| 000 | 09834cam a22014058a 4500 | ||
|---|---|---|---|
| 999 |
_c2223 _d2223 |
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| 003 | OSt | ||
| 005 | 20230102030305.0 | ||
| 008 | 900424s1991 enka b 00110 eng u | ||
| 010 | _a90006102 | ||
| 020 | _a0582553776 (pbk) | ||
| 035 | _a(OCoLC)21524540 | ||
| 040 |
_aOOU _beng _cJCRC |
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| 050 | 0 | 0 |
_aP118.2 _b.L37 1990 |
| 100 | 1 | _aLarsen-Freeman, Diane | |
| 245 | 1 | 3 |
_aAn Introduction to Second Language Acquisition Research / _cDiane Larsen-Freeman and Michael H. Long. |
| 260 |
_aNew York : _bLongman, _c1991. |
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| 300 |
_a398 p. : _bill. ; _c22 cm. |
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| 440 | _aApplied Linguistics and Language Study. | ||
| 504 | _aIncludes bibliographical references and index. | ||
| 505 | _a"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 | _aUnderstanding 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 | _aThe 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 | _aAn 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 | _aTABLE OF CONTENTS : | ||
| 505 | _aGeneral Editor's Preface | ||
| 505 | _aAuthor's Preface | ||
| 505 | _aAcknowledgements | ||
| 505 | _a1 Introduction | ||
| 505 | _a1.1 The place of second language in the world today | ||
| 505 | _a1.2 Why study second language acquisition? | ||
| 505 | _a1.3 Development of the field of study of second language acquisition | ||
| 505 | _a1.4 The scope of second language acquisition research | ||
| 505 | _aNotes | ||
| 505 | _aActivities | ||
| 505 | _aSuggestions for further reading | ||
| 505 | _a2 Second language acquisition research methodology | ||
| 505 | _a2.1 Introduction | ||
| 505 |
_a2.2 Qualitative versus quantitative methodologies
_t2.2.1 Introspection _t2.2.2 Participant observation _t2.2.3 Non-participant observation _t2.2.4 Focused description _t2.2.5 Pre-experiment _t2.2.6 Quasi-experiment _t2.2.7 Experiment |
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| 505 | _a2.3 Setting | ||
| 505 | _a2.4 Instrumentation: production data elicitation | ||
| 505 | _a2.5 Variability problem | ||
| 505 | _a2.6 Instrumentation: institutional data elicitation | ||
| 505 | _a2.7 Instrumentation: use of miniature languages | ||
| 505 | _a2.8 Instrumentation: affective variables | ||
| 505 | _a2.9 Instruments from other disciplines | ||
| 505 |
_a2.10 Measuring learner performance
_t2.10.1 Defining language proficiency _t2.10.2 Defining an acquisition point _t2.10.3 Task versus test _t2.10.4 An index of development |
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| 505 | _a2.11 Conclusion | ||
| 505 | _aNotes | ||
| 505 | _aActivities | ||
| 505 | _aSuggestions for further reading | ||
| 505 | _a3 SLA: Types of Data Analysis | ||
| 505 | _a3.1 Introduction | ||
| 505 |
_a3.2 Contrastive analysis
_t3.2.1 The contrastive analysis hypothesis _t3.2.2 Language acquisition as habit formation _t3.2.3 The CAH refuted |
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| 505 |
_a3.3 Error analysis
_t3.3.1 Strong versus weak versions of the CAH _t3.3.2 Language acquisition as rule formation _t3.3.3 Interlingual versus intralingual errors _t3.3.4 Interlanguage _t3.3.5 Error analysis criticized |
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| 505 |
_a3.4 Performance analysis
_t3.4.1 Morpheme studies _t3.4.2 Developmental sequence _t3.4.3 Learner strategies _t3.4.4 The acquisition of forms and functions _t3.4.5 Formulaic utterances |
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| 505 |
_a3.5 Discourse analysis
_t3.5.1 Conversational analysis _t3.5.2 Other applications of discourse analysis |
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| 505 | _a3.6 Conclusion | ||
| 505 | _aNotes | ||
| 505 | _aActivities | ||
| 505 | _aSuggestions for further reading | ||
| 505 | _a4 Interlanguage studies: Substantive findings | ||
| 505 | _a4.1 Introduction | ||
| 505 |
_a4.2 ILs vary systematically
_t4.2.1 Free variation _t4.2.2 Systematic variability _t4.2.3 Variability resulting from amount of attention _t4.2.4 Free variation as an impetus for development _t4.2.5 Multiple explanations for variability |
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| 505 |
_a4.3 ILs exhibit common acquisition orders and developmental sequences
_t4.3.1 Acquisition order: morpheme studies _t4.3.2 Developmental sequence: interrogatives _t4.3.3 Developmental sequence: negation |
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| 505 |
_a4.4 ILs are influenced by the learner's L1
_t4.4.1 The effect of the L1 on SLA: how _t4.4.2 The effect of the L1 of SLA: when (markedness) _t4.4.3 The effect of the L1 on SLA: when (perceived transferability) |
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| 505 | _aNotes | ||
| 505 | _aActivities | ||
| 505 | _aSuggestions for further reading | ||
| 505 | _a5 The linguistic environment for language acquisition | ||
| 505 | _a5.1 Linguistic input for first language acquisition | ||
| 505 |
_a5.2 Linguistic input for second language acquisition
_t5.2.1 Linguistic adjustments to non-native speakers _t5.2.2 Conversational adjustments to non-native speakers |
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| 505 |
_a5.3 Does the linguistic environment make a difference?
_t5.3.1 The effect of deviant input _t5.3.2 The role of conversation in developing syntax _t5.3.3 Input frequency-accuracy order relationships _t5.3.4 Input modification and second language comprehension _t5.3.5 Comprehensible input and second language acquisition |
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| 505 | _aNotes | ||
| 505 | _aActivities | ||
| 505 | _aSuggestions for further reading | ||
| 505 | _a6 Explanations for differential success among second language learners | ||
| 505 | _a6.1 Introduction | ||
| 505 |
_a6.2 Age
_t6.2.1 Studies of age and SLA _t6.2.2 Explanations for age-related differences |
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| 505 | _a6.3 Aptitude | ||
| 505 |
_a6.4 Social-psychological factors
_t6.4.1 Motivation _t6.4.2 Attitude |
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| 505 | _a6.5 Personality | ||
| 505 | _a6.6 Cognitive style | ||
| 505 | _a6.7 Hemisphere specialization | ||
| 505 | _a6.8 Learning strategies | ||
| 505 | _a6.9 Other factors | ||
| 505 | _a6.10 Conclusion | ||
| 505 | _aNotes | ||
| 505 | _aActivities | ||
| 505 | _aSuggestions for further reading | ||
| 505 | _a7 Theories in second language acquisition | ||
| 505 | _a7.1 Introduction | ||
| 505 |
_a7.2 Theory construction and social science
_t7.2.1 The role of theories in making research cumulative _t7.2.2 Purposes and types of theory |
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| 505 |
_a7.3 Nativist theories and SLA
_t7.3.1 General characteristics _t7.3.2 Chomsky's Universal Grammar and SLA _t7.3.3 A critique of language-specific nativist theories _t7.3.4 Krashen's Monitor Theory _t7.3.5 A critique of Monitor Theory |
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| 505 |
_a7.4 Environmentalist theories of SLA
_t7.4.1 General characteristics _t7.4.2 Schumann's Pidginization Hypothesis and Acculturation Model _t7.4.3 A critique of the Pidginization Hypothesis and Acculturation Model |
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| 505 |
_a7.5 Interactionist theories of SLA
_t7.5.1 General characteristics _t7.5.2 Givon's Functional-Typological Theory and SLA _t7.5.3 A critique of Givon's theory in SLA research _t7.5.4 The ZISA's group's Multidimensional Model _t7.5.5 A critique of the Multidimensional Model |
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| 505 |
_a7.6 Conclusion: the state of SLA theories
_t7.6.1 Comparing and evaluating theories _t7.6.2 A note of caution |
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| 505 | _aNotes | ||
| 505 | _aActivities | ||
| 505 | _aSuggestions for further reading | ||
| 505 | _a8 Instructed second language acquisition | ||
| 505 | _a8.1 Introduction | ||
| 505 | _a8.2 Early research on the effect of instruction, and some claimed implications | ||
| 505 | _a8.3 The effect of instruction on accuracy orders and developmental sequence | ||
| 505 | _a8.4 The effect of instruction on acquisition processes | ||
| 505 | _a8.5 The effect of instruction on rate of acquisition | ||
| 505 | _a8.6 The effect of instruction on the level of ultimate SL attainment | ||
| 505 | _a8.7 Conclusion | ||
| 505 | _a8.8 Explanations | ||
| 505 | _a8.9 Researching instructional design features | ||
| 505 | _aNotes | ||
| 505 | _aActivities | ||
| 505 | _aSuggestions for further reading | ||
| 505 | _aEpilogue | ||
| 505 | _aBibliography | ||
| 505 | _aIndex | ||
| 650 | 0 |
_aSecond language acquisition _xResearch. |
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| 700 | 1 | _aLong, Michael H. | |
| 856 |
_uhttps://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/s28b5q/alma991044875035205161 _zCheck the UO Library catalog. |
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| 942 |
_2z _cBK |
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