The Cambridge handbook of second language acquisition

Contents......Page 9
Figures......Page 11
Tables......Page 12
Contributors......Page 14
Acknowledgments......Page 17
Scope and overview......Page 19
Part I Theory and practice......Page 23
Introduction to Part I......Page 25
1.2 The Chomskyan revolution......Page 27
1.3 Rediscovering the lexicon......Page 31
1.4 Not quite a revolution......Page 32
1.5 A partial consensus......Page 35
1.6 Minimalism and the biolinguistic program......Page 37
1.7 Reconciling biology with culture......Page 39
1.8 Concluding remarks......Page 42
2.1 Introduction: when does the history of second language begin?......Page 44
2.2 History of the role of a learner\'s native language in second language acquisition......Page 46
2.2.1 Prehistory of the role of L1......Page 47
2.2.2 Role of L1 in twentieth-century structuralism......Page 48
2.2.3 Reconceptualizing the role of L1 in the 1970s-1980s......Page 50
2.2.4 Late twentieth-century research on the role of L1......Page 52
2.3.1 “Cartesian linguistics”......Page 53
2.3.2 Emergence of the notion of interlanguage......Page 55
2.3.3 Reappraising the basis of L2 learners’ capacities......Page 56
2.4.1 Social interaction in L2 acquisition: fourth versus twentieth century......Page 58
2.4.2 Conceptualization of cognitive versus social factors in L2 learning......Page 60
2.5 Conclusion......Page 62
3.1 Introduction......Page 64
3.2.1 Purpose of SLA theories......Page 65
3.2.2 SLA research agendas......Page 66
3.2.3 Research findings......Page 69
3.3 The main theoretical families......Page 70
Domain of inquiry......Page 71
Views on the nature of language......Page 72
View of the language learner......Page 74
Linguistic approaches and SLA research agendas/findings......Page 75
Conclusion: contribution of formal linguistic approaches to theory building......Page 76
Domain of inquiry......Page 77
Views on the nature of language......Page 78
View of the learning process......Page 79
Cognitive approaches and SLA research agendas/findings......Page 80
Conclusion: contribution of cognitive approaches to SLA theory building......Page 81
3.3.3 Interactionist, sociolinguistic and sociocultural approaches......Page 82
Domain of inquiry......Page 83
View of the learning process......Page 84
Views of the language learner......Page 85
Interactional/sociolinguistic/sociocultural approaches and research agendas/findings......Page 86
3.4 Conclusion......Page 88
4.1 Introduction......Page 89
4.2 Biological factors......Page 91
4.3 Cognitive factors......Page 97
4.4 Pedagogical factors......Page 101
4.5 Social factors......Page 105
4.6 Conclusion......Page 109
Part II Internal ingredients......Page 111
Introduction to Part II......Page 113
5.1 Introduction......Page 115
5.2 From Contrastive Analysis to Creative Construction......Page 116
5.3.1 Relative frequency of use......Page 118
5.3.3 Conditions under which the L1 might influence the L2......Page 120
5.4 Views on the initial state......Page 121
5.4.2 Full transfer / full access......Page 123
5.5 Approaches of the past decade......Page 124
5.5.1 Morphosyntax......Page 125
5.5.2 Phonology......Page 127
5.5.3 Lexicon......Page 128
5.6 Conclusions......Page 130
6.1 Introduction......Page 132
6.2.1 Comprehension......Page 133
6.2.2 Production......Page 135
6.3.1 Anderson\'s ACT......Page 137
Production procedures......Page 139
Automatization......Page 141
M. Paradis......Page 143
Ullman......Page 144
6.3.3 Working memory......Page 146
6.4.1 Acquisition versus learning......Page 150
6.4.2 Finer constructs......Page 151
6.5 Conclusion......Page 153
7.1 Introduction......Page 155
7.2.1 Intricate domain-specific knowledge......Page 157
7.2.2 Needles in the linguistic haystack......Page 159
7.2.3 Uniqueness and variability......Page 161
7.2.4 The bankruptcy of the stimulus......Page 163
7.2.5 The narrow range of provisional non-target grammars......Page 165
7.3.2 Learnability problems vs. specific solutions......Page 167
7.3.3 Not all linguistic phenomena have (equally) probative value......Page 168
7.4 A comparison of the POS in native vs. non-native language acquisition......Page 170
7.5 Summary and conclusion......Page 176
8.1 Introduction......Page 177
8.2 Language attitudes and motivation......Page 179
8.3.1 The talented L2 learner......Page 183
8.3.2 Working memory and short-term memory......Page 185
8.3.3 Transfer of L1 aptitude to L2......Page 186
8.4 Personality traits......Page 187
8.4.1 Extraversion vs. introversion......Page 188
8.4.2 Neuroticism vs. emotional stability......Page 192
8.4.4 Openness-to-Experience......Page 193
8.4.6 Foreign language anxiety and trait emotional intelligence......Page 194
8.5 Conclusion......Page 196
9.1 Introduction......Page 198
9.2 Impact of alphabetic literacy on adult oral native language processing......Page 199
9.3.1 SLA research with unschooled workers in Europe......Page 205
9.3.2 Research with adult L2 learners on alphabetic literacy and oral language processing......Page 206
9.3.3 The Minneapolis Somali literacy study......Page 207
Study 1: Literacy and recall of recasts......Page 210
Study 2: Elicited imitation......Page 211
Study 3: Grammar forms used in oral narrative......Page 212
9.4 LESLLA research on literacy and SLA......Page 214
9.5 Conclusion and implications for theories of SLA......Page 218
Part III External ingredients......Page 223
Introduction to Part III......Page 225
10.1 Introduction......Page 227
10.2 A brief historical overview......Page 228
10.3.1 Input......Page 232
10.3.2 Output......Page 235
10.3.3 Feedback......Page 240
10.4 Factors influencing conversational interaction......Page 242
10.4.1 Tasks and conversational interaction......Page 243
10.4.2 Individual differences and conversational interaction......Page 244
10.5 Conclusions and lines for further research......Page 246
11.1 Introduction......Page 248
11.2.1 Poststructuralism and other postfoundational perspectives......Page 249
11.2.2 Sociocultural approaches to SLA......Page 251
11.3 Identity categories in SLA research......Page 253
11.3.1 Heritage learners......Page 254
11.3.2 Multilingual learners......Page 257
11.3.3 Gendered learners......Page 259
11.3.4 Racialized identities......Page 262
11.3.5 Non-native teacher identities......Page 264
11.4 Future directions......Page 266
11.5 Conclusion......Page 268
12.2 Socialization: calling for a “reconceptualization of research in SLA”......Page 269
12.2.1 The social turn in SLA research......Page 270
12.2.2 Competing paradigms: L2 socialization versus cognitive approaches......Page 271
12.2.3 Brief epistemological remarks on the debate between cognitive and sociocultural SLA research......Page 272
12.2.4 Socially oriented SLA research......Page 273
12.3.1 The legacy from early influences......Page 275
12.3.2 Social context and setting......Page 277
12.3.4 Identity and power relations......Page 278
12.3.5 Societal integration......Page 279
12.4.1 Background......Page 280
12.4.2 Naturalistic data analysis......Page 281
Managing L2 understanding......Page 282
Responding to a social investigation......Page 283
12.4.3 Literacy practices......Page 285
Cognitive research projects on L2 literacy......Page 286
Methodological and epistemological challenges......Page 287
12.5.2 Future directions......Page 288
13.1 Introduction......Page 290
13.2.1 Variationist sociolinguistics......Page 291
13.2.2 Variation and SLA......Page 294
13.2.3 Sociolinguistic competence: native speaker variation speech patterns......Page 295
13.2.4 The acquisition of native-speaker variation patterns: naturalistic and formal settings......Page 296
13.3 Contribution of variation theory to SLA......Page 297
13.3.2 Input......Page 298
13.3.3 Group versus individual variation......Page 299
13.3.5 Age......Page 300
13.3.6 Context......Page 301
13.4 Recent developments in variationist SLA research......Page 302
13.4.1 Identity and variationist SLA......Page 303
13.4.2 Identity and agency......Page 306
13.5 Conclusion......Page 308
14.1 Introduction......Page 310
14.2 From CALL to CMCL......Page 312
14.3 Theoretical and methodological underpinnings......Page 314
14.4 Encounters of the native kind......Page 317
14.5.1 Asynchronous and synchronous CMCL......Page 319
14.5.2 Video conferencing......Page 321
14.5.3 Mobile devices......Page 322
14.5.4 Web 2.0: blogs, wikis, social networking......Page 323
14.5.5 Virtual environments......Page 324
14.6.1 Language learner corpora......Page 326
14.6.2 Learners using corpora......Page 327
14.6.4 The effectiveness of corpora in SLA......Page 328
14.7 Concluding thoughts......Page 329
Part IV Biological factors......Page 331
Introduction to Part IV......Page 333
15.1 Introduction......Page 335
15.2.1 A categorical critical period for L2......Page 336
15.2.2 Age effects from a gradient perspective......Page 338
15.3.1 Phonology......Page 339
15.3.2 Morphosyntax......Page 342
15.3.3 Processing and lexical access......Page 344
15.4.1 Maturation and the brain......Page 348
15.4.2 Influence of the native language......Page 350
15.4.3 Cognitive resources, experience and other variables......Page 352
15.5 Conclusion......Page 354
16.1 Introduction......Page 356
16.2 L1 and the initial state in child L2 acquisition......Page 359
16.3 Functional categories in child L1 and child L2 acquisition......Page 363
16.4 Morphological variability in child L1 and child L2 acquisition......Page 365
16.5 Comparing typical and atypical child L2 acquisition......Page 367
16.6 Conclusion......Page 369
17.2.1 Minority language speakers......Page 371
17.2.2 Incomplete L1 acquisition vs. attrition......Page 373
17.3 Profile of minority language speakers......Page 375
17.4 The weaker language in minority language speakers......Page 377
17.4.2 Vocabulary......Page 378
17.4.3 Morphosyntax......Page 379
17.4.4 Syntax......Page 380
17.5 Theoretical issues in the study of incomplete L1 acquisition......Page 384
17.5.1 Literacy and later language development......Page 385
17.5.2 Age effects versus experience......Page 386
17.5.3 Child-adult comparison: attrition vs. incomplete acquisition......Page 388
17.6 Conclusion......Page 389
18.1 General introduction: L3......Page 390
18.2.1 Educational approaches......Page 391
18.2.2 Sociolinguistic approaches......Page 395
18.3 Multicompetence and language throughout the lifespan......Page 397
18.4.1 The lexicon......Page 399
18.4.2 Syntax......Page 403
18.4.3 Phonology......Page 406
18.5 Discussion and conclusions......Page 409
19.2.1 Lexical access in bilinguals......Page 412
Orthographic information......Page 413
Semantic information......Page 414
Lexical access in sentence context......Page 415
Lexical access: summary......Page 416
Priming......Page 417
Syntactic ambiguity......Page 418
Crosslinguistic transfer......Page 419
Syntactic processing: summary......Page 420
ERP methodology......Page 421
ERPs and AoA......Page 422
ERPs and proficiency......Page 423
ERPs and language transfer......Page 424
ERPs and L2 learning......Page 425
Neuroimaging methodologies......Page 426
Neuroimaging, AoA and proficiency......Page 427
Neuroimaging and L2 learning......Page 428
19.4.1 Lexical access and semantic representations......Page 429
19.4.2 Syntactic processing......Page 431
19.5 Conclusion......Page 433
20.2 Different brains are distinct......Page 435
20.2.1 Synaptic connections......Page 436
20.2.2 The outcomes of different brains being different......Page 438
20.3 Stimulus appraisal system: affect and the brain......Page 439
20.3.2 Stimulus appraisal and other perspectives......Page 440
20.3.3 The neurobiology of stimulus appraisal......Page 442
Opiates and dopamine along with the corticobulbar tracts......Page 443
The amygdala, orbital frontal cortex and the body proper......Page 444
Genetic and developmental influences on the neurobiology of stimulus appraisal......Page 445
20.4.1 The effect of anxiety on language learning......Page 446
Evidence from language learner diaries......Page 447
Evidence from experimental methods......Page 448
Stimulus appraisal and anxiety......Page 449
20.4.2 Subcortical regions implicated in anxiety......Page 450
20.5 Discussion: implications for research......Page 451
20.6 Conclusion......Page 453
Part V Properties of interlanguage systems......Page 455
Introduction to Part V......Page 457
21.1 Introduction......Page 459
21.2 Types of vocabulary knowledge and lexical storage......Page 460
21.3 Norms of vocabulary growth......Page 464
21.4.1 Input and uptake of vocabulary......Page 468
21.4.2 Frequency, repetition and vocabulary learning......Page 469
21.4.3 Incidental and explicit learning......Page 472
21.5 Focus on form and processing load......Page 475
21.6 Conclusion......Page 477
22.1 Introduction......Page 479
22.2 Ways of developing semantic knowledge......Page 480
22.3.1 Reference to kinds......Page 481
22.3.2 Result and process nominals......Page 485
22.4 Acquiring aspectual systems......Page 487
22.4.1 Acquisition of aspect in Romance languages......Page 488
22.4.2 Japanese......Page 489
22.4.3 Other languages......Page 493
22.5 Feature reassembly and semantic development......Page 494
22.6 Conclusion and perspectives......Page 498
23.1 Introduction......Page 500
23.2.1 Speech acts......Page 502
23.2.2 Conversational implicature......Page 504
23.3.1 Anaphora resolution......Page 509
23.3.2 Definiteness/indefiniteness and specificity......Page 511
23.3.3 Deixis......Page 514
23.4 Information structure (the syntax-discourse interface)......Page 518
23.5 Conclusion......Page 522
24.1.1 Parameters vs. features......Page 523
24.1.2 Approaches to features in SLA......Page 525
24.2 Verbal morphosyntax......Page 526
24.2.1 Verbal inflection......Page 527
24.2.2 Verb syntax......Page 528
24.3 Impairment at the level of syntactic representation......Page 532
24.4 Missing Surface Inflection......Page 533
24.4.1 MSI in L2 English......Page 534
24.4.2 MSI in French and German......Page 537
24.4.3 The MSIH and Distributed Morphology......Page 539
24.4.4 Morphological Underspecification Hypothesis......Page 540
24.5 The Prosodic Transfer Hypothesis......Page 541
24.6 New directions: the Feature Reassembly Hypothesis......Page 543
24.7 Conclusion......Page 546
25.1.1 Transfer and universals......Page 547
25.1.2 Phonology vs. phonetics......Page 549
25.1.3 Perception and production......Page 551
25.2.1 Voicing contrasts in stop consonants......Page 552
25.2.2 Vowel contrasts......Page 554
25.2.3 Liquid contrasts......Page 555
25.3.1 Consonant clusters within and across syllables......Page 557
25.3.2 Restrictions on segments in the syllable coda......Page 559
25.4 Prosodic systems: stress, pitch accent, tone and intonation......Page 560
Production of L2 stress......Page 562
Perception of L2 stress......Page 564
25.4.2 Acquisition of tone, pitch accent and intonation......Page 568
25.5 Conclusion......Page 570
Part VI Models of development......Page 573
Introduction to Part VI......Page 575
26.1 Introduction......Page 578
26.2.1 Two typical examples of second language performance......Page 579
26.2.2 The need for a property and a transition theory in explaining L2 development......Page 581
26.2.3 Online processing as a key element in development......Page 582
26.3 O’Grady\'s (2005) Emergentist Model (OGE)......Page 583
26.4.1 Jackendoff\'s account of the language faculty......Page 585
26.4.2 Autonomous Induction theory (AIT)......Page 587
26.5.1 Sharwood Smith and Truscott: acquisition by processing......Page 589
26.5.2 MOGUL and the transition problem......Page 590
Acquisition by Processing theory (APT)......Page 591
Transition in MOGUL: the case of English /b~v/......Page 592
When problems occur in transition: the case of English /r/~/l/......Page 594
26.5.3 MOGUL: nature, goals and limitations......Page 597
26.6 Conclusion......Page 598
27.1 Introduction......Page 599
27.2 Defining the notion of stage......Page 600
27.3 Syntactic background - functional projections......Page 602
27.4 Grammatical stages of development in L1 and L2 acquisition......Page 603
27.5 Grammatical stages in research in the 1980s and onwards......Page 609
27.5.1 Studies of L2 German word order......Page 610
27.5.2 The Basic Variety......Page 611
27.5.3 Finiteness linking......Page 612
27.5.4 Processability theory......Page 613
27.6 Organic Grammar......Page 614
27.7 Conclusion: theoretical and practical considerations......Page 620
28.1 Introduction......Page 623
28.2 An embodied and enactive cognition......Page 624
28.3.1 Construction grammars......Page 626
28.3.2 An emergentist model of construction learning......Page 628
28.3.3 Verb islands, chunking and construction generalization......Page 629
28.4.1 Learning processes: intention sharing and pattern finding......Page 630
28.4.3 Learning processes: perceptual saliency......Page 631
28.4.4 Frequency, saliency and first language effects......Page 632
28.5.2 Conceptualization and meaning......Page 633
28.5.3 Thinking for speaking: the problem of conceptual transfer......Page 634
28.5.4 U-shaped learning and the Competition Model......Page 636
28.6.1 Parallel processing models: the brain that learns......Page 637
28.6.2 Parallel processing models: computer simulations......Page 638
28.6.3 Neural nets and language learning......Page 639
28.6.4 Chaos and complexity......Page 641
28.7 Conclusion......Page 643
29.1 Introduction......Page 645
29.2.1 Krashen\'s Input Hypothesis......Page 646
29.2.3 Input and input processing......Page 647
29.3.1 Levels of input......Page 649
29.3.3 Amount of input and length of utterances......Page 650
Modified and unmodified input......Page 651
Acousticially varied and acoustically consistent input......Page 652
29.4 Input and the development of form-meaning connections......Page 653
29.5.1 Principle 1: The Primacy of Meaning Principle......Page 655
29.5.3 Empirical support for VanPatten\'s Model of Input Processing......Page 657
29.6.1 Input enhancement......Page 659
Input flood......Page 660
Processing instruction and structured input......Page 661
29.7 Conclusion: limitations and directions for future research......Page 663
30.1 Introduction......Page 666
Mediation......Page 667
Activity theory......Page 668
The ZPD today......Page 669
30.2.3 L2 research and the ZPD......Page 671
30.3.1 The ZPD and L2 skills development......Page 672
30.3.2 Dynamic Assessment and tutor/teacher feedback in the ZPD......Page 676
30.3.3 Peer collaboration and the ZPD......Page 678
30.3.4 Expanding the ZPD......Page 683
30.4 Conclusion......Page 686
31.1 Introduction: overview of ultimate attainment in SLA......Page 688
31.1.1 Why is the study of L2 ultimate attainment interesting?......Page 689
31.1.2 Focusing on what can be attained......Page 690
31.1.3 Focusing on what is not attained......Page 691
31.1.4 Organization of the chapter......Page 692
31.2.1 The use of NS data in SLA ultimate attainment studies......Page 693
31.2.2 Determining if a grammatical steady state has been achieved......Page 694
31.3 What is most likely to be fully acquired?......Page 696
31.3.1 UG-constrained syntactic feature selection......Page 697
31.3.2 Attainment of semantic knowledge in SLA......Page 701
31.4.1 Variability in morphological inflection......Page 703
31.4.2 Fossilization at the interfaces......Page 706
31.5 Conclusion......Page 709
A. Referential activity on political views......Page 710
A. Actividad Referencial sobre lo que tenemos y lo que queremos......Page 711
A. Referential activity on what we have and what we want......Page 712
B. Affective Activity about the perfect partner......Page 713
Notes......Page 715
Glossary......Page 720
Selected references......Page 755
Index......Page 832