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SECOND LANGUAGE ACQUISITION

Praise for the Third Edition:

"A tour de force. The authors have taken the best text available for an introduc- tory course in second language acquisition (SLA) and made it even stronger.... The improvements in the third edition are palpable from the very beginning of the text.... The third edition of Second Language Acquisition: An Introductory Course should form the basis for any introduction to SLA, at either the graduate or undergraduate level." - Fred Eckman, Center for the Advanced Study of Language,

University of Maryland

"This text presents a comprehensive overview of SLA in an accessible, highly readable manner appropriate for readers new to this discipline.... The new edition includes even more data samples than the previous edition, both integrated into the main text and in the discussion questions at the end of each chapter." - Deborah Pilcher, Gallaudet University "Second Language Acquisition: An Introductory Course presents the most balanced, grounded, and accessible introduction to a broad field. The field has grown rapidly since publication of the second edition in 2001, and a new, updated, and expanded edition is most welcome. [T]he third edition ... make[s] this breadth of know- ledge accessible to students with little background in the feeder disciplines ... Second Language Acquisition has now become a living standard in our field." - Richard Young, Professor of English Linguistics,

University of Wisconsin-Madison

About the Authors:

Susan M. Gass is Uni versity Distinguished Pr ofessor in the Department of Linguistics and Germanic, Slavic, Asian and African Languages at Michigan State University. She has conducted research in a wide variety of sub-areas of second language acquisition, inc luding language tr ansfer, language uni versals, second language research methods, and input and interaction. She is the author/editor of numerous books, has served as the President of the American Association for Applied Linguistics and is the current president of the International Association of Applied Linguistics (AILA). Larry Selinker is one of the original contributors to the research field of second language acquisition, having introduced the concepts "interlanguage" and "fossil- ization," and having conducted one of the first empirical studies in "language transfer" research in 1969. He is now preparing a 40-plus year fossilization study on participants first look ed at in 1964. He has held pr ofessorships at the Universities of Michigan and London and visiting pr ofessorships at v arious universities around the world. Currently, he is Visiting Professor at New York University and is helping to organize Research Production Associates.

SECOND LANGUAGE

ACQUISITION

An introductory course

Third edition

Susan M. Gass and Larry Selinker

First edition published 1994

by Lawrence Erlbaum Associates, Inc.

This edition first published 2008

by Routledge

270 Madison Ave, New York, NY 10016

Simultaneously published in the UK

by Routledge

2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN

Routledge is an imprint of the Taylor & Francis Group, an informa business First edition © 1994 Lawrence Erlbaum Associates, Inc. Second edition © 2001 Lawrence Erlbaum Associates, Inc.

Third edition © 2008 Taylor & Francis

All rights reserved. No part of this book may be reprinted or reproduced or utilized in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Trademark Notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. Library of Congress Cataloging in Publication Data Second language acquisition : an introductory course / edited by

Susan M. Gass and Larry Selinker. - 3rd ed.

p. cm.

Includes bibliographical references.

ISBN 978-0-8058-5497-8 - ISBN 978-0-8058-5498-5 -

ISBN 978-0-203-93284-1

1. Second language acquisition.I. Gass, Susan M.

II. Selinker, Larry, 1937-

P118.2.S424 2008

418 - dc22

2007028663

ISBN10: 0-805-85497-5 (hbk)

ISBN10: 0-805-85498-3 (pbk)

ISBN10: 0-203-93284-6 (ebk)

ISBN13: 978-0-805-85497-8 (hbk)

ISBN13: 978-0-805-85498-5 (pbk)

ISBN13: 978-0-203-93284-1 (ebk)

This edition published in the Taylor & Francis e-Library, 2008. "To purchase your own copy of this or any of Taylor & Francis or Routledge's collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk."

ISBN 0-203-93284-6 Master e-book ISBN

To Gertrude Zemon-Gass and H. Harvey Gass, who instilled in me the love of inquiry To my parents, Sol and Miriam Selinker, who inspired me deeply and whom I miss very much

CONTENTS

Prefacexv

1Introduction 1

1.1The study of second language acquisition1

1.2Definitions6

1.3The nature of language8

1.3.1Sound systems 8

1.3.2Syntax9

1.3.3Morphology and the lexicon11

1.3.4Semantics12

1.3.5Pragmatics 13

1.4The na ture of nonnative speaker knowledge14

1.5Conclusion 14

Suggestions for additional reading15

Points for discussion15

2Related disciplines 20

2.1SLA and related disciplines20

2.2Thir d language acquisition/multilingualism21

2.3Heritage language acquisition23

2.4Bilingual acquisition 24

2.5First language acquisition30

2.5.1Bab bling31

2.5.2Wor ds32

2.5.3Sounds and pronunciation34

2.5.4Syntax35

2.5.5Morpholo gy36

vii

2.6Conclusion 38

Suggestions for additional reading38

Points for discussion39

3Second and foreign language data41

3.1Data analysis 41

3.1.1Data set I: plurals41

3.1.2Data set II: verb + -ing markers46

3.1.3Data set III: prepositions47

3.2What data analysis does not reveal50

3.3Data collection 52

3.3.1Eliciting speec h samples60

3.3.2Eliciting r eactions to data63

3.3.3Verbal report data69

3.3.4Measuring non-linguistic information70

3.3.5Measuring gener al proficiency:

standardized language tests71

3.4Re plication72

3.5Issues in data analysis73

3.6What is acquisition?81

3.7Conclusion 82

Suggestions for additional reading82

Points for discussion82

4The role of the native language: an historical overview89

4.1Introduction 89

4.2Behaviorism 90

4.2.1Linguistic bac kground90

4.2.2Psyc hological background92

4.3Contr astive Analysis Hypothesis96

4.4Err or analysis102

4.5Conclusion 110

Suggestions for additional reading110

Points for discussion111

5Recent perspectives on the role of previously known

languages121

5.1Theories of learning121

5.2Child second language acquisition123

CONTENTS

viii

5.3Child second language morpheme order studies126

5.4Adult second language morpheme order studies130

5.5Revise d perspectives on the role of the native language136

5.5.1Av oidance138

5.5.2Differ ential learning rates139

5.5.3Differ ent paths141

5.5.4Over production143

5.5.5Predicta bility/selectivity144

5.5.6Second language processing151

5.6Interlanguage transfer151

5.7Conclusion 155

Suggestions for additional reading155

Points for discussion155

6Formal appr oaches to SLA159

6.1Introduction 159

6.2Uni versal Grammar160

6.2.1Initial state 163

6.2.2UG principles 168

6.2.3UG par ameters170

6.2.4Falsification174

6.3Tr ansfer: the UG perspective176

6.3.1Lev els of representation176

6.3.2Clustering177

6.3.3Learna bility177

6.4Phonolog y178

6.4.1Mark edness Differential Hypothesis179

6.4.2Similarity/dissimilarity: Speec h Learning Model183

6.4.3Optimality T heory184

6.4.4Ontogeny Phylogeny Model186

6.5Conclusion 189

Suggestions for additional reading189

Points for discussion190

7Typological and functional approaches191

7.1Introduction 191

7.2Typolo gical universals191

7.2.1Test case I: the Accessibility Hierarchy197

7.2.2T est case II: the acquisition of questions200

7.2.3T est case III: voiced/voiceless consonants202

CONTENTS

ix

7.2.4Falsifiability 204

7.2.5Typolo gical universals: conclusions205

7.3Functional a pproaches206

7.3.1Tense and aspect: the Aspect Hypothesis206

7.3.2The Discourse Hypothesis210

7.3.3Concept-oriented approach212

7.4Conc lusion213

Suggestions for additional reading213

Points for discussion213

8Looking at interlanguage processing219

8.1Introduction 219

8.2Connectionist/emergentist models 219

8.3Processing approaches226

8.3.1Processa bility Theory227

8.3.2Inf ormation processing: automaticity,

restructuring, and U-shaped learning230

8.3.3Input Pr ocessing238

8.4Knowledge types241

8.4.1Acquisition-Learning 241

8.4.2Declar ative/procedural242

8.4.3Implicit/explicit243

8.4.4Re presentation and control244

8.5Interface of knowledge types246

8.5.1No interf ace246

8.5.2Weak interface246

8.5.3Strong interface247

8.6Psyc holinguistic constructs248

8.6.1Attention248

8.6.2Wor king memory250

8.6.3Monitoring253

8.7Conclusion 255

Suggestions for additional reading255

Points for discussion255

9Interlanguage in context259

9.1Introduction 259

9.2Variation 259

9.3Systematic v ariation262

CONTENTS

x

9.3.1Linguistic context 263

9.3.2Social con text relating to the native language266

9.3.3Social context relating to interlocutor, task

type, and conversational topic268

9.4Social inter actional approaches280

9.4.1Conv ersation Analysis281

9.4.2Sociocultural theory283

9.5Communication str ategies285

9.6Interlanguage pragmatics287

9.7Conclusion: SLA and other disciplines293

Suggestions for additional reading294

Points for discussion294

10Input, interaction, and output304

10.1Introduction 304

10.2Input304

10.3Comprehension 310

10.4Interaction 317

10.5Output325

10.5.1Feedbac k329

10.5.2Hypothesis testing 341

10.5.3Automaticity 345

10.5.4Meaning-based to grammar-based processing345

10.6The role of input and interaction in language learning346

10.6.1Attention355

10.6.2Contrast theory356

10.6.3Metalinguistic a wareness359

10.7Limitations of input360

10.8Conclusion 362

Suggestions for additional reading362

Points for discussion362

11Instructed second language learning368

11.1Introduction 368

11.2Classroom language368

11.3Processing instruction372

11.4Teac hability/learnability376

11.5Focus on form380

11.5.1Timing384

CONTENTS

xi

11.5.2Forms to focus on386

11.5.3Input manipulation and input enhancement387

11.6Uniqueness of instruction389

11.7Effecti veness of instruction390

11.8Conclusion 392

Suggestions for additional reading392

Points for discussion393

12Beyond the domain of language395

12.1Introduction 395

12.2Researc h traditions396

12.2.1Linguistics396

12.2.2Psyc hology397

12.2.3Psyc holinguistics397

12.3Affect 398

12.3.1Language shoc k and culture shock398

12.3.2Anxiety400

12.3.3Affective Fi lter402

12.4Social distance403

12.5Age diff erences405

12.6Aptitude 417

12.7Motiv ation426

12.7.1Motiv ations as a function of time and success428

12.7.2Changes o ver time429

12.7.3Influence of success on motivation and

demotivation429

12.8Personality and learning style432

12.8.1Extroversion and introversion433

12.8.2Risk taking433

12.8.3Field inde pendence/dependence434

12.8.4Visual/auditor y/kinesthetic437

12.8.5Obtaining lear ning style information437

12.9Learning strategies439

12.10Conclusion 445

Suggestions for additional reading445

Points for discussion446

13The lexicon 449

13.1The significance of the lexicon449

CONTENTS

xii

13.2Cate gories of lexical knowledge: some dichotomies451

13.2.1Production and reception451

13.2.2Kno wledge and control453

13.2.3Breadth and depth454

13.3Lexical kno wledge, development, and influences456

13.3.1Subcateg orization456

13.3.2Word associat ions and networks457

13.3.3Word formatio n458

13.3.4Word combinat ions, collocations, and

phraseology459

13.4L1 influence 462

13.4.1Incidental vocabulary learning463

13.4.2Incr emental vocabulary learning466

13.5.Using lexical skills467

13.5.1Production 467

13.5.2Perce ption472

13.6Conclusion 475

Suggestions for additional reading475

Points for discussion475

14An integrated view of second language acquisition479

14.1An inte gration of subareas479

14.1.1Appercei ved input482

14.1.2Comprehended input484

14.1.3Intake 486

14.1.4Integ ration487

14.1.5Output490

14.2Conclusion 491

Suggestions for additional reading492

Points for discussion493

Notes505

Glossary514

References523

Author index577

Subject index583

CONTENTS

xiii

PREFACE

This is a book a bout second language acquisition. As suc h, it deals with the ways in which second languages are learned. We take a multidis- ciplinary approach in that what we have selected to present in this book represents research emanating from other well-established disciplines. The content of the book is limited, for the most part, to a discussion of adult second language acquisition, although w e hav e inc luded in this third edition information about child language acquisition, both first and second. This is intended to serve as background information. This book is the third edition of a book originally published in 1994. The field has sho wn considera ble g rowth, which is reflected in this edition. This book has been updated, and rearranged; new sections have been added and in some cases rewritten, and new chapters have been added as well. The book is designed to be used in an introductory course for under- graduate or graduate students. The goal is to make the information con- tained herein available to students with a wide variety of background knowledge. The book can be used with those with a background in lan- guages and/or linguistics and those with little or no background in these areas. The book developed out of our belief that the complexities of the field can and should be brought to the attention of many students, both those who are intending to delve further into the field and those who are only curious about the pervasive phenomenon of learning a second language. The field of second language acquisition is one about which everyone seems to have an opinion. Even a casual airplane conversation with a seatmate, during which we are asked what we do, always elicits opinions about second language acquisition, some of which are accurate, some of which are not. It is our intent to help set the record straight on this complex research area. The field of second language learning is old and ne w at the same time. It is old in the sense that scholars for centuries have been fascinated by the questions posed by the nature of foreign language learning and xv language teaching. It is new in the sense that the field, as it is now repre-quotesdbs_dbs14.pdfusesText_20

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