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| Introduction | |
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| The Study of Second Language Acquisition | |
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| Definitions | |
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| The Nature Of Language | |
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| Sound Systems | |
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| Syntax | |
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| Morphology and The Lexicon | |
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| Semantics | |
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| Pragmatics | |
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| The Nature of Nonnative Speaker Knowledge | |
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| Conclusion | |
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| Suggestions For Additional Reading | |
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| More to do and more to think aboutï¿½Ç | |
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| Second and Foreign Language Data | |
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| Data Analysis | |
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| Data Set I: Plurals | |
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| Data Set II: Verb + -IngMarkers | |
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| Data Set III: Prepositions | |
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| Conclusion | |
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| Suggestions For Additional Reading | |
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| More to do and more to think aboutï¿½Ç | |
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| Where do Data Come From? | |
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| Data Types | |
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| Learner Corpora | |
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| Data Elicitation | |
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| Measuring General Proficiency | |
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| Measuring Non-Linguistic Information | |
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| Verbal Report Data | |
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| Think-Alouds | |
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| Stimulated Recall | |
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| Post-Production Interviews | |
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| Language-Elicitation Measures | |
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| Processing Data | |
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| Reaction Time | |
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| Eye Tracking | |
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| Replication | |
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| Meta-Analyses | |
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| Issues In Data Analysis | |
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| What Is Acquisition? | |
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| Conclusion | |
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| Suggestions For Additional Reading | |
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| More to do and more to think aboutï¿½Ç | |
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| The Role Of The Native Language: An Historical Overview | |
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| Introduction | |
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| Behaviorism | |
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| Linguistic Background | |
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| Psychological Background | |
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| Contrastive Analysis Hypothesis | |
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| Error Analysis | |
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| Conclusion | |
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| Suggestions For Additional Reading | |
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| More to do and more to think aboutï¿½Ç | |
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| The Transition Period | |
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| Introduction | |
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| First Language Acquisition | |
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| Babbling | |
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| Words | |
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| Sounds And Pronunciation | |
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| Syntax | |
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| Morphology | |
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| Child Second Language Acquisition | |
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| Child Second Language Morpheme Order Studies | |
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| Adult Second Language Morpheme Order Studies | |
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| The Monitor Model | |
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| The Acquisition-Learning Hypothesis | |
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| The Natural Order Hypothesis | |
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| The Monitor Hypothesis | |
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| The Input Hypothesis | |
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| The Affective Filter Hypothesis | |
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| Limitations | |
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| Conclusion | |
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| Suggestions For Additional Reading | |
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| More to do and more to think aboutï¿½Ç | |
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| Alternative Approaches to the Role of Previously Known Languages | |
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| Revised Perspectives On The Role Of The Native Language | |
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| Avoidance | |
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| Differential Learning Rates | |
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| Different Paths | |
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| Overproduction | |
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| Predictability/Selectivity | |
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| L1 Influences in Second Language Processing | |
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| Morpheme Order | |
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| Conclusion | |
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| Suggestions For Additional Reading | |
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| More to do and more to think aboutï¿½Ç | |
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| Formal Approaches to SLA | |
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| Introduction | |
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| Universal Grammar | |
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| Initial State | |
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| 7.2.1.1. Fundamental Difference Hypothesis | |
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| 7.2.1.2. Access To UG Hypothesis | |
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| UG Principles | |
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| UG Parameters | |
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| Minimalist Program | |
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| Falsification | |
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| Transfer: The UG Perspective | |
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| Levels Of Representation | |
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| Clustering | |
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| Learnability | |
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| The Fundamental Difference Hypothesis Revised | |
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| Semantics and The Interface Hypothesis | |
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| Semantics | |
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| The Interface Hypothesis | |
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| Phonology | |
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| Markedness Differential Hypothesis | |
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| Similarity/Dissimilarity: Speech Learning Model | |
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| Optimality Theory | |
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| Ontogeny Phylogeny Model | |
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| Conclusion | |
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| Suggestions For Additional Reading | |
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| More to do and more to think aboutï¿½Ç | |
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| The Lexicon | |
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| The Significance of the Lexicon | |
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| Lexical knowledge: What Does it Mean to Know a Word? | |
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| Production and Reception | |
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| Knowledge and Control | |
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| Breadth and Depth | |
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| Subcategorization | |
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| Word Associations and Networks | |
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| Word Formation | |
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| Formulaic language, Collocations, and Chunking | |
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| Influences on L2 Vocabulary and Development | |
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| The Role of the L1 | |
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| Incidental Vocabulary Learning | |
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| Incremental Vocabulary Learning | |
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| Using Lexical Skills | |
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| Production | |
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| Perception | |
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| Conclusion | |
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| Suggestions For Additional Reading | |
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| More to do and more to think aboutï¿½Ç | |
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| Typological and Functional Approaches | |
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| Introduction | |
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| Typological Universals | |
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| Test Case I: The Accessibility Hierarchy | |
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| Test Case II: The Acquisition of Questions | |
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| Test Case III: Voiced/Voiceless Consonants | |
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| Falsifiability | |
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| Typological Universals: Conclusions | |
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| Functional Approaches | |
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| Tense and Aspect: The Aspect Hypothesis | |
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| The Discourse Hypothesis | |
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| Concept-Oriented Approach | |
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| Conclusion | |
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| Suggestions For Additional Reading | |
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| More to do and more to think aboutï¿½Ç | |
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| Looking at Interlanguage Processing | |
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| Introduction | |
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| Processing Approaches | |
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| Processability Theory | |
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| Information Processing: Automaticity, Restructuring, and U-Shaped Learning | |
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| 10.2.2.1. Automaticity and Restructuring | |
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| 10.2.2.2. U-Shaped Learning | |
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| Input Processing | |
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| Psycholinguistic Constructs | |
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| Attention | |
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| Working Memory | |
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| Syntactic Priming | |
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| Emergentist Model | |
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| Competition Model | |
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| Frequency-Based Accounts | |
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| Dynamic Systems | |
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| Knowledge Types | |
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| Acquisition/Learning | |
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| Declarative/Procedural | |
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| Implicit/Explicit | |
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| Representation/Control | |
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| Interface of Knowledge Types | |
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| No Interface | |
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| Weak Interface | |
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| Strong Interface | |
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| Conclusion | |
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| Suggestions For Additional Reading | |
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| More to do and more to think aboutï¿½Ç | |
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| Interlanguage in Context | |
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| Introduction | |
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| Sociocultural Approaches | |
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| Mediation | |
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| Internalization | |
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| Zone of Proximal Development | |
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| Private Speech | |
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| Learning in a Socio-Cultural Framework | |
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| Gesture and SLA | |
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| Variation | |
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| Systematic Variation | |
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| Linguistic Context | |
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| Social Context Relating to the Native Language | |
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| Social Context Relating to Interlocutor, Task Type, and Conversational Topic | |
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| Conversational Analysis | |
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| Communication Strategies | |
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| Interlanguage Pragmatics | |
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| 11.8 | |
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| Conclusion: SLA and Other Disciplines | |
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| Suggestions For Additional Reading | |
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| More to do and more to think aboutï¿½Ç | |
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| Input, interaction, and Output | |
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| Introduction | |
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| Input | |
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| Comprehension | |
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| Interaction | |
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| Output | |
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| Feedback | |
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| Negotiation | |
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| Recasts | |
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| Hypothesis Testing | |
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| Automaticity | |
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| Meaning-Based to Grammar-Based Processing | |
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| The Role of Input and Interaction in Language Learning | |
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| The Functions of Input and Interaction | |
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| Effectiveness of Feedback | |
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| Attention | |
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| Contrast Theory | |
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| Metalinguistic Awareness | |
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| Who Benefits from Interaction? | |
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| Limitations of Input | |
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| Conclusion | |
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| Suggestions For Additional Reading | |
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| More to do and more to think aboutï¿½Ç | |
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| Instructed Second Language Learning | |
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| Introduction | |
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| Classroom Language | |
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| Teachability/Learnability | |
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| Focus on Form | |
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| Timing | |
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| Forms to Focus On | |
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| Task Design | |
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| Input Manipulation and Input Enhancement | |
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| Complexity, Accuracy, Fluency and Planning | |
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| Processing Instruction | |
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| Uniqueness of Instruction | |
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| Effectiveness of Instruction | |
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| SLA and Classroom Practices | |
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| Conclusion | |
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| Suggestions For Additional Reading | |
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| More to do and more to think aboutï¿½Ç | |
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| Non-Language Influences | |
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| Introduction | |
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| Research Traditions | |
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| Linguistics | |
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| Psychology | |
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| Psycholinguistics | |
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| Methodological Considerations | |
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| Age Differences | |
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| Aptitude | |
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| Motivation | |
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| Motivation as a Function of Time and Success | |
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| Changes over Time | |
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| Influence of Success on Motivation and Demotivation | |
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| Affect | |
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| Language Shock and Culture Shock | |
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| Anxiety | |
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| Social Distance | |
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| Extroversion/Introversion | |
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| Learning Strategies | |
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| Conclusion | |
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| Suggestions For Additional Reading | |
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| More to do and more to think aboutï¿½Ç | |
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| Related Disciplines | |
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| Introduction | |
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| Bilingual Acquisition | |
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| Third Language Acquisition/Multilingualism | |
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| Heritage Language Acquisition | |
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| Second Language Acquisition by Hearing Impaired | |
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| Conclusion | |
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| Suggestions For Additional Reading | |
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| More to do and more to think aboutï¿½Ç | |
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| An Integrated View of Second Language Acquisition | |
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| An Integration Of Subareas | |
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| Apperceived Input | |
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| Comprehended Input | |
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| Intake | |
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| Integration | |
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| Output | |
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| Conclusion | |
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| More to do and more to think aboutï¿½Ç | |
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| Glossary | |
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| References | |
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| Author index | |
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| Subject index | |