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Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
|---|---|---|---|---|---|
Searching... | 30000010275778 | P118.2 R68 2012 | Open Access Book | Book | Searching... |
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Summary
Summary
The Routledge Handbook of Second Language Acquisition brings together fifty leading international figures in the field to produce a state-of-the-art overview of Second Language Acquisition.
The Handbook covers a wide range of topics related to Second Language Acquisition: language in context, linguistic, psycholinguistic, and neurolinguistic theories and perspectives, skill learning, individual differences, L2 learning settings, and language assessment. All chapters introduce the reader to the topic, outline the core issues, then explore the pedagogical application of research in the area and possible future development.
The Routledge Handbook of Second Language Acquisition is an essential resource for all those studying and researching Second Language Acquisition.
Author Notes
Susan M. Gass is University Distinguished Professor in the Department of Linguistics and Languages at Michigan State University. She is the author of many titles and co-author of Second Language Acquisition: An Introductory Course, Third Edition (Routledge, 2008), with Larry Selinker. She co-edits the series, Second Language Acquisition Research (with Alison Mackey, for Routledge).
Alison Mackey is Professor in the Department of Linguistics at Georgetown University. She is the author of many titles, and co-author of Data Elicitation for Second and Foreign Language Research (Routledge 2007), with Susan M. Gass. She co-edits the series, Second Language Acquisition Research (with Susan Gass, for Routledge).
Reviews 1
Choice Review
Renowned scholars in second language (L2) acquisition, Gass (Michigan State Univ.) and Mackey (Georgetown Univ.) have compiled a thorough survey of their field. This handbook includes 35 contributions by both well-known researchers--including Robert DeKeyser, Nick Ellis, and Lourdes Ortega--and up-and-coming scholars. The book is divided into seven sections: "Language in Context," "Linguistic Perspectives," "Psycholinguistic and Neurolinguistic Perspectives," "Skill Learning," "Individual Differences," "The Setting for Learning," and "Assessment of L2 Knowledge." Each chapter follows the same pattern: historical framework, key themes in the topic, data gathering and analysis techniques, and recommendations for future study. Additionally, each chapter, at the request of the editors, features an "application" section detailing how the L2 theory discussed can be used in classroom instruction. A list of references follows each chapter, and the editors include both a list of common L2 abbreviations and a glossary of terms. This is an excellent collection of writings on traditional and developing areas of study in second-language acquisition learning and teaching. Summing Up: Essential. Upper-division undergraduates, graduate students, researchers, faculty, and practitioners. F. E. Nicholson Aurora University
Table of Contents
| List of illustrations | p. ix |
| List of abbreviations | p. x |
| List of contributors | p. xiii |
| Introduction | p. 1 |
| Part I Language in context | p. 5 |
| 1 Interactionist approach | p. 7 |
| 2 The role of feedback | p. 24 |
| 3 Variationist perspectives | p. 41 |
| 4 Sociocultural theory: a dialectical approach to L2 research | p. 57 |
| 5 Complexity theory | p. 73 |
| Part II Linguistic perspectives | p. 89 |
| 6 Second language phonology | p. 91 |
| 7 Linguistic approaches to second language morphosyntax | p. 106 |
| 8 L2 semantics | p. 127 |
| 9 Pragmatics in second language acquisition | p. 147 |
| 10 Vocabulary | p. 163 |
| Part III Psycholinguistic and neurolinguistic perspectives | p. 177 |
| 11 Second language processing | p. 179 |
| 12 Frequency-based accounts of second language acquisition | p. 193 |
| 13 The logic of the unified model | p. 211 |
| 14 Processability theory | p. 228 |
| 15 Attention and awareness in second language acquisition | p. 247 |
| 16 Input processing | p. 268 |
| 17 The neurocognition of second language | p. 282 |
| Part IV Skill learning | p. 301 |
| 18 Development of second language reading skills: cross-linguistic perspectives | p. 303 |
| 19 The acquisition of second language writing | p. 319 |
| 20 Second language speech production | p. 335 |
| 21 Second language speech perception: a cross-disciplinary perspective on challenges and accomplishments | p. 349 |
| 22 Speaking and writing tasks and their effects on second language performance | p. 364 |
| Part V Individual differences | p. 379 |
| 23 Language aptitude | p. 381 |
| 24 Motivation | p. 396 |
| 25 Identity, agency, and second language acquisition | p. 410 |
| 26 Working memory and SLA | p. 427 |
| 27 Age effects in second language learning | p. 442 |
| 28 The role of educational level, literacy, and orality in L2 learning | p. 461 |
| 29 Fossilization-A classic concern of SLA research | p. 476 |
| 30 Heritage languages and L2 learning | p. 491 |
| 31 Advanced language proficiency | p. 506 |
| Part VI The setting for learning | p. 523 |
| 32 Learning through immersion during study abroad | p. 525 |
| 33 Classroom research | p. 541 |
| 34 Language learning through technology | p. 555 |
| Part VII Conclusion: assessment of L2 knowledge | p. 571 |
| 35 Assessing learner knowledge | p. 573 |
| Glossary | p. 590 |
| Index | p. 599 |
