Second Language Learning Theories : Fourth Edition

Written by a team of leading experts working in different SLA specialisms, this fourth edition is a clear and concise introduction to the main theories of second language acquisition (SLA) from multiple perspectives, comprehensively updated to reflect the very latest developments SLA research in recent years. The book covers all the main theoretical perspectives currently active in SLA and sets each chapter within a broader framework. Each chapter examines the claims and scope of each theory and how each views language, the learner and the acquisition process, supplemented by summaries of key studies and data examples from a variety of languages. Chapters end with an evaluative summary of the theories discussed. Key features to this fourth edition include updated accounts of developments in cognitive approaches to second language (L2) learning, the implications of advances in generative linguistics and the "social turn" in L2 research, with re-worked chapters on functional, sociocultural and sociolinguistic perspectives, and an entirely new chapter on theory integration, in addition to updated examples using new studies. __Second Language Learning Theories__ continues to be an essential resource for graduate students in second language acquisition. Cover 1 Half Title 2 Title 4 Copyright 5 Contents 6 List of Illustrations 9 Acknowledgements 11 Preface 14 1 Second Language Learning: Key Concepts and Issues 20 1.1 Introduction 20 1.2 What Makes for a Good Theory? 21 1.3 Views on the Nature of Language 25 1.4 The Language Learning Process 30 1.5 Views of the Language Learner 40 1.6 Links with Social Practice 46 1.7 Conclusion 47 References 47 2 The Recent History of Second Language Learning Research 58 2.1 Introduction 58 2.2 The 1950s and 1960s 59 2.3 The 1970s 62 2.4 The 1980s: A Turning Point 76 2.5 Continuities and New Themes in the Research Agenda 79 2.6 Second Language Learning Timeline 82 References 96 3 Linguistics and Language Learning: The Universal Grammar Approach 100 3.1 Introduction 100 3.2 Why a Universal Grammar? 101 3.3 What Does UG Consist Of? 108 3.4 UG and L1 Acquisition 117 3.5 UG and L2 Acquisition 121 3.6 Evaluation of UG-Based Approaches to L2 Acquisition 135 References 138 4 Cognitive Approaches to Second Language Learning (1): General Learning Mechanisms 147 4.1 Introduction 147 4.2 Input-Based Emergentist Perspectives 148 4.3 Processing-Based Perspectives 165 4.4 Evaluation of General Cognitive Approaches 173 References 177 5 Cognitive Approaches to Second Language Learning (2): Memory Systems, Explicit Knowledge and Skill Learning 186 5.1 Introduction 186 5.2 Memory Systems and Their Role in L2 Learning 188 5.3 Explicit Knowledge, Information Processing and Skill Acquisition 194 5.4 Awareness and Attention in L2 Acquisition 205 5.5 Working Memory and L2 Learning 208 5.6 Evaluation of Cognitive Approaches (2): Memory Systems, Explicit Knowledge and Skill Learning 214 References 217 6 Interaction in Second Language Learning 228 6.1 Introduction 228 6.2 The Revised Interaction Hypothesis (Long, 1996): An Appeal to Cognitive Theory 230 6.3 Negotiation of Meaning and the Learning of Target L2 Structures and Vocabulary 232 6.4 The Role of Feedback during Oral Interaction 235 6.5 The Problem of “Noticing” 245 6.6 L2 Development in Computer-Mediated Interaction 248 6.7 Characteristics of Learners and of Tasks 250 6.8 Evaluation 251 References 255 7 Meaning-Based Perspectives on Second Language Learning 261 7.1 Introduction 261 7.2 Early Functionalist Studies of SLL 262 7.3 Functionalism beyond the Case Study: The “Learner Varieties” Approach 268 7.4 “Time Talk”: Developing the Means to Talk about Time 274 7.5 The Aspect Hypothesis 278 7.6 Cognitive Linguistics and “Thinking for Speaking” 282 7.7 Second Language Pragmatics 288 7.8 Evaluation 295 References 298 8 Sociocultural Perspectives on Second Language Learning 305 8.1 Introduction 305 8.2 Sociocultural Theory 305 8.3 Applications of SCT to Second Language Learning 312 8.4 Evaluation 336 References 339 9 Sociolinguistic Perspectives 345 9.1 Introduction 345 9.2 Sociolinguistically Driven Variability in Second Language Use 345 9.3 Second Language Socialization 352 9.4 Conversation Analysis and Second Language Learning 361 9.5 Communities of Practice and Situated Learning 367 9.6 The Language Learner as Social Being: L2 Identity, Agency and Investment 374 9.7 Evaluation: The Scope and Achievements of Sociolinguistic Enquiry 382 References 384 10 Integrating Theoretical Perspectives on Second Language Learning 392 10.1 Introduction 392 10.2 The MOGUL Framework 395 10.3 Dynamic Systems Theory (DST) 403 10.4 Conclusion 413 References 414 11 Conclusion 418 11.1 One Theory or Many? 418 11.2 Main Achievements of Second Language Learning Research 418 11.3 Future Directions for Second Language Learning Research 421 11.4 How to Do Research 422 11.5 Second Language Learning Research and Language Education 424 References 426 Glossary 429 Subject Index 443 Name Index 452 « Written by a team of leading experts working in different SLA specialisms, this fourth edition is a clear and concise introduction to the main theories of second language acquisition (SLA) from multiple perspectives, comprehensively updated to reflect the very latest developments SLA research in recent years. The book covers all the main theoretical perspectives currently active in SLA and sets each chapter within a broader framework. Each chapter examines the claims and scope of each theory and how each views language, the learner, and the acquisition process, supplemented by summaries of key studies and data examples from a variety of languages. Chapters end with an evaluative summary of the theories discussed. Key features to this fourth edition include updated accounts of developments in cognitive approaches to L2 learning, the implications of advances in generative linguistics, and the 'social turn' in L2 research, with re-worked chapters on functional, sociocultural and sociolinguistic perspectives, in addition to updated examples using new studies. Second Language Learning Theories continues to be an essential resource for graduate students in second language acquisition. »--Quatrième de couverture "Written by a team of leading experts working in different SLA specialisms, this fourth edition is a clear and concise introduction to the main theories of second language acquisition (SLA) from multiple perspectives, comprehensively updated to reflect the very latest developments SLA research in recent years. The book covers all the main theoretical perspectives currently active in SLA and sets each chapter within a broader framework. Each chapter examines the claims and scope of each theory and how each views language, the learner, and the acquisition process, supplemented by summaries of key studies and data examples from a variety of languages. Chapters end with an evaluative summary of the theories discussed. Key features to this fourth edition include updated accounts of developments in cognitive approaches to L2 learning, the implications of advances in generative linguistics, and the 'social turn' in L2 research, with re-worked chapters on functional, sociocultural and sociolinguistic perspectives, in addition to updated examples using new studies. Second Language Learning Theories continues to be an essential resource for graduate students in second language acquisition"--Page 4 de la couverture Written by a team of leading experts working in different SLA specialisms, this fourth edition of Second Language Learning Theories a clear and concise introduction to the main theories of second language acquisition (SLA) from multiple perspectives, comprehensively updated to reflect the very latest developments SLA research. Drawing on the expertise of both a specialist in the teaching of second languages and a linguist specializing in second language acquisition, this textbook provides an introductory survey of the most active and significant perspectives on the subject