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Introducing Second Language Acquisition

Written for students encountering the topic for the first time, this is a clear and practical introduction to Second Language Acquisition (SLA). It explains in nontechnical language how a second language is acquired; what the second language learner needs to know; and why some learners are more successful than others. The textbook introduces in a step-by-step fashion a range of fundamental concepts - such as SLA in adults and children, in formal and informal learning contexts, and in diverse sociocultural settings - and takes an interdisciplinary approach, encouraging students to consider SLA from linguistic, psychological, and social perspectives. Each chapter contains a list of key terms, a summary, and a range of graded exercises suitable for self-testing or class discussion. Providing a solid foundation in SLA, this book is set to become the leading introduction to the field for students of linguistics, psychology, education, and trainee language teachers. MURIELSAVILLE-TROIKEis Regent"s Professor of English at the University of Arizona. She has made significant contributions to the fields of sociolinguistics and applied linguistics, and has previously held posts at Texas A & M University, the University of Texas, Georgetown University, and the University of Illinois. She has previously published The Ethnography of Communication: An Introduction (Third Edition, 2003), Foundations for Teaching English as a Second Language(1976), and A Handbook of Bilingual Education(with Rudolph C. Troike, 1971). Cambridge Introductions to Language and Linguistics

This new textbook series provides students and their teachers with accessible introductions to the major

subjects encountered within the study of language and linguistics. Assuming no prior knowledge of the

subject, each book is written and designed for ease of use in the classroom or seminar, and is ideal for

adoption on a modular course as the core recommended textbook. Each book offers the ideal introductory

material for each subject, presenting students with an overview of the main topics encountered in their

course, and features a glossary of useful terms, chapter previews and summaries, suggestions for further

reading, and helpful exercises. Each book is accompanied by a supporting website.

Books published in the series

Introducing PhonologyDavid Odden

Introducing Speech and Language ProcessingJohn Coleman Introducing Phonetic ScienceJohn Maidment and Michael Ashby Introducing Second Language AcquisitionMuriel Saville-Troike

Forthcoming:

Introducing SociolinguisticsMiriam Meyerhoff

Introducing MorphologyMaggie Tallerman and S. J. Hannahs

Introducing Historical LinguisticsBrian Joseph

Introducing LanguageBert Vaux

IntroducingSecondLanguage

Acquisition

MURIEL SAVILLE-TROIKE

University of Arizona

Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, São Paulo

Cambridge University Press

The Edinburgh Building, Cambridge ??? ???, UK

First published in print format

© Muriel Saville-Troike 2006

2005

Information

on this title: www.cambridge.org/9780521790864 This publication is in copyright. Subject to statutory exception and to the provision of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. Cambridge University Press has no responsibility for the persistence or accuracy of ???s for external or third-party internet websites referred to in this publication, and does not

guarantee that any content on such websites is, or will remain, accurate or appropriate.Published in the United States of America by Cambridge University Press, New York

www.cambridge.org hardback paperback paperback eBook (EBL) eBook (EBL) hardback

About the bookvii

Acknowledgmentsviii

1Introducing Second Language Acquisition1

What is SLA?

2

What is a second language?

3

What is a first language?

4

Diversity in learning and learners

5

Summary

5

Activities

6

2Foundations of Second Language Acquisition7

The world of second languages

8

The nature of language learning

1 2

L1 versus L2 learning

1 6

The logical problem of language learning

2 1

Frameworks for SLA

2 4

Summary

2 9

Activities

2 9

Further reading

3 0

3The linguistics of Second Language Acquisition31

The nature of language

3 2

Early approaches to SLA

3 3

Universal Grammar

46

Functional approaches

5 2

Summary

62

Activities

63

Further reading

64

4The psychology of Second Language Acquisition67

Languages and the brain

68

Learning processes

7 3

Differences in learners

8 1

The effects of multilingualism

93

Summary

94

Activities

95

Further reading

96

5Social contexts of Second Language Acquisition99

Communicative competence

1 00

Microsocial factors

1 01

Contents

Macrosocial factors1 19

Summary

1 30

Activities

1 30

Further reading

1 32

6Acquiring knowledge for L2 use133

Competence and use

1 34

Academic vs. interpersonal competence

1 35

Components of language knowledge

1 37

Receptive activities

1 53

Productive activities

1 62

Summary

1 69

Activities

1 70

Further reading

1 71

7L2 learning and teaching173

Integrating perspectives

1 74

Approaching near-native competence

1 79

Implications for L2 learning and teaching

1 80

Summary

1 80

Answer guide to questions for self-study181

Glossary185

References197

Index205

viCONTENTS

This book is a brief but comprehensive intro-

duction to the field of Second Language

Acquisition (SLA). The intended audience is pri-

marily undergraduate students, but it is also suitable for graduate students who have little or no prior knowledge of linguistics.

My goals in writing this book are threefold:

(1) to provide a basic level of knowledge about second language learning phenomena to stu- dents as part of their general education in humanities, the social sciences, and education; (2) to stimulate interest in second language learning and provide guidance for further read- ing and study; and (3) to offer practical help to second language learners and future teachers.

Scope and perspective

I have included a broader range of SLA pheno-

mena in this book than is the usual case: those involved in both adult and child second language learning, in both formal (instructed) and infor- mal (natural) contexts of learning, and in diverse sociocultural settings. Since my own professional identity and commitment are interdisciplinary, I emphasize the importance of integrating linguis- tic, psychological, and social perspectives on SLA even as I recognize the differential nature of their assumptions and contributions. An effort has been made to maintain balance among them in quantity and quality of representation.

The focus of this book is on the acquisition of

second language "competence," but this con- struct is broadly considered from different points of view: as "linguistic competence" (in the sense of underlying grammatical knowl- edge); as "communicative competence" (adding notions of requisite cultural knowledge and other knowledge which enables appropriate usage); and as knowledge required for partici- pation in communicative activities involving reading, listening, writing, and speaking.Design

Each chapter of this book considers three basic

questions: Whatexactly does the L2 learner come to know? Howdoes the learner acquire this knowledge? Whyare some learners more successful than others? Chapter 1 introduces the most basic terms and concepts, beginning with "What is SLA?" Chapter 2 provides a foun- dational background, ranging from the nature and distribution of multilingualism in the world to generally accepted notions of contrasts between first and second language acquisition.

The chapter concludes with a preview of the dif-

ferent theoretical frameworks of SLA which will be surveyed. Chapters 3 to 5 focus in turn on different disciplinary perspectives: linguis- tic, psychological, and social. Chapter 6 focuses on the competence required for academic and interpersonal functions, and on the interde- pendence of content, context, and linguistic knowledge. The final chapter briefly summa- rizes and integrates answers to the basic what, how, and whyquestions that are posed through- out the book.

Each chapter includes a preview of its con-

tent and a summary. Chapters 1 to 6 conclude with suggested activities for self-checking of understanding and for class discussion or indi- vidual exploration. Chapters 2 to 6 include annotated suggestions for further reading on each major topic in that chapter. Important technical concepts are presented sequentional- ly with key terms listed at the beginning of chapters and highlighted with explanations and examples in the text. A comprehensive glos- sary is provided for student reference, and the subject index allows for integration and rein- forcement of concepts across topics and disci- plinary perspectives. All terms which appear in the glossary are highlighted in the text, whether or not they are listed as key terms.

About the book

Any introductory survey of a field is indebted to

many sources, and this is no exception (as the relatively long list of references suggests). I am particularly grateful to Karen Barto in the preparation of this work: she developed the sug- gestions for further reading and chapter activi- ties, and she has contributed significantly to other aspects of conceptualization and develop- ment. I am also grateful to colleagues who pro- vided input on earlier drafts (especially Rudy

Troike, Peter Ecke, Renate Schulz, and Mary

Wildner-Bassett), although they do not bear

responsibility for my conclusions. My studentsat the University of Arizona have been most helpful in providing relevant examples and in indicating where clarification in my presenta- tion was necessary. I could not begin to make an enumeration, but I thank them all.

Every effort has been made to secure neces-

sary permissions to reproduce copyright mate- rial in this work, though in some cases it has proved impossible to trace copyright holders. If any omissions are brought to our notice, we will be happy to include appropriate acknowl- edgments on reprinting or in any subsequent edition.

Acknowledgments

CHAPTER

Introducing

Second Language

Acquisition1

When you were still a very young child, you began acquiring at least one language - what linguists call your L1- probably without thinking much about it, and with very little conscious effort or awareness. Since that time, you may have acquired an additional language - your L2- possibly also in the natural course of having the language used around you, but more likely with the same conscious effort needed to acquire other domains of knowledge in the process of becoming an "educated" individual. This book is about the phenomenon of adding languages. In this introductory chapter, I will define a few of the key terms that we will usequotesdbs_dbs12.pdfusesText_18