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0 (hodnocen0 x )

(3) Půjčeno:3x 

BK

1st ed.

London : Longman, 1994

xvii,398 s.,tab.

ISBN 0-582-55377-6 (brož.)

Applied linguistics and language study

Obsahuje bibliografii na s. 334 - 393 a rejstřík

Jazyky cizí - vyučování - výzkumy - studie

000042588

General Editor’s Preface x // Authors’ Preface xiii // Acknowledgements xvi // 1 Introduction 1 // 1.1 The place of second language in the world today 1 // 1.2 Why study second language acquisition? 2 // 1.3 Development of the field of study of second language // acquisition 5 // 1.4 . The scope of second language acquisition research Notes Activities // Suggestions for further reading // 2 Second language acquisition research methodology 10 // 2.1 Introduction 10 // 2.2 Qualitative versus quantitative methodologies 10 // 2.2.1 Introspection 15 // 2.2.2 Participant observation 15 // 2.2.3 Non-participant observation 16 // 2.2.4 Focused description 17 // 2.2.5 Pre-experiment 19 // 2.2.6 Quasi-experiment 20 // 2.2.7 Experiment 20 // 2.3 Setting 24 // 2.4 Instrumentation: production data elicitation 26 // 2.5 Variability problem 30 // 2.6 Instrumentation: intuitional data elicitation 33 // 2.7 Instrumentation: use of miniature languages 35 // 2.8 Instrumentation: affective variables 35 // 2.9 Instruments from other disciplines 37 // 2.10 Measuring learner performance 38 // so OO ON // vi Second Language Acquisition Research // 2.10.1 Defining language proficient 38 // 2.10.2 Defining an acquisition point 40 // 2.10.3 Task versus test 41 // 2.10.4 An index of development 42 // 2.11 Conclusion 44 // Notes 45 // Activities 46 // Suggestions for further reading 50 // 3 SLA: Types of data analysis 52 // 3.1 Introduction 52 // 3.2 Contrastive analysis 52 // 3.2.1 The contrastive analysis hypothesis 53 // 3.2.2 Language acquisition as habit formation 55 // 3.2.3 The CAH refuted 55 // 3.3 Error analysis 56 // 3.3.1 Strong versus weak versions of the CAH 5 6 // 3.3.2 Language acquisition as rule formation 57 // 3.3.3 Interlingual versus intralingual errors 58 // 3.3.4 Interlanguage 60 // 3.3.5 Error analysis criticized 61 // 3.4 Performance analysis 62 //

3.4.1 Morpheme studies 62 // 3.4.2 Developmental sequence 63 // 3.4.3 Learner strategies 65 // 3.4.4 The acquisition of forms and functions 68 // 3.4.5 Formulaic utterances 68 // 3.5 Discourse analysis 69 // 3.5.1 Conversational analysis 70 // 3.5.2 Other applications of discourse analysis 71 // 3.6 Conclusion 73 // Notes 74 // Activities 75 // Suggestions for further reading 80 // 4 Interlanguage studies: Substantive findings 81 // 4.1 Introduction 81 // 4.2 ILs vary systematically 81 // 4.2.1 Free variation 81 // 4.2.2 Systematic variability 82 // Contents // vii // 4.2.3 Variability resulting from amount of // attention 84 // 4.2.4 Free variation as an impetus for // development 85 // 4.2.5 Multiple explanations for variability 86 // 4.3 ILs exhibit common acquisition orders and developmental sequences 88 // 4.3.1 Acquisition order: morpheme studies 88 // 4.3.2 Developmental sequence: interrogatives 92 // 4.3.3 Developmental sequence: negation 94 // 4.4 ILs are influenced by the learner’s LI 96 // 4.4.1 The effect of the LI on SLA: how 97 // 4.4.2 The effect of the LI on SLA: when (markedness) 101 // 4.4.3 The effect of the LI on SLA: when (perceived transferability) 103 // Notes 107 // Activities 108 // Suggestions for further reading 112 // 5 The linguistic environment for language acquisition 114 // 5.1 Linguistic input for first language acquisition 114 // 5.2 Linguistic input for second language acquisition 116 // 5.2.1 Linguistic adjustments to non-native speakers 117 // 5.2.2 Conversational adjustments to non-native // speakers 120 // 5.3 Does the linguistic environment make a difference? 128 // 5.3.1 The effect of deviant input 129 // 5.3.2 The role of conversation in developing syntax 130 // 5.3.3 Input frequency-accuracy order relationships 132 // 5.3.4 Input modification and second language comprehension 134 //

5.3.5 Comprehensible input and second language acquisition 139 // Notes 144 // Activities 145 // Suggestions for further reading 152 // 6 Explanations for differential success among second language learners 153 // 6.1 Introduction 153 // 6.2 Age 154 // 6.2.1 Studies of age and SLA 155 // 6.2.2 Explanations for age-related differences 163 // 6.3 Aptitude 167 // 6.4 Social-psychological factors 172 // 6.4.1 Motivation 173 // 6.4.2 Attitude 175 // 6.5 Personality 184 // 6.6 Cognitive style 192 // 6.7 Hemisphere specialization 197 // 6.8 Learning strategies 199 // 6.9 Other factors 203 // 6.10 Conclusion 206 // Notes 215 // Activities 216 // Suggestions for further reading 218 // 7 Theories in second language acquisition 220 // 7.1 Introduction 220 // 7.2 Theory construction and social science 221 // 7.2.1 The role of theories in making research cumulative 221 // 7.2.2 Purposes and types of theory 222 // 7.3 Nativist theories of SLA 227 // 7.3.1 General characteristics 227 // 7.3.2 Chomsky’s Universal Grammar and SLA 228 // 7.3.3 A critique of language-specific nativist theories 235 // 7.3.4 Krashen’s Monitor Theory 240 // 7.3.5 A critique of Monitor Theory 245 // 7.4 Environmentalist theories of SLA 249 // 7.4.1 General characteristics 249 // 7.4.2 Schumann’s Pidginization Hypothesis and // Acculturation Model 251 // 7.4.3 A critique of the Pidginization Hypothesis and Acculturation Model 258 // 7.5 Interactionist theories of SLA 266 // 7.5.1 General characteristics 266 // 7.5.2 Givon’s Functional-Typological Theory and SLA 267 // 7.5.3 A critique of Givon’s theory in SLA research 269 // 7.5.4 The ZISA’s group’s Multidimensional Model 270 // Contents ix // 7.5.5 A critique of the Multidimensional Model 283 // 7.6 Conclusion: the state of SLA theories 287 // 7.6.1 Comparing and evaluating theories 287 // 7.6.2 A note of caution 289 // Notes 290 //

Activities 293 // Suggestions for further reading 296 // 8 Instructed second language acquisition 299 // 8.1 Introduction 299 // 8.2 Early research on the effect of instruction, and some claimed implications 300 // 8.3 The effect of instruction on accuracy orders and developmental sequences 304 // 8.4 The effect of instruction on acquisition processes 309 // 8.5 The effect of instruction on rate of acquisition 312 // 8.6 The effect of instruction on the level of ultimate SL // attainment 315 // 8.7 Conclusion 321 // 8.8 Explanations 322 // 8.9 Researching instructional design features 325 // Notes 327 // Activities 328 // Suggestions for further reading 330 // Epilogue 332 // Bibliography 334 // Index 394