Table of Contents

Chapter 1 Introduction: Key Concepts and Issues in SLA
1.1 Language Acquisition and SLA
1.2 Some Definitions of SLA
1.3 Some Structural Characteristics of SLA
1.4 The Literature on the Theories of SLA
1.5 A Theoretical Approach Proposed by Spolsky
1.6 Theoretical Applications to L2 Teaching and Learning
1.7 Some Distinctions in the field of SLA Research
1.7.1 SLA and FLA
1.7.2 Acquisition versus Learning
i.7.3 Input versus Intake
1.7.4 Implicit versus Explicit Learning
1.7.5 Incidental versus Intentional Learning
1.7.6 Instructed versus Non-instructed SLA
1.8 Conclusion
Points for Thinking
Further Reading

Chapter 2 Views on Language, Learning and Learner
2.1 Views on the Nature of Language
2.1.1 Phonetics and Phonology
2.1.2 Syntax
2.1.3 Morphology
2.1.4 Semantics
2.1.5 Pragmatics
2.2 Views of the Language Learning Process —— L 1 versus L2
2.2.1 Children's Acquisition of Lexicon
2.2.2 Children's Acquisition of Syntax
2.2.3 Children's Acquisition of Phonology
2.2.4 Children's Acquisition of Semantics and Pragmatics
2.3 Views of the Second Language Learner
2.3.1 The Learner as Language Processor
2.3.2 Differences between Individual Learners
2.3.3 Cognitive Factors
2.3.4 Affective Factors
2.3.5 The Learner as Social Being
2.3.6 Links with Social Practice
2.4 Conclusion
Points for Thinking
Further Reading

Chapter 3 An Introduction to Language Acquisition
3.1 Introduction
3.2 Developmental Patterns in L I Acquisition
3.2.1 A General Outline of English Acquisition as L1
3.2.2 Positive and Negative Reinforcements in Children's L1 Acquisition
3.2.3 Beneficial Views from Children's L1 Acquisition
3.3 The Controversy between Behaviorist and Mentalist Models
3.4 Developmental Patterns in L2 Acquisition
3.4.1 Early Stages
3.4.2 Formulaic Speech
3.4.3 Structural and Semantic Simplification
3.4.4 The Hypothesis of L1 & L2 Acquisition
3.5 Conclusion
Points for Thinking
Further Reading

Chapter 4 Recent History of SLA Research
4.1 Introduction
4.2 The Early Studies on Language Acquisition (to 1960s)
4.2.1 Behavioristic View of Learning —— Habit Formation
4.2.2 Contrastive Analysis
4.2.3 Behaviorism and CA for Language Teaching
4.2.4 Behaviorism under Attack
4.3 The Following-up Studies in 1970s and 1980s
4.3.1 The Birth of Error Analysis and Interlanguage
4.3.2 Krashen and His Monitor Model
4.3.3 Schumann's Pidginization or Acculturation Model
4.4 The Recent Studies on L2A (beyond 1990s)
4.4.1 The Developmental Patterns in Language Acquisition
4.4.2 Different Roles Found in Language Acquisition
4.5 Conclusion
Points for Thinking
Further Reading

Chapter 5 The UG Approach to Language Acquisition
5.1 Introduction
5.2 Universal Grammar (UG) for Language Acquisition
5.2.1 Chomsky and His UG Theory
5.2.2 What Constitutes Knowledge of Language?
5.2.3 How does UG Relate to Language Acquisition?
5.2.4 How is Knowledge of Language Put to Use?
5.3 Arguments from First Language Acquisition
5.3.1 Characteristics of First Language Acquisition
5.3.2 Language Acquisition and Intelligence
5.3.3 Language Impairment and Human Brain Damage
5.3.4 Conclusion
5.4 What Does UG Consist of?.
5.4.1 Principles and Parameters Theory in UG
5.4.2 UG Principles
5.4.3 UG Parameters
5.5 Evaluation of UG-based Approaches to SLA
5.5.1 The Scope and Achievements of the UG Approach
5.5.2 The UG View of Language
5.5.3 The UG View of Language Acquisition
5.5.4 The UG View of the Language Learner
5.6 Conclusion
Points for Thinking
Further Reading

Chapter 6 Cognitive Approaches to SLA
6.1 Introduction
6.2 Two Main Groups of Cognitive Theorists
6.3 Processing Approaches
6.3.1 Information-processing Models of L2 Learning
6.3.2 McLaughlin s Information-processing Model
6.3.3 Anderson's Active Control of Thought (ACT) Model
6.3.4 Application of ACT to Learning Strategies
6.4 Connectionism
6.5 Theories of L2 Processing
6.6 Evaluation of Cognitive Approaches to L2 Learning
6.7 Conclusion
Points for Thinking
Further Reading

Chapter 7 Some Other Perspectives on SLA
7.1 Introduction
7.2 Functional Perspectives on L1 Learning and SLA
7.3 Functionalist Contributions to an Understanding of SLA
7.4 Sociocultural Perspectives on SLA
7.5 Sociolinguistic Perspectives on SLA
7.6 Conclusion
Points for Thinking
Further Reading

Chapter 8 Input, Interaction and Output in SLA
8.1 Introduction
8.2 Input and Interaction in L1 Acquisition
8.3 Input and Interaction in SLA
8.4 Output in SLA
8.5 Theorizing Input, Interaction and Output Research
8.6 Feedback, Recasts and Negative Evidence in SLA
8.7 Evaluation: The Scope of Interactionist Research
8.8 Conclusion
Points for Thinking
Further Reading

Chapter 9 Varied Perspectives on lnterlanguage
9.1 An Introduction to Interlanguage
9.2 Social Aspects of IL
9.3 Discourse Aspects of IL
9.4 Psycholinguistic Aspects of IL
9.5 Conclusion
Points for Thinking
Further Reading

Chapter 10 Researches on L2 Classroom Practice(I)
10.1 Introduction
10.2 An Introduction to the History of L2 Teaching Methods
10.3 Cross-language Competition between L1 and L2
10.4 Some Methods Used in L2 Classroom Research
10.5 Data Collection and Data Analysis
10.6 Conclusion
Points for Thinking
Further Reading

Chapter 11 Researches on L2 Classroom Practice(II)
11.1 Direct Involvement of Classroom Interaction Research
11.2 An Introduction to Classroom Interaction
11.3 Types of Language Use in Classroom Interaction
11.4 Turn Taking in Classroom Discourse
11.5 Differences between Classroom and Naturalistic Discourse
11.6 The Teacher's Role in Classroom Interaction
11.7 Learner Participation
11.8 Classroom Interaction in the L2 Learning
11.9 The Relationship between Classroom Interaction and SLA
11.10 Conclusion
Points for Thinking
Further Reading

Chapter 12 Conclusion
12.1 A Brief Review of the Book
12.2 An Integrated View of SLA Research
12.3 Main Achievements of Recent SLA Research
12.4 SLA Research and Language Education
12.5 Future Directions for SLA Research
Points for Thinking
Further Reading
REFERENCES

Sample Pages Preview

The term SLA here is employed tor re/erring to me smay on oomL2A and FLA because it is assumed that the underlying process isessentially similar. Wherever necessary, this coursebook will make use ofthe distinction between these two fields.1.7.2 Acquisition versus Learning
The second tricky but also controversial distinction is the onebetween Acquisition and Learning. Krashen and Terrell （1983） define"acquisition" as the product of a "subconscious" process, similar to that ofchildren in learning their L1, and learning as the product of formalteaching, which results in conscious knowledge about the language, but thedistinction cannot be as simple as that.
Schmidt （1990） considers the term "subconscious" as an unlikelyproposition, misleading in consciousness research, where it would implytotally without any awareness. In a non-technical sense, the term couldmean "not being aware of having noticed something," which would berelated to a way of learning that takes place while listening to a tape whilesleeping.
Apparently, some evidence shows that people may subconsciouslypick up what they already know, but there is no evidence that new information may be picked up in such a manner. It is commonly accepted that some level of attention is required to notice something, and thatnoticing is crucial in obtaining new information.
Krashen claimed that learning the rules could not lead to an automaticuse of language as in acquisition. Probably, Krashen used the term "subconscious" in a non-technical sense, as the inability to explain whatone knows. In other words, learners may use language forms correctlywithout being able to explain the forms.