Second Language Acquisition - Jennifer Behney

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Résumé :

Part One: Preliminaries

Chapter One: Introduction

1.1 THE STUDY OF SECOND LANGUAGE ACQUISITION

1.2 DEFINITIONS

1.3 THE NATURE OF LANGUAGE

1.3.1 Semantics

1.3.2 Pragmatics

1.3.3 Syntax

1.3.4 Morphology and the Lexicon

1.3.5 Sound Systems

1.4 THE NATURE OF NONNATIVE SPEAKER KNOWLEDGE

1.5 CONCLUSION

Chapter Two: Where Do Data Come From?

2.1 DATA TYPES

2.2 LEARNER CORPORA

2.3 DATA ELICITATION

2.3.1 Measuring General Proficiency

2.3.2 Measuring Nonlinguistic Information

2.3.3 Verbal Report Data

2.3.3.1 Think-Alouds

2.3.3.2 Stimulated Recall

2.3.3.3 Post-Production Interviews

2.3.4 Narrative Inquiry

2.3.5 Language-Elicitation Measures

2.3.5.1 Elicited Imitation

2.3.5.2 Judgments

2.3.5.3 Language Games

2.3.5.4 Discourse Completion

2.3.6 PROCESSING DATA

2.3.6.1 Reaction Time

2.3.6.2 Self-paced Reading

2.3.6.3 Eye-Tracking

2.3.6.4 Neurolinguistic Data

2.4 REPLICATION

2.5 META-ANALYSES

2.6 ISSUES IN DATA ANALYSIS

2.7 WHAT IS ACQUISITION?

2.8 CONCLUSION

Part Two: Historical Underpinnings of SLA Research

Chapter Three: The Role of the Native Language - A Historical Overview

3.1 INTRODUCTION

3.2 BEHAVIORISM

3.2.1 Linguistic Background

3.2.2 Psychological Background

3.3 CONTRASTIVE ANALYSIS HYPOTHESIS

3.4 ERROR ANALYSIS

3.5 CONCLUSION

Chapter Four: The Transition Period

4.1 INTRODUCTION

4.2 FIRST LANGUAGE ACQUISITION

4.2.1 Words

4.2.2 Sounds and Pronunciation

4.2.3 Syntax

4.2.4 Morphology

4.3 CHILD L2 ACQUISITION

4.4 CHILD L2 MORPHEME ORDER STUDIES

4.5 ADULT L2 MORPHEME ORDER STUDIES

4.6 THE MONITOR MODEL

4.6.1 The Acquisition-Learning Hypothesis

4.6.2 The Natural Order Hypothesis

4.6.3 The Monitor Hypothesis

4.6.4 The Input Hypothesis

4.6.5 The Affective Filter Hypothesis

4.6.6 Limitations

4.7 CONCLUSION

Chapter Five: Alternative Approaches to the Role of Previously Known Languages

5.1 REVISED PERSPECTIVES ON THE ROLE OF THE NATIVE LANGUAGE

5.1.1 Avoidance

5.1.2 Differential Learning Rates

5.1.3 Different Paths

5.1.4 Overproduction

5.1.5 Predictability/Selectivity

5.1.6 L1 Influences in L2 Processing

5.1.7 Morpheme Order

5.2 CONCLUSION

Part Three: A Focus on Form - Language Universals

Chapter Six: Formal Approaches to SLA

6.1 INTRODUCTION

6.2 UNIVERSAL GRAMMAR

6.2.1 Initial State

6.2.1.1 Fundamental Difference Hypothesis

6.2.1.2 Access to UG Hypothesis

6.2.2 UG Principles

6.2.3 UG Parameters

6.2.4 Minimalist Program

6.2.5 Falsification

6.3 TRANSFER: THE GENERATIVE/UG PERSPECTIVE

6.3.1 Levels of Representation

6.3.2 Clustering

6.3.3 Learnability

6.4 THE FUNDAMENTAL DIFFERENCE HYPOTHESIS REVISED

6.5 SEMANTICS AND THE SYNTAX-SEMANTICS INTERFACE HYPOTHESIS

6.5.1 Semantics

6.5.2 Syntax and Semantics: The Interface Hypothesis

6.6 PHONOLOGY

6.6.1 Markedness Differential Hypothesis

6.6.2 Similarity/Dissimilarity: Speech Learning Model

6.6.3 Optimality Theory

6.6.4 Ontogeny Phylogeny Model

6.7 CONCLUSION

Chapter Seven: Typological Approaches

7.1 TYPOLOGICAL UNIVERSALS

7.1.1 Test Case I: The Accessibility Hierarchy

7.1.2 Test Case II: The Acquisition of Questions

7.1.3 Test Case III: Voiced/Voiceless Consonants

7.2 FALSIFIABILITY

7.3 TYPOLOGICAL UNIVERSALS: CONCLUSION

7.4 TYPOLOGIC...

Biographie:

Susan M. Gass is University Distinguished Professor of Second Language Studies at Michigan State University. She has served as president of the American Association of Applied Linguistics (AAAL) and the International Association of Applied Linguistics (AILA). Throughout her career, she has made groundbreaking contributions to advance the study of SLA, and remains one of the leading figures in the field. She is the winner of numerous local, national, and international awards.

Jennifer Behney is Associate Professor of Italian and Applied Linguistics in the Department of World Languages and Cultures at Youngstown State University. Her work has appeared in Foreign Language Annals, Studies in Second Language Acquisition, and several book chapters, and she was co-editor of a volume on salience in SLA. She was the recipient of the 2019 Ed Allen Award for Outstanding College World Language Instructor.

Luke Plonsky (PhD, Michigan State University) is Associate Professor of Applied Linguistics at Northern Arizona University, where he teaches courses in SLA and research methods. His work in these areas can be found in over seventy articles, book chapters, and books. Luke is Senior Associate Editor of Studies in Second Language Acquisition, Managing Editor of Foreign Language Annals, Co-Editor of de Gruyter Mouton's Series on Language Acquisition, and Co-Director of the IRIS Database (iris-database.org). In addition to prior appointments at Georgetown University and University College London, Luke has taught in Japan, the Netherlands, Poland, Puerto Rico, and Spain.