Second Language Acquisition: An Introductory Course

by Susan M. Gass, Jennifer Behney, Luke Plonsky, Elizabeth Huntley

Overview

Now in its sixth edition, this bestselling textbook remains the cornerstone for the study of second language acquisition, providing a comprehensive yet accessible introduction to SLA.

Product Details

ISBN-13:	9781032792385
Publisher:	Taylor & Francis
Publication date:	03/17/2025
Edition description:	6th ed.
Pages:	446
Product dimensions:	7.00(w) x 10.00(h) x (d)

About the Author

Susan M. Gass is University Distinguished Professor Emerita at Michigan State University where she served as Director of the English Language Center, Co-Director of the Center for Language Education and Research, and the Center for Language Teaching Advancement. She has published more than 30 books and more than 150 articles in the field of second language acquisition, with works translated into Russian, Korean, and Chinese. She served as Editor of Studies in Second Language Acquisition and is on numerous editorial boards of applied linguistics journals. She is an honorary professor of Southeast University of Nanjing, China. Susan is the winner of many local, national, and international awards and has served as the president of the American Association for Applied Linguistics (AAAL) and of the International Association of Applied Linguistics (AILA). She has lectured in six of the seven continents, Antarctica being the exception, although on an upcoming trip to Antarctica, she is willing to lecture if she can get the penguins to listen.

Jennifer Behney is Associate Professor of Teaching English as a Second Language (TESL) in the English Department at Kent State University where she teaches undergraduate and graduate courses. Her work has appeared in Language Learning, Foreign Language Annals, Studies in Second Language Acquisition, and various book chapters. She was co-author of Interaction, a title in the Cambridge series Elements of Second Language Acquisition, and co-editor of a volume on salience in SLA. She is a recipient of the Ed Allen Award for Outstanding College World Language Instructor.

Luke Plonsky is Professor of Applied Linguistics at Northern Arizona University, where he teaches courses in second language acquisition and research methods. His work in these and other areas has resulted in over 100 articles, book chapters, and books. Luke is Editor of Studies in Second Language Acquisition and Managing Editor of Foreign Language Annals. In addition to a current appointment as Honorary Professor at the International Education Institute at University of St. Andrews (Scotland), Luke has held faculty appointments at Georgetown University and University College London, and was a Fulbright Scholar in Spain in 2021. Luke has also lectured in China, Japan, The Netherlands, Poland, Spain and Puerto Rico.

Elizabeth Huntley is an instructor of Arabic and Linguistics at the University of Colorado Denver, as well as Managing Editor of the journal Studies in Second Language Acquisition. She holds a doctorate degree in Second Language Studies from Michigan State University. As a teacher-researcher, Huntley applies methodologically rigorous techniques to answer questions of both theoretical and practical importance. Huntley has taught Arabic as a Second Language in both high school and university programs, as well as worked in study abroad, since 2006. She has received research funding from the Qatar Foundation and the National Council of Less Commonly Taught Languages. She has co-authored two Arabic world language textbooks published by Routledge: 'Arabiyyat al-Naas fii maSr and 'Arabiyyat al-Naas II.

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

This has always been a go-to introductory textbook and it is a bestseller because it contains everything readers need to know about the field. Now in a fifth edition, it is once again absolutely state-of-the-art in its comprehensive coverage, easily readable style, and now includes helpful new pedagogical tools. It is an ideal text for introductory classes in applied linguistics and second language research, and a critical resource for more advanced courses or researchers in those areas as well as in general linguistics, TESOL, and language education. Every SLA researcher, novice or experienced, will benefit from having this book on their bookcase.

Alison Mackey, Georgetown University & Lancaster University

Second Language Acquisition: An Introductory Course, with Sue Gass, Jennifer Behney, and Luke Plonsky at the helm, has always been outstanding, but manages to improve with every new edition. The authors are established experts; the coverage is up to date, balanced, and comprehensive; and the presentation is lucid – even when dealing with what is sometimes quite complex material. The book is intended as an introductory text but is intellectually stimulating, and in my experience consistently "hooks" undergraduate and graduate students alike, motivating many of them to pursue doctoral work in SLA, second language studies, linguistics, applied linguistics, second language education, or TESOL. Highly recommended.

Michael H. Long, University of Maryland-College Park

Building on both foundational and cutting-edge research in the field of Second Language Acquisition and drawing from a range of disciplinary perspectives, this user-friendly text is highly engaging, resource-rich, and clearly organized. This new edition provides an excellent introduction to the study, practice, and science of how humans learn second (and additional) languages.

Kendall A. King, University of Minnesota-Twin Cities

The authors have expertly updated, expanded and reorganized this new edition of what is arguably the foundational textbook for the study of second-language acquisition research. I have made the previous editions required reading in my SLA courses over the past twenty-five years, and I have never been disappointed with the students’ reaction to the organization and presentation of the content. This text provides students with an excellent basis for gaining applicable background knowledge in the area, or for deeper investigation into the subject matter.

Fred Eckman, University of Wisconsin-Milwaukee

The arrival of the new version of this well-loved text could be compared with the launch of a new version of a well-known eco-friendly luxury car: It has the quality and the familiarity of the old model combined with the latest breakthroughs. This fifth edition provides students and researchers with the knowledge and tools to move the field forward.

Jean-Marc Dewaele, Birkbeck, University of London

This book is a truly valuable resource for both students and scholars wishing to expand their knowledge of the field of second language acquisition and gain a solid understanding of its core pursuits, findings, theories, principles, and methods. The book is current, comprehensive, and clearly written, and offers just the right amount of explanation and illustrative examples. Importantly, it also prompts readers to think through the presented arguments and evidence in order to draw their own conclusions and generate their own insights.

Scott Jarvis, University of Utah

In keeping with the tradition of excellence established with the first edition of this text, the fifth edition provides a comprehensive introduction to the state of the art in research in SLA. While it retains the features that have made it the staple text for generalist SLA courses, its organization has been further strengthened to help students fit together the many puzzle pieces that make up this critical area of applied linguistics.

Lucy Pickering, Texas A&M University-Commerce

From the Publisher