and L2 Word Forms and Meaning ....187
B. Collocation and “Arbitrary” Word Associations ....192
IV Syntax – Semantics Correspondences with Verbs ....193
A. Theoretical Background ....193
B. Current Issues in Verb Meaning, Verb Argument Structure, and Morphology ....196
V The Lexicon and Second Language Pedagogy ....199
VI Future Research ....200
A. Neurolinguistic Evidence for Conceptual Organization and New Avenues of Research ....200
B. Cognitive Linguistic Approaches to Word Meaning ....201
C. Qualia Theory ....202
VII Conclusion ....203
Acknowledgments ....204
References ....204
10 Second Language Acquisition of Morphosyntax
Roger Hawkins
I Introduction ....211
II Example of the Morphosyntactic Representation of a Linguistic Expression ....212
III Interpreting the Relationship Between Form in L2 Performance and Underlying Representation ....214
IV The Initial State ....215
A. Restricted Trees in the Initial State ....215
B. Functional Categories in Initial State Representations ....216
C. L1 Influence on Initial State Morphosyntactic Representations ....218
D. Methodological Issues Concerning the Initial State ....221
V How L2 Morphosyntactic Representations Change: The Transition Problem ....222
A. Minimal Trees ....222
B. Change in Grammars with Functional Categories ....223
VI When Performance Stabilises: The Steady State ....228
VII Conclusion and Future Directions ....232
Acknowledgements ....233
References ....233
11 Second Language Phonology
John Archibald
I Introduction ....237
A. Phonological Knowledge and Skill ....237
B. What Is Acquired? ....238
C. Age Effects ....239
D. Diverse Theoretical Approaches ....239
E. The Deficit Hypothesis ....240
II Phonological Features ....240
A. A Nondeficit Stance ....242
B. The Speech Learning Model ....245
III Syllables ....246
IV Moras ....251
V Stress ....253
VI Rhythm ....254
VII Intonation ....254
VIII Work Within Optimality Theory ....255
IX Summary ....255
References ....256
12 L2 Pragmatic Development
Gabriele Kasper
I Introduction ....259
II Pragmatic Learning as Individual Cognition ....261
A. Pragmatic Comprehension ....261
B. Speech Act Production ....264
C. Learning ....265
III Sociocultural Theory ....269
IV Language Socialization ....273
V Conversation Analysis ....278
VI Conclusion ....283
References ....284
13 Sentence Parsing in L2 Learners: Linguistic and Experience-Based Factors
Paola E. Dussias
Pilar Pi馻r
I Factors Influencing Sentence Comprehension in L2 Learners ....296
A. Linguistic Variables ....296
B. Participant Variables ....301
II Concluding Remarks ....312
Acknowledgments ....313
References ....313
14 Implicit Learning in Second Language Acquisition
John N. Williams
I Introduction ....319
II Implicit and Explicit Knowledge ....321
A. Influences Behaviour Without Awareness ....321
B. Influences Behaviour Automatically ....324
C. Different Brain Systems ....326
D. Conclusion ....327
III The Nature of What Can be Learned Implicitly ....328
A. Chunking and Statistical Learning in Orthography, Phonology and Syntax ....328
B. Abstraction and Transfer in Statistical Learning ....330
C. Implicit Learning of Grammatical Form – Meaning Connections ....332
D. Limitations of Implicit Learning ....334
E. Conclusions ....339
IV The Role of Attention in Implicit Learning ....340
V Conclusion ....343
Acknowledgments ....344
References ....344
IV NEUROPSYCHOLOGY AND COGNITIVE DEVELOPMENT
15 Neuropsychology of Second Language Acquisition
Cosimo Urgesi
Franco Fabbro
I Bilingual Aphasia ....357
A. Clinical Aspects of Aphasia in Bilinguals ....358
B. Language Recovery in Bilingual Aphasia ....358
C. Factors Accounting for Differential Language Recovery ....360
D. Lateralization of Languages ....361
II Implicit and Explicit Learning of Language ....362
A. Unexpected Recovery of L2 ....362
B. Implicit and Explicit Memory Systems ....363
C. Memory Systems and Language Acquisition ....364
III Sensitive Period for Language Acquisition ....365
A. Acquired Aphasia in Children ....365
B. Age of Language Acquisition ....366
C. Electrophysiological Studies ....367
IV Cortical Stimulation Studies ....367
V Neuroimaging Studies in Bilinguals ....368
A. Word Processing ....368
B. Processing Sentences ....369
C. Processing Short Stories ....370
D. Age of Acquisition and Level of Proficiency in L2 ....371
VI Selection of Languages in the Brain ....372
VII Brain Plasticity and Language Acquisition ....372
VIII Conclusions ....373
References ....373
16 Child Second Language Acquisition
Usha Lakshmanan
I Introduction ....377
II What is Child Second Language Acquisition? ....378
III Why Study Child L2 Acquisition? ....379
IV Theoretical Issues in Child SLA Research ....382
V Methodological Issues in Child SLA Research ....385
VI Developmental Aspects of Child L2 Acquisition ....386
A. Child L2 Phonological Acquisition ....387
B. Child L2 Lexical Acquisition ....388
C. Child L2 Morphosyntactic Acquisition ....390
VII Conclusion ....395
References ....395
17 Age and the End State of Second Language Acquisition
David Birdsong
I The L2A End State ....401
A. The Construct of End State ....401
B. Studying the L2A End State ....402
C. Operationalizing the End State ....402
II The End State, the Initial State, and Age ....403
III Sources of Age-Related Effects ....404
A. Neurobiology ....404
B. Neurocognition ....405
C. Cognitive Development ....406
D. L1 Entrenchment ....406
E. Discussion ....407
IV Studying AoA and the L2A End State ....407
V The Native Speaker Standard ....408
VI Nativelike Attainment ....410
A. Pronunciation ....410
B. Perception ....411
C. Morphosyntax ....411
D. Multiple Domains ....412
E. Brain-Based Studies ....413
F. Discussion ....413
VII The AoA Function ....416
A. Is There a Critical Period for L2A? ....416
B. Are Critical Period Effects Maturational in Nature? (1) ....417
C. Are Critical Period Effects Maturational in Nature? (2) ....417
D. Approaches to Analysis (1) ....418
E. Approaches to Analysis (2) ....419
VIII Conclusion ....420
References ....420
18 Multilingualism and Aging
Kees de Bot
I Defining Multilingualism and Aging ....425
II A DST Approach to Language and Aging ....426
III Multilingualism and Healthy Aging ....429
IV Multilingualism and Dementia ....432
V The Impact of Bilingualism on Cognitive Functioning in the Elderly ....435
VI Concluding Remarks ....438
Acknowledgment ....439
References ....439
V MODALITY AND THE CONTRIBUTION OF THE ENYIRONMENT
19 Input and Second Language Processing
Kira Gor
Michael H. Long
I Foreigner Talk, Negotiation for Meaning, and Input as Positive and Negative Evidence ....445
II Input and Comprehension: Simplification and Elaboration ....446
III Input and Acquisition: The Interaction Hypothesis ....447
IV Negative Feedback: Recasts and SLA ....450
V Frequencies and Probabilities in L2 Processing: The Role of Input ....452
VI The Debates Between Nativists and Coristructivists ....453
VII Dual-System and Single-System Theories of Linguistic Processing ....454
VIII Frequencies and Probabilities in SLA ....457
IX Frequencies and Probabilities in the Processing of Russian Verbal Morphology ....459
X Connecting Input and Processing ....466
XI Conclusions ....466
Acknowledgment ....467
References ....467
20 Second Language Acquisition in the Instructional Environment
Teresa Pica
I Introduction ....473
II Historical Perspectives on the IE in L2 Learning and Research ....473
III Contributions and Concerns ....475
IV Input, Evidence, and SLA in Instructional Perspective ....476
V Modified Interaction as a Source of Evidence ....478
VI Recasts: Variation Across the IE ....479
VII Form-Focused Instruction ....481
VIII Processing Instruction ....482
IX Output Production and Advancement in SLA ....482
X L2 Teachability and Learner Readiness ....483
XI Tasks as Instruments for L2 Teaching, Learning, and Research ....485
XII Tasks and Classrooms: Expanding their Role in SLA Research ....494
References ....495
21 Untutored Second Language Acquisition
Wolfgang Klein
Christine Dimroth
I Introduction ....503
II Two Views on Second Language Acquisition ....504
III Tutored Versus Untutored ....506
A. Learning Conditions ....507
B. Outcome ....508
IV The Structure of Learner Varieties ....509
A. Utterance Structure ....510
B. The BV at Work ....514
V Concluding Remarks ....519
References ....519
22 The Interlanguage Development of Deaf and Hearing Learners of L2 English: Parallelism via Minimalism
Gerald P. Berent
I A Broader Context for Second Language Acquisition ....523
II Defining a Deaf Learner of L2 English ....524
A. Early Restricted Access to English Input ....524
B. Characteristics of Deaf Learner Interlanguage ....525
III An Input Model Incorporating Visual Compensation ....527
IV A Minimalist Account of Interlanguage Parallels ....528
A. Interpretation of English Universal Quantifier Sentences ....528
B. English Infinitive Complement Interpretation ....532
C. Resumptive Pronouns in English Relative Clauses ....537
V Conclusion ....540
References ....541
23 Second Language Acquisition: Research and Application in the Information Age
Tej K. Bhatia
William C. Ritchie
I Introduction ....545
II New Language Learning Contexts and Conditions in the Information Age ....546
III CALL: Research on Merits and Potentials ....548
A. Decreasing Negative Affect ....549
B. Providing a Naturalistic Environment ....550
IV CALL and SLA Research ....551
A. Implicit and Explicit Learning; Implicit and Explicit Knowledge ....551
B. Processing and Knowledge ....554
C. From Theory to Practice: SLA Research and CALL Pedagogy ....554
D. The Interface of SLA and CALL Research: Discourse-Oriented Studies ....555
V Problems and Future Directions ....558
A. Methodological Problems ....558
B. Theoretical Issues ....559
C. Future Directions ....560
VI Conclusions ....561
References ....561
VI SOCIAL PSYCHOLOGY AND SECOND LANGUAGE ACQUISITION
24 Language Contact and Second Language Acquisition
Jeff Siegel
I Introduction ....569
II Contact-induced Language Change ....569
III The Development of New Contact Varieties ....572
A. Types of Contact Varieties ....572
B. Simplification in Pidgin Development ....574
C. Simplification and Regularization in Creole Development ....576
D. Transfer ....577
E. New Dialects ....584
IV Fossilization and ‘Imperfect’ Second Language Learning ....584
V Conclusion ....586
References ....586
25 Language Mixing, Universal Grammar and Second Language Acquisition
Tej K. Bhatia
William C. Ritchie
I Introduction ....591
II Definitions of CM and CS, Borrowing, and Other Related Phenomena ....593
A. Matrix and Embedded Language ....594
B. Borrowing and CM/CS ....595
C. CM/CS and Pidgin and Creoles ....596
III Constraints on CM ....597
A. Is CM a Random Phenomenon? ....597
B. The Search for Universals ....598
C. Formal Constraints on CM ....598
D. Theoretical Models and Constraints on CM ....601
IV Sociopsychological, Linguistic, and Pragmatic Motivations for CM/CS ....608
A. Participants’ Roles and Relationships ....609
B. Situational Factors ....610
C. Message-Internal Factors ....611
V Constraints on CM and Second Language Acquisition ....612
VI Problems ....615
A. Theoretical and Analytical Problems ....615
B. Methodological Problems ....616
VII Conclusion ....617
References ....617
26 Individual Differences in Second Language Acquisition
Jean-Marc Dewaele
I Introduction ....623
II On Variance and Invariance ....624
III Individual Differences Research in SLA: The Quest for the Holy Grail? ....624
IV Factors that have been Linked to IDs in SLA ....625
A. Learner-Internal Factors: Ability ....625
B. Learner-Internal Factors: Personality Traits ....626
C. Interaction of Learner-Internal and Learner-External Variables ....630
V IDs Research in SLA: Obstacles and Difficulties ....637
A. IDs Research and Teaching Implications ....637
B. Learners are More than Bunches of Variables ....637
C. The Need for Context ....638
D. The Rejection of Static Categories ....639
E. The Danger of Oversimplification ....639
F. The Limitations of Comparing Group Averages ....639
VI Conclusion ....640
References ....640
27 social Identity and Language Learning
Kimberly A. Noels
Howard Giles
I Intergroup/Social Psychological Perspectives ....648
A. Identity and Additive and Subtractive Bilingualism ....648
B. Integrativeness and the Socioeducational Model ....649
C. Contact, Confidence, and the Sociocontextual Model ....650
D. Social Identity, Ethnolinguistic Vitality, and the Intergroup Model ....652
E. The Acculturation Model ....653
II Critique of the Intergroup/Social Psychological Perspectives ....654
III Sociocultural Perspectives ....656
A. Vygotskian Sociohistorical Theory ....657
B. Language Socialization and Situated Learning: Participation, Apprenticeship, and Power ....658
C. Bakhtin and Dialogism: Appropriation and Voice ....659
D. Critical Theory: Imagined Communities, Investments, and Agency ....660
IV Some Points of Convergence ....661
V Future Directions ....662
A. Importance of a Comparative Perspective ....662
B. Multiple/Mixed Methods and Triangulation ....663
VI Conclusion ....664
Acknowledgment ....665
References ....665
GLOSSARY ....671
AUTHOR INDEX ....683
SUBJECT INDEX ....701
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