The psychology of second language acquisition

Title:

Personal Author:

Dörnyei, Zoltán

Series:

Oxford applied linguistics

Publication Information:

Oxford ; New York : Oxford University Press, 2009

Physical Description:

xiv, 339 p. : ill. ; 24 cm.

ISBN:

9780194421973

Subject Term:

Second language acquisition -- Psychological aspects

Psycholinguistics

Available:*

Library	Item Barcode	Call Number	Material Type	Item Category 1	Status
Searching... PSZ JB	30000010317674	P118.2 D674 2009	Open Access Book	Book	Searching... Unknown

The Psychology of Second Language Acquisition offers a systematic and accessible overview of the main psychological areas and theories in order to keep abreast of the ongoing paradigm shift. Readers will find succinct and up-to-date descriptions of a wide range of psycholinguistic and neuropsychological topics such as language and the brain; neuroimaging and other research methods in psycholinguistics and brain research; non-nativist approaches to language acquisition; explicit/implicit learning and memory, procedural/declarative knowledge, and the automatization of language skills; learner characteristics, age effects, and the critical period hypothesis; and the psychological basis of language learning in educational contexts.

Author Notes

Zoltán Dörnyei is Professor of Psycholinguistics at the School of English Studies, Faculty of Arts at the University of Nottingham.

Preface & Acknowledgements	p. xi
1 Introduction: mapping the terrain	p. 1
Language, linguistics, and psychology: academic interfaces	p. 2
Cognitive linguistics	p. 4
Psycholinguistics	p. 5
Neurolinguistics	p. 6
Cognitive science	p. 7
Cognitive neuroscience	p. 8
Interim summary: the permeability of disciplinary boundaries	p. 10
Main avenues to language attainment	p. 11
First language acquisition	p. 12
Bilingualism	p. 14
Second language acquisition	p. 18
Similarities and differences between first and second language acquisition	p. 21
Third language acquisition and-multilingualism	p. 23
Summary	p. 25
2 Language and the brain	p. 27
The brain	p. 29
The anatomy of the brain	p. 29
The neurobiological basis of brain activity	p. 32
The functional anatomy of the brain	p. 32
The conscious and the unconscious mind	p. 41
Research methods for investigating language and the brain	p. 42
Psycholinguistic methods	p. 43
Pre-neuroimaging methods of brain research	p. 48
Neuroimaging	p. 53
Molecular genetic investigations and imaging genetics	p. 77
Summary	p. 77
3 Psychological processes in language acquisition I: symbolic versus connectionist accounts	p. 79
Nativism and Universal Grammar	p. 81
Universal Grammar	p. 82
A weak form of nativism	p. 87
Non-symbolic psychological theories	p. 88
Connectionism	p. 89
The competition model and the unified model of language acquisition	p. 95
Dynamic(al) systems theory	p. 99
Emergentism	p. 112
Usage-based (or item-/exemplar-based) theories	p. 116
Summary	p. 127
4 Psychological processes in language acquisition II: explicit versus implicit learning	p. 131
Consciousness and attention	p. 132
Consciousness	p. 132
Attention	p. 133
The explicit-implicit dichotomy	p. 135
Explicit learning	p. 136
Implicit learning	p. 137
Incidental versus intentional learning	p. 140
Explicit versus implicit knowledge	p. 142
Explicit versus implicit memory	p. 144
The declarative-procedural dichotomy	p. 146
Beyond the declarative-procedural memory systems	p. 148
Anderson's ACT-R theory	p. 148
At the interface of explicit/declarative and implicit/procedural knowledge	p. 150
Skill learning theory	p. 151
Automatization	p. 155
Initial attention and noticing	p. 158
Explicit versus implicit language learning	p. 159
Krashen and the various interface positions	p. 159
Ullman's declarative-procedural model	p. 161
Automatization and skill learning in a second language	p. 162
Schmidt's noticing hypothesis	p. 164
The explicit-implicit interface m SLA	p. 166
Summary	p. 174
5 The learner in the language learning process I: the dynamic interplay of learner characteristics and the learning environment	p. 179
The 'individual differences' paradigm: the myth and the problems	p. 181
Problems with the traditional conceptualization of ID factors	p. 182
Problems with the traditional selection of ID factors	p. 184
Two meanings of 'individual difference research'	p. 185
Lack of stability and context-independence	p. 188
Multicomponential nature	p. 189
Interim summary: the dynamic nature of individual difference factors	p. 194
Individual differences and dynamic systems theory	p. 196
Reconciliation of personality stability and dynamism	p. 197
The proposed framework of learner-based variance in SLA	p. 200
The cognitive system	p. 202
The motivational system	p. 209
The emotional system	p. 219
The interaction of cognition, motivation, affect, and the environment	p. 225
Summary	p. 229
6 The learner in the language learning process II: the learner's age and the Critical Period Hypothesis	p. 233
Is the age issue really about age?	p. 235
Critical period-sensitive period	p. 236
Definitions of critical and sensitive periods	p. 237
Is there a critical period for first language acquisition?	p. 238
Is there a critical period for SLA?	p. 240
Non-native-like young learners and native-like adult learners	p. 242
A dynamic systems perspective on the Critical Period Hypothesis	p. 247
The age effect and its possible sources	p. 249
The younger the better	p. 249
The older the better	p. 250
Sources of the age effect in formal school learning contexts	p. 251
Sources of the age effect in naturalistic SLA contexts	p. 253
Summary	p. 263
7 The psychology of instructed second language acquisition	p. 267
Implicit versus explicit learning in instructed SLA	p. 268
Is explicit instruction necessary for L2 learning?	p. 269
Three past approaches to L2 instruction	p. 272
The grammar-translation method	p. 273
The audiolingual method	p. 274
Communicative language teaching	p. 275
Current issues in L2 learning and teaching	p. 279
Focus on form and form-focused instruction	p. 280
Fluency and Automatization	p. 286
Formulaic language	p. 293
Summary	p. 300
Afterword	p. 303
References	p. 305
Subject Index	p. 329
Author Index	p. 333

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Author Notes

Table of Contents