Second Language Learning Theories: Fourth Edition

✍ Scribed by Rosamond Mitchell, Florence Myles, Emma Marsden

• Publisher: Routledge
• Year: 2019
• Tongue: English
• Leaves: 462
• Edition: 4
• Category: Library

✦ Synopsis

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.

✦ Table of Contents

Cover
Half Title
Title
Copyright
Contents
List of Illustrations
Acknowledgements
Preface
1 Second Language Learning: Key Concepts and Issues
1.1 Introduction
1.2 What Makes for a Good Theory?
1.3 Views on the Nature of Language
1.4 The Language Learning Process
1.5 Views of the Language Learner
1.6 Links with Social Practice
1.7 Conclusion
References
2 The Recent History of Second Language Learning Research
2.1 Introduction
2.2 The 1950s and 1960s
2.3 The 1970s
2.4 The 1980s: A Turning Point
2.5 Continuities and New Themes in the Research Agenda
2.6 Second Language Learning Timeline
References
3 Linguistics and Language Learning: The Universal Grammar Approach
3.1 Introduction
3.2 Why a Universal Grammar?
3.3 What Does UG Consist Of?
3.4 UG and L1 Acquisition
3.5 UG and L2 Acquisition
3.6 Evaluation of UG-Based Approaches to L2 Acquisition
References
4 Cognitive Approaches to Second Language Learning (1): General Learning Mechanisms
4.1 Introduction
4.2 Input-Based Emergentist Perspectives
4.3 Processing-Based Perspectives
4.4 Evaluation of General Cognitive Approaches
References
5 Cognitive Approaches to Second Language Learning (2): Memory Systems, Explicit Knowledge and Skill Learning
5.1 Introduction
5.2 Memory Systems and Their Role in L2 Learning
5.3 Explicit Knowledge, Information Processing and Skill Acquisition
5.4 Awareness and Attention in L2 Acquisition
5.5 Working Memory and L2 Learning
5.6 Evaluation of Cognitive Approaches (2): Memory Systems, Explicit Knowledge and Skill Learning
References
6 Interaction in Second Language Learning
6.1 Introduction
6.2 The Revised Interaction Hypothesis (Long, 1996): An Appeal to Cognitive Theory
6.3 Negotiation of Meaning and the Learning of Target L2 Structures and Vocabulary
6.4 The Role of Feedback during Oral Interaction
6.5 The Problem of “Noticing”
6.6 L2 Development in Computer-Mediated Interaction
6.7 Characteristics of Learners and of Tasks
6.8 Evaluation
References
7 Meaning-Based Perspectives on Second Language Learning
7.1 Introduction
7.2 Early Functionalist Studies of SLL
7.3 Functionalism beyond the Case Study: The “Learner Varieties” Approach
7.4 “Time Talk”: Developing the Means to Talk about Time
7.5 The Aspect Hypothesis
7.6 Cognitive Linguistics and “Thinking for Speaking”
7.7 Second Language Pragmatics
7.8 Evaluation
References
8 Sociocultural Perspectives on Second Language Learning
8.1 Introduction
8.2 Sociocultural Theory
8.3 Applications of SCT to Second Language Learning
8.4 Evaluation
References
9 Sociolinguistic Perspectives
9.1 Introduction
9.2 Sociolinguistically Driven Variability in Second Language Use
9.3 Second Language Socialization
9.4 Conversation Analysis and Second Language Learning
9.5 Communities of Practice and Situated Learning
9.6 The Language Learner as Social Being: L2 Identity, Agency and Investment
9.7 Evaluation: The Scope and Achievements of Sociolinguistic Enquiry
References
10 Integrating Theoretical Perspectives on Second Language Learning
10.1 Introduction
10.2 The MOGUL Framework
10.3 Dynamic Systems Theory (DST)
10.4 Conclusion
References
11 Conclusion
11.1 One Theory or Many?
11.2 Main Achievements of Second Language Learning Research
11.3 Future Directions for Second Language Learning Research
11.4 How to Do Research
11.5 Second Language Learning Research and Language Education
References
Glossary
Subject Index
Name Index