Second Language Acquisition: An Introductory Course / Edition 5

by Susan M. Gass, Jennifer Behney, Luke Plonsky

Overview

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/

Product Details

ISBN-13:	9781138743427
Publisher:	Taylor & Francis
Publication date:	06/12/2020
Edition description:	5th ed.
Pages:	774
Product dimensions:	7.00(w) x 10.00(h) x (d)

About the Author

Susan M. Gass is University Distinguished Professor of Second Language Studies at Michigan State University. She has served as president of the American Association of Applied Linguistics (AAAL) and the International Association of Applied Linguistics (AILA). Throughout her career, she has made groundbreaking contributions to advance the study of SLA, and remains one of the leading figures in the field. She is the winner of numerous local, national, and international awards.

Jennifer Behney is Associate Professor of Italian and Applied Linguistics in the Department of World Languages and Cultures at Youngstown State University. Her work has appeared in Foreign Language Annals, Studies in Second Language Acquisition, and several book chapters, and she was co-editor of a volume on salience in SLA. She was the recipient of the 2019 Ed Allen Award for Outstanding College World Language Instructor.

Luke Plonsky (PhD, Michigan State University) is Associate Professor of Applied Linguistics at Northern Arizona University, where he teaches courses in SLA and research methods. His work in these areas can be found in over seventy articles, book chapters, and books. Luke is Senior Associate Editor of Studies in Second Language Acquisition, Managing Editor of Foreign Language Annals, Co-Editor of de Gruyter Mouton's Series on Language Acquisition, and Co-Director of the IRIS Database (iris-database.org). In addition to prior appointments at Georgetown University and University College London, Luke has taught in Japan, the Netherlands, Poland, Puerto Rico, and Spain.

Table of Contents

Preface     xv
Introduction     1
The study of second language acquisition     1
Definitions     6
The nature of language     8
Sound systems     8
Syntax     9
Morphology and the lexicon     11
Semantics     12
Pragmatics     13
The nature of nonnative speaker knowledge     14
Conclusion     14
Suggestions for additional reading     15
Points for discussion     15
Related disciplines     20
SLA and related disciplines     20
Third language acquisition/multilingualism     21
Heritage language acquisition     23
Bilingual acquisition     24
First language acquisition     30
Babbling     31
Words     32
Sounds and pronunciation     34
Syntax     35
Morphology     36
Conclusion     38
Suggestions for additional reading     38
Points for discussion     39
Second and foreign language data     41
Data analysis     41
Data set I: plurals     41
Data set II: verb + -ing markers     46
Data set III: prepositions     47
What data analysis does not reveal     50
Data collection     52
Eliciting speech samples     60
Eliciting reactions to data     63
Verbal report data     69
Measuring non-linguistic information     70
Measuring general proficiency: standardized language tests     71
Replication     72
Issues in data analysis     73
What is acquisition?     81
Conclusion     82
Suggestions for additional reading     82
Points for discussion     82
The role of the native language: an historical overview     89
Introduction     89
Behaviorism     90
Linguistic background     90
Psychological background     92
Contrastive Analysis Hypothesis     96
Error analysis     102
Conclusion     110
Suggestions for additional reading     110
Points for discussion     111
Recent perspectives on the role of previously known languages     121
Theories of learning     121
Child second language acquisition      123
Child second language morpheme order studies     126
Adult second language morpheme order studies     130
Revised perspectives on the role of the native language     136
Avoidance     138
Differential learning rates     139
Different paths     141
Overproduction     143
Predictability/selectivity     144
Second language processing     151
Interlanguage transfer     151
Conclusion     155
Suggestions for additional reading     155
Points for discussion     155
Formal approaches to SLA     159
Introduction     159
Universal Grammar     160
Initial state     163
UG principles     168
UG parameters     170
Falsification     174
Transfer: the UG perspective     176
Levels of representation     176
Clustering     177
Learnability     177
Phonology     178
Markedness Differential Hypothesis     179
Similarity/dissimilarity: Speech Learning Model     183
Optimality Theory     184
Ontogeny Phylogeny Model     186
Conclusion     189
Suggestions for additional reading     189
Points for discussion     190
Typological and functional approaches     191
Introduction     191
Typological universals     191
Test case I: the Accessibility Hierarchy     197
Test case II: the acquisition of questions     200
Test case III: voiced/voiceless consonants     202
Falsifiability     204
Typological universals: conclusions     205
Functional approaches     206
Tense and aspect: the Aspect Hypothesis     206
The Discourse Hypothesis     210
Concept-oriented approach     212
Conclusion     213
Suggestions for additional reading     213
Points for discussion     213
Looking at interlanguage processing     219
Introduction     219
Connectionist/emergentist models     219
Processing approaches     226
Processability Theory     227
Information processing: automaticity, restructuring, and U-shaped learning     230
Input Processing     238
Knowledge types      241
Acquisition-Learning     241
Declarative/procedural     242
Implicit/explicit     243
Representation and control     244
Interface of knowledge types     246
No interface     246
Weak interface     246
Strong interface     247
Psycholinguistic constructs     248
Attention     248
Working memory     250
Monitoring     253
Conclusion     255
Suggestions for additional reading     255
Points for discussion     255
Interlanguage in context     259
Introduction     259
Variation     259
Systematic variation     262
Linguistic context     263
Social context relating to the native language     266
Social context relating to interlocutor, task type, and conversational topic     268
Social interactional approaches     280
Conversation Analysis     281
Sociocultural theory     283
Communication strategies     285
Interlanguage pragmatics     287
Conclusion: SLA and other disciplines     293
Suggestions for additional reading      294
Points for discussion     294
Input, interaction, and output     304
Introduction     304
Input     304
Comprehension     310
Interaction     317
Output     325
Feedback     329
Hypothesis testing     341
Automaticity     345
Meaning-based to grammar-based processing     345
The role of input and interaction in language learning     346
Attention     355
Contrast theory     356
Metalinguistic awareness     359
Limitations of input     360
Conclusion     362
Suggestions for additional reading     362
Points for discussion     362
Instructed second language learning     368
Introduction     368
Classroom language     368
Processing instruction     372
Teachability/learnability     376
Focus on form     380
Timing     384
Forms to focus on     386
Input manipulation and input enhancement     387
Uniqueness of instruction     389
Effectiveness of instruction      390
Conclusion     392
Suggestions for additional reading     392
Points for discussion     393
Beyond the domain of language     395
Introduction     395
Research traditions     396
Linguistics     396
Psychology     397
Psycholinguistics     397
Affect     398
Language shock and culture shock     398
Anxiety     400
Affective Filter     402
Social distance     403
Age differences     405
Aptitude     417
Motivation     426
Motivations as a function of time and success     428
Changes over time     429
Influence of success on motivation and demotivation     429
Personality and learning style     432
Extroversion and introversion     433
Risk taking     433
Field independence/dependence     434
Visual/auditory/kinesthetic     437
Obtaining learning style information     437
Learning strategies     439
Conclusion     445
Suggestions for additional reading     445
Points for discussion     446
The lexicon     449
The significance of the lexicon     449
Categories of lexical knowledge: some dichotomies     451
Production and reception     451
Knowledge and control     453
Breadth and depth     454
Lexical knowledge, development, and influences     456
Subcategorization     456
Word associations and networks     457
Word formation     458
Word combinations, collocations, and phraseology     459
L1 influence     462
Incidental vocabulary learning     463
Incremental vocabulary learning     466
Using lexical skills     467
Production     467
Perception     472
Conclusion     475
Suggestions for additional reading     475
Points for discussion     475
An integrated view of second language acquisition     479
An integration of subareas     479
Apperceived input     482
Comprehended input     484
Intake     486
Integration     487
Output     490
Conclusion     491
Suggestions for additional reading     492
Points for discussion     493
Notes     505
Glossary     514
References     523
Author index     577
Subject index     583

Editorial Reviews

Gass (Michigan State U.) and Selinker (Birbeck College, U. of London, England), second language acquisition specialists, update their 1994 volume with rewritten and new sections and chapters, including one dealing with the acquisition of language by children and a chapter on instructed second language learning. Suitable for use in an introductory course for undergraduate or graduate students. Annotation c. Book News, Inc., Portland, OR (booknews.com)

Booknews

"Second Language Acquisition: An Introductory Course provides a thorough, current, and detailed discussion of the theory, research, and practice in key areas of SLA. Its accessibility, breadth, depth, and practical insights make it an essential resource for all stakeholders, including researchers, practitioners, and policymakers."

Shaofeng Li, The Hong Kong Polytechnic University

"Authored by leading scholars in the field, this comprehensive yet readable volume is an ideal introductory text to SLA. Instructors will appreciate the reflection questions, the inclusion of timely topics such as social justice and SLA, and the concise 10-chapter structure to help them build a thorough yet manageable course."

Wynne Wong, The Ohio State University

"A comprehensive introduction to SLA book that has withstood the test of time, the sixth edition of Second Language Acquisition: An Introductory Course exceeds expectations. With an overview of fundamental concepts enhanced by improved supplementary online resources, this book is a must-have for any level of SLA enthusiasts."

Amy S. Thompson, Florida State University

From the Publisher