Second Language Acquisition Theory (Bilingual Processing and Acquisition)

✍ Scribed by Alessandro G. Benati (editor), John W. Schwieter (editor)

• Publisher: John Benjamins Publishing Company
• Year: 2022
• Tongue: English
• Leaves: 302
• Category: Library

✦ Synopsis

Professor Michael H. Long (1945-2021) was one of the most influential scholars in the field of second language acquisition. This volume presents a set of chapters that honour some of his key contributions in language teaching and learning. Following a bibliometric analysis of the impact of his research to the field, the volume spans topics such as task-based language teaching, focus on form, age effects, transfer, feedback, interaction, incidental learning, stabilization, among many others.

✦ Table of Contents

Second Language Acquisition Theory
Editorial page
Title page
Copyright page
Table of contents
In memory of Professor Michael Long (1945–2021)
Acknowledgements
Preface
References
About the editor and contributors
About the editors
About the contributors
Chapter 1
Chapter 2
Chapter 3
Chapter 4
Chapter 5
Chapter 6
Chapter 7
Chapter 8
Chapter 9
Chapter 10
Chapter 11
Chapter 1. The legacy of Professor Michael Long and his influence in second language acquisition
Contributions in the present volume
References
Chapter 2. Taking the Long view: A bibliometric analysis
1. Introduction: Long’s impact
1.1 Citations
1.2 Indices
1.3 Other indications of impact
1.4 Impact beyond publications
2. Bibliometric analysis
2.1 Data
2.2 Analysis
3. Discussion
3.1 Task based language teaching and learning
3.2 Input/interaction
3.3 Ultimate attainment
Conclusion
References
Chapter 3. Stabilization: A dynamic account
1. Mike Long’s impact on PT and the way it conceptualizes variability
2. Variability, steadiness and stabilization as conceptualized in PT: The ‘wrong track pathway’
3. Dynamics in SLA
4. Simulating linguistic simplification in a dynamical system using an Agent-Based Model
5. Empirical validation
Hakuta (1974)
Haznedar (1997)
Nicholas (1987)
Pienemann ( 1980, 1981)
6. Conclusion
Acknowledgements
References
Appendix 1
Chapter 4. Enhanced incidental learning
1. Introduction
2. Enhanced incidental learning and input enhancement: pedagogical needs and definition
3. Enhanced incidental learning and input enhancement: Psycholinguistic rationale and implications
4. Enhanced incidental learning and input enhancement: Empirical evidence
4.1 Input enhancement
4.2 Enhanced incidental learning
5. Conclusion and directions for future research
References
Chapter 5. The uncertainty principle in second language acquisition
1. Introduction: Mike and science
2. Rationalism continued
3. Second language development could be twofold
4. Second language acquisition research could benefit from the study of intra-language
5. Language competence could be permanently re-assembled and rehearsed during online performance
6. The knowability issue
7. The uncertainly principle and second language development
8. Arrivederci
References
Chapter 6. Tandem interaction enhancement: Manipulating NS-NNS semi-spontaneous conversation to promote focus on form
1. Introduction
2. Tandem learning contexts
3. Focus on form
4. Interaction enhancement
5. Empirical evidence and further research
6. Conclusion
References
Chapter 7. Immediate versus delayed oral negative feedback: A comparison of psycholinguistic advantages
Introduction
The interaction hypothesis
Factors moderating the effectiveness of negative feedback
Arguments for the utility of delayed feedback
Future research directions
Type of cognitive processing
Source of error attribution
Relative effectiveness of delayed feedback
Conclusion
Funding
References
Chapter 8. A calculus for L1 transfer
1. Introduction
2. A brief overview
2.1 Linguistic emergentism
2.2 Transfer and processing cost
3. Verb deletion in English and Japanese
Immediacy
The transfer calculus
3.1 English-speaking learners of Japanese
3.2 Japanese-speaking learners of English
3.3 Implications
4. The interpretation of quantified NPs in English and Korean
Immediacy
The transfer calculus
4.1 English-speaking learners of Korean
4.2 Korean-speaking learners of English
4.3 Implications
5. The interpretation of indefinite NPs in English and Japanese
5.1 The phenomenon
5.2 The interpretation of dareka by native speakers of English
5.3 Implications
5.4 The Weakness Corollary
6. The interpretation of null arguments in Japanese and Chinese
6.1 The phenomenon
6.2 The interpretation of Chinese pro by native speakers of Japanese
6.3 Implications
7. A note on third language acquisition
7.1 The phenomenon
7.2 The acquisition of English negation by Catalan and Spanish bilinguals
7.3 Implications
8. Concluding remarks
References
Chapter 9. Age of acquisition in second language thinking
Introduction
Language and thought
Linguistic relativity
Thinking-for-speaking
Effects of age of acquisition in L2 thinking
Interpreting age effects in L2 thinking
Towards a better understanding of AoA in L2 thinking
Conclusion
References
Chapter 10. Age effects in naturalistic and instructed second language acquisition: Two sides of one coin
1. Introduction
2. Research with immigrants
3. Research in the classroom
4. Integrating the two bodies of research
Conclusion and implications
References
Chapter 11. Performance on second language speaking tasks: Supports and impediments
Introduction
The research background
Task research through a Leveltian lens
Conceptualisation and its impact on task and task condition variables
Conceptualiser operations: The individual
Formulation: Variables
Formulation: Individuals
Supports and impediments to second language speaking
Providing conceptualiser support (and avoiding problems)
Formulator support
Conclusions
Acknowledgements
References
Chapter 12. A task-based needs analysis framework for TBLT: Theory, purpose, and application
Introduction
Background and theoretical underpinnings of the TBNA model
The emergence of TBNA research
Task as the unit of analysis in NA research
The multi-method multi-source approach to TBNA methodology
Purpose and aims of NA
Developing a new TBLT syllabus
Renovating existing syllabuses
Integrating TBLT practices into existing vocational skills training programs
Guiding material writers for business English adult learners
How TBNA contributes to syllabus and pedagogic task design
The business Spanish language course
The Japanese language course for study-abroad students
How the TBNA foregrounds the ‘real life’ aspects of language learning: Case study
VET high school programs for Australian Aboriginal students
Conclusion
References
Chapter 13. Can focus on form have an effect on language development?
1. Focus on form
Focus on forms vs. focus on form
The nature of language development and the role of focus on form
2. The effects of focus on form
Route, rate and ultimate attainment in language development
3. How focus on form might interact with development: An input processing perspective
An input processing perspective
Structured input
4. Focus on form: An agenda for future research
Limitations of current data and further research
Acknowledgements
References
Index