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| 003 - CONTROL NUMBER IDENTIFIER |
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OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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20230102030305.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
900424s1991 enka b 00110 eng u |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER |
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| LC control number |
90006102 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
0582553776 (pbk) |
| 035 ## - SYSTEM CONTROL NUMBER |
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| System control number |
(OCoLC)21524540 |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
OOU |
| Language of cataloging |
eng |
| Transcribing agency |
JCRC |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER |
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| Classification number |
P118.2 |
| Item number |
.L37 1990 |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Larsen-Freeman, Diane |
| 245 13 - TITLE STATEMENT |
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| Title |
An Introduction to Second Language Acquisition Research / |
| Statement of responsibility, etc. |
Diane Larsen-Freeman and Michael H. Long. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
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| Place of publication, distribution, etc. |
New York : |
| Name of publisher, distributor, etc. |
Longman, |
| Date of publication, distribution, etc. |
1991. |
| 300 ## - PHYSICAL DESCRIPTION |
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| Extent |
398 p. : |
| Other physical details |
ill. ; |
| Dimensions |
22 cm. |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
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| Title |
Applied Linguistics and Language Study. |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
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| Bibliography, etc. note |
Includes bibliographical references and index. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
"Since it was first established in the 1970s, the Applied Linguistics and Language Study series has become a major force in the study of practical problems in human communication and language education. Drawing extensively on empirical research and theoretical work in linguistics, sociology, psychology and education, the series explores key issues in language acquisition and language use. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Understanding how people learn and fail to learn second and foreign languages is increasingly recognized as a critical social and psycholinguistic issue. Second languages are vitally important to diverse groups of people, ranging from refugees to college students facing foreign language requirements. An Introduction to Second Language Acquisition Research provides a synthesis of empirical findings on second and foreign language learning by children and adults, emphasising the design and execution of appropriate research. |
| 505 ## - FORMATTED CONTENTS NOTE |
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The book assumes no prior knowledge of SLA, and introduces major topics such as the scope of SLA research, research methodology for gathering and analysing data, the history and development of SLA research and substantive findings on interlanguage development. Subsequent chapters examine the linguistic environment for SLA, learner variables and explanations for success and failure, the role of theory in social science, current theories of SLA, and the effects of formal instruction on language learning. The volume also includes an extensive bibliography and suggestions for further reading, as well as discussion questions and problems to accompany each chapter. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
An Introduction to Second Language Acquisition Research is a comprehensive, yet highly accessible study which will prove invaluable for language teachers and teachers in training, as well as students in applied linguistics, linguistics, psychology, psycholinguistics and foreign language education." (Book Cover) |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
TABLE OF CONTENTS : |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
General Editor's Preface |
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Author's Preface |
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| Formatted contents note |
Acknowledgements |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
1 Introduction |
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1.1 The place of second language in the world today |
| 505 ## - FORMATTED CONTENTS NOTE |
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1.2 Why study second language acquisition? |
| 505 ## - FORMATTED CONTENTS NOTE |
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1.3 Development of the field of study of second language acquisition |
| 505 ## - FORMATTED CONTENTS NOTE |
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1.4 The scope of second language acquisition research |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Notes |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Activities |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Suggestions for further reading |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
2 Second language acquisition research methodology <br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
2.1 Introduction |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
2.2 Qualitative versus quantitative methodologies<br/> |
| Title |
2.2.1 Introspection<br/> |
| -- |
2.2.2 Participant observation<br/> |
| -- |
2.2.3 Non-participant observation<br/> |
| -- |
2.2.4 Focused description<br/> |
| -- |
2.2.5 Pre-experiment<br/> |
| -- |
2.2.6 Quasi-experiment<br/> |
| -- |
2.2.7 Experiment |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
2.3 Setting |
| 505 ## - FORMATTED CONTENTS NOTE |
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2.4 Instrumentation: production data elicitation |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
2.5 Variability problem |
| 505 ## - FORMATTED CONTENTS NOTE |
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2.6 Instrumentation: institutional data elicitation |
| 505 ## - FORMATTED CONTENTS NOTE |
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2.7 Instrumentation: use of miniature languages |
| 505 ## - FORMATTED CONTENTS NOTE |
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2.8 Instrumentation: affective variables |
| 505 ## - FORMATTED CONTENTS NOTE |
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2.9 Instruments from other disciplines |
| 505 ## - FORMATTED CONTENTS NOTE |
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2.10 Measuring learner performance<br/> |
| Title |
2.10.1 Defining language proficiency <br/> |
| -- |
2.10.2 Defining an acquisition point<br/> |
| -- |
2.10.3 Task versus test<br/> |
| -- |
2.10.4 An index of development |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
2.11 Conclusion |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Notes |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Activities |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Suggestions for further reading |
| 505 ## - FORMATTED CONTENTS NOTE |
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3 SLA: Types of Data Analysis |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
3.1 Introduction |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
3.2 Contrastive analysis<br/> |
| Title |
3.2.1 The contrastive analysis hypothesis<br/> |
| -- |
3.2.2 Language acquisition as habit formation<br/> |
| -- |
3.2.3 The CAH refuted |
| 505 ## - FORMATTED CONTENTS NOTE |
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3.3 Error analysis <br/> |
| Title |
3.3.1 Strong versus weak versions of the CAH<br/> |
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3.3.2 Language acquisition as rule formation <br/> |
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3.3.3 Interlingual versus intralingual errors <br/> |
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3.3.4 Interlanguage <br/> |
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3.3.5 Error analysis criticized |
| 505 ## - FORMATTED CONTENTS NOTE |
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3.4 Performance analysis<br/> |
| Title |
3.4.1 Morpheme studies <br/> |
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3.4.2 Developmental sequence<br/> |
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3.4.3 Learner strategies<br/> |
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3.4.4 The acquisition of forms and functions<br/> |
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3.4.5 Formulaic utterances |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
3.5 Discourse analysis<br/> |
| Title |
3.5.1 Conversational analysis<br/> |
| -- |
3.5.2 Other applications of discourse analysis |
| 505 ## - FORMATTED CONTENTS NOTE |
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3.6 Conclusion |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Notes |
| 505 ## - FORMATTED CONTENTS NOTE |
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Activities |
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Suggestions for further reading |
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4 Interlanguage studies: Substantive findings |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
4.1 Introduction |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
4.2 ILs vary systematically<br/> |
| Title |
4.2.1 Free variation<br/> |
| -- |
4.2.2 Systematic variability<br/> |
| -- |
4.2.3 Variability resulting from amount of attention<br/> |
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4.2.4 Free variation as an impetus for development <br/> |
| -- |
4.2.5 Multiple explanations for variability |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
4.3 ILs exhibit common acquisition orders and developmental sequences <br/> |
| Title |
4.3.1 Acquisition order: morpheme studies <br/> |
| -- |
4.3.2 Developmental sequence: interrogatives<br/> |
| -- |
4.3.3 Developmental sequence: negation |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
4.4 ILs are influenced by the learner's L1<br/> |
| Title |
4.4.1 The effect of the L1 on SLA: how<br/> |
| -- |
4.4.2 The effect of the L1 of SLA: when (markedness)<br/> |
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4.4.3 The effect of the L1 on SLA: when (perceived transferability) |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Notes |
| 505 ## - FORMATTED CONTENTS NOTE |
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Activities |
| 505 ## - FORMATTED CONTENTS NOTE |
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Suggestions for further reading |
| 505 ## - FORMATTED CONTENTS NOTE |
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5 The linguistic environment for language acquisition |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
5.1 Linguistic input for first language acquisition |
| 505 ## - FORMATTED CONTENTS NOTE |
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5.2 Linguistic input for second language acquisition<br/> |
| Title |
5.2.1 Linguistic adjustments to non-native speakers<br/> |
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5.2.2 Conversational adjustments to non-native speakers |
| 505 ## - FORMATTED CONTENTS NOTE |
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5.3 Does the linguistic environment make a difference?<br/> |
| Title |
5.3.1 The effect of deviant input<br/> |
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5.3.2 The role of conversation in developing syntax<br/> |
| -- |
5.3.3 Input frequency-accuracy order relationships<br/> |
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5.3.4 Input modification and second language comprehension<br/> |
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5.3.5 Comprehensible input and second language acquisition |
| 505 ## - FORMATTED CONTENTS NOTE |
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Notes |
| 505 ## - FORMATTED CONTENTS NOTE |
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Activities |
| 505 ## - FORMATTED CONTENTS NOTE |
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Suggestions for further reading |
| 505 ## - FORMATTED CONTENTS NOTE |
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6 Explanations for differential success among second language learners |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
6.1 Introduction |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
6.2 Age<br/> |
| Title |
6.2.1 Studies of age and SLA<br/> |
| -- |
6.2.2 Explanations for age-related differences |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
6.3 Aptitude |
| 505 ## - FORMATTED CONTENTS NOTE |
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6.4 Social-psychological factors <br/> |
| Title |
6.4.1 Motivation<br/> |
| -- |
6.4.2 Attitude |
| 505 ## - FORMATTED CONTENTS NOTE |
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6.5 Personality |
| 505 ## - FORMATTED CONTENTS NOTE |
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6.6 Cognitive style |
| 505 ## - FORMATTED CONTENTS NOTE |
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6.7 Hemisphere specialization |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
6.8 Learning strategies |
| 505 ## - FORMATTED CONTENTS NOTE |
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6.9 Other factors |
| 505 ## - FORMATTED CONTENTS NOTE |
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6.10 Conclusion |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Notes |
| 505 ## - FORMATTED CONTENTS NOTE |
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Activities |
| 505 ## - FORMATTED CONTENTS NOTE |
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Suggestions for further reading |
| 505 ## - FORMATTED CONTENTS NOTE |
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7 Theories in second language acquisition |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
7.1 Introduction |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
7.2 Theory construction and social science<br/> |
| Title |
7.2.1 The role of theories in making research cumulative<br/> |
| -- |
7.2.2 Purposes and types of theory |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
7.3 Nativist theories and SLA <br/> |
| Title |
7.3.1 General characteristics <br/> |
| -- |
7.3.2 Chomsky's Universal Grammar and SLA<br/> |
| -- |
7.3.3 A critique of language-specific nativist theories<br/> |
| -- |
7.3.4 Krashen's Monitor Theory<br/> |
| -- |
7.3.5 A critique of Monitor Theory |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
7.4 Environmentalist theories of SLA <br/> |
| Title |
7.4.1 General characteristics <br/> |
| -- |
7.4.2 Schumann's Pidginization Hypothesis and Acculturation Model<br/> |
| -- |
7.4.3 A critique of the Pidginization Hypothesis and Acculturation Model |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
7.5 Interactionist theories of SLA <br/> |
| Title |
7.5.1 General characteristics <br/> |
| -- |
7.5.2 Givon's Functional-Typological Theory and SLA<br/> |
| -- |
7.5.3 A critique of Givon's theory in SLA research<br/> |
| -- |
7.5.4 The ZISA's group's Multidimensional Model<br/> |
| -- |
7.5.5 A critique of the Multidimensional Model |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
7.6 Conclusion: the state of SLA theories <br/> |
| Title |
7.6.1 Comparing and evaluating theories<br/> |
| -- |
7.6.2 A note of caution |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Notes |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Activities |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Suggestions for further reading |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
8 Instructed second language acquisition |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
8.1 Introduction |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
8.2 Early research on the effect of instruction, and some claimed implications |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
8.3 The effect of instruction on accuracy orders and developmental sequence |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
8.4 The effect of instruction on acquisition processes |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
8.5 The effect of instruction on rate of acquisition |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
8.6 The effect of instruction on the level of ultimate SL attainment |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
8.7 Conclusion |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
8.8 Explanations |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
8.9 Researching instructional design features |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Notes |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Activities |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Suggestions for further reading |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Epilogue |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Bibliography |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Index |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
Second language acquisition |
| General subdivision |
Research. |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
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| Personal name |
Long, Michael H. |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
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| Uniform Resource Identifier |
<a href="https://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/s28b5q/alma991044875035205161">https://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/s28b5q/alma991044875035205161</a> |
| Public note |
Check the UO Library catalog. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
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| Source of classification or shelving scheme |
|
| Koha item type |
Livres |
