Includes bibliographical references (p. [263]-288) and index.

Introduction

Chapter 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 -- 1.5 : Views of the language learner -- 1.6 : Links with social practice -- 1.7 : Conclusion

Chapter 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 and beyond

Chapter 3 : Linguistics and language learning: the Universal Grammar approach -- 3.1 : Introduction -- 3.2: Why a Universal Grammar? -- 3.3: What does Universal Grammar consist of? -- 3.4 : Universal Grammar and first language acquisition -- 3.5 : Universal Grammar and second language acquisition -- 3.6 : Evaluation of Grammar-based approaches to second language acquisition

Chapter 4 : Cognitive approaches to second language learning -- 4.1: Introduction -- 4.2 : Processing approaches -- 4.3 : Connectionism -- 4.4 : Evaluation of cognitive approaches to second language learning

Chapter 5 : Functional/pragmatic perspectives on second language learning -- 5.1 : Introduction -- 5.2 : Functional perspectives on first language development -- 5.3 : Early functionalist studies of second language learning -- 5.4 : Functionalism beyond the case study: the European Science Foundation project -- 5.5 : 'Time Talk': developing the means to talk about past time -- 5.6 : The aspect hypothesis -- 5.7 : Evaluation

Chapter 6 : Input and interaction in second language learning -- 6.1 : Introduction -- 6.2 : Input and interaction in first language acquisition -- 6.3 : Krashen's 'Input hypothesis' -- 6.5 : Rethinking the Interaction Hypothesis -- 6.6 : Output in second language acquisition -- 6.7 : Feedback, recasts and negative evidence -- 6.8 : Attention, consciousness-raising and 'focus on form' -- 6.9 : Theorizing input and interaction research -- 6.10 : Evaluation: the scope of interaction research

Chapter 7 : Socio-cultural perspectives on second language learning -- 7.2 : Socio-cultural theory -- 7.3 : Applications of socio-cultural theory to second langue learning -- 7.4 : Evaluation

Chapter 8 : Sociolinguistic perspectives -- 8.1 : Introduction -- 8.2 : Variability in second language use -- 8.3 : Second language socialization -- 8.4 : Communities of practice and situated second language learning -- 8.5 : Second language learning and the (re)construction of identity -- 8.6 : Affect and investment in second language learning -- 8.7 : Evaluation: the scope and achievements of sociolinguistic enquiry

Chapter 9 : Conclusion -- 9.1 : One theory or many? -- 9.2 : Main achievements of recent second language learning research -- 9.3 : Future directions for second language research -- 9.4 : Second language research and language education

References

Subject index

Author index

"Second Language Learning Theories is an introduction to the field of second language learning for students without a substantial background in linguistics. 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 up-to-date introductory survey of the most active and significant perspectives on the subject. In this new edition, the authors have revised and updated the text throughout to reflect the substantial developments that have taken place in the field in recent years. New studies have been incorporated as examples and there is more material on work in L2 phonology and lexis, as well as syntax. The evaluation sections in each chapter have been expanded and generally the book is rebalanced in favour of newer material. The first edition quickly established itself as the textbook of choice for students new to second language learning. The updates and revisions in this new edition ensure that the book remains as fresh, engaging and useful as the day it was first published." (Book Cover)