5th Edition

Second Language Acquisition An Introductory Course

    774 Pages 40 B/W Illustrations
    by Routledge

    774 Pages 40 B/W Illustrations
    by Routledge

    Now in a fifth edition, this bestselling introductory textbook remains the cornerstone volume for the study of second language acquisition (SLA). Its chapters have been fully updated, and reorganized where appropriate, to provide a comprehensive yet accessible overview of the field and its related disciplines. In order to reflect current developments, new sections and expanded discussions have been added.

    The fifth edition of Second Language Acquisition retains the features that students found useful in previous editions. This edition provides pedagogical tools that encourage students to reflect upon the experiences of second language learners. As with previous editions, discussion questions and problems at the end of each chapter help students apply their knowledge, and a glossary defines and reinforces must-know terminology. This clearly written, comprehensive, and current textbook, by Susan Gass, Jennifer Behney, and Luke Plonsky, is the ideal textbook for an introductory SLA course in second language studies, applied linguistics, linguistics, TESOL, and/or language education programs.

    This textbook is supported with a Companion Website containing instructor and student resources including PowerPoint slides, exercises, stroop tests, flashcards, audio and video links: https://routledgetextbooks.com/textbooks/9781138743427/

    Part One: Preliminaries

    Chapter One: Introduction

    1.1 THE STUDY OF SECOND LANGUAGE ACQUISITION

    1.2 DEFINITIONS

    1.3 THE NATURE OF LANGUAGE

    1.3.1 Semantics

    1.3.2 Pragmatics

    1.3.3 Syntax

    1.3.4 Morphology and the Lexicon

    1.3.5 Sound Systems

    1.4 THE NATURE OF NONNATIVE SPEAKER KNOWLEDGE

    1.5 CONCLUSION

    Chapter Two: Where Do Data Come From?

    2.1 DATA TYPES

    2.2 LEARNER CORPORA

    2.3 DATA ELICITATION

    2.3.1 Measuring General Proficiency

    2.3.2 Measuring Nonlinguistic Information

    2.3.3 Verbal Report Data

    2.3.3.1 Think-Alouds

    2.3.3.2 Stimulated Recall

    2.3.3.3 Post-Production Interviews

    2.3.4 Narrative Inquiry

    2.3.5 Language-Elicitation Measures

    2.3.5.1 Elicited Imitation

    2.3.5.2 Judgments

    2.3.5.3 Language Games

    2.3.5.4 Discourse Completion

    2.3.6 PROCESSING DATA

    2.3.6.1 Reaction Time

    2.3.6.2 Self-paced Reading

    2.3.6.3 Eye-Tracking

    2.3.6.4 Neurolinguistic Data

    2.4 REPLICATION

    2.5 META-ANALYSES

    2.6 ISSUES IN DATA ANALYSIS

    2.7 WHAT IS ACQUISITION?

    2.8 CONCLUSION

    Part Two: Historical Underpinnings of SLA Research

    Chapter Three: The Role of the Native Language - A Historical Overview

    3.1 INTRODUCTION

    3.2 BEHAVIORISM

    3.2.1 Linguistic Background

    3.2.2 Psychological Background

    3.3 CONTRASTIVE ANALYSIS HYPOTHESIS

    3.4 ERROR ANALYSIS

    3.5 CONCLUSION

    Chapter Four: The Transition Period

    4.1 INTRODUCTION

    4.2 FIRST LANGUAGE ACQUISITION

    4.2.1 Words

    4.2.2 Sounds and Pronunciation

    4.2.3 Syntax

    4.2.4 Morphology

    4.3 CHILD L2 ACQUISITION

    4.4 CHILD L2 MORPHEME ORDER STUDIES

    4.5 ADULT L2 MORPHEME ORDER STUDIES

    4.6 THE MONITOR MODEL

    4.6.1 The Acquisition-Learning Hypothesis

    4.6.2 The Natural Order Hypothesis

    4.6.3 The Monitor Hypothesis

    4.6.4 The Input Hypothesis

    4.6.5 The Affective Filter Hypothesis

    4.6.6 Limitations

    4.7 CONCLUSION

    Chapter Five: Alternative Approaches to the Role of Previously Known Languages

    5.1 REVISED PERSPECTIVES ON THE ROLE OF THE NATIVE LANGUAGE

    5.1.1 Avoidance

    5.1.2 Differential Learning Rates

    5.1.3 Different Paths

    5.1.4 Overproduction

    5.1.5 Predictability/Selectivity

    5.1.6 L1 Influences in L2 Processing

    5.1.7 Morpheme Order

    5.2 CONCLUSION

    Part Three: A Focus on Form - Language Universals

    Chapter Six: Formal Approaches to SLA

    6.1 INTRODUCTION

    6.2 UNIVERSAL GRAMMAR

    6.2.1 Initial State

    6.2.1.1 Fundamental Difference Hypothesis

    6.2.1.2 Access to UG Hypothesis

    6.2.2 UG Principles

    6.2.3 UG Parameters

    6.2.4 Minimalist Program

    6.2.5 Falsification

    6.3 TRANSFER: THE GENERATIVE/UG PERSPECTIVE

    6.3.1 Levels of Representation

    6.3.2 Clustering

    6.3.3 Learnability

    6.4 THE FUNDAMENTAL DIFFERENCE HYPOTHESIS REVISED

    6.5 SEMANTICS AND THE SYNTAX–SEMANTICS INTERFACE HYPOTHESIS

    6.5.1 Semantics

    6.5.2 Syntax and Semantics: The Interface Hypothesis

    6.6 PHONOLOGY

    6.6.1 Markedness Differential Hypothesis

    6.6.2 Similarity/Dissimilarity: Speech Learning Model

    6.6.3 Optimality Theory

    6.6.4 Ontogeny Phylogeny Model

    6.7 CONCLUSION

    Chapter Seven: Typological Approaches

    7.1 TYPOLOGICAL UNIVERSALS

    7.1.1 Test Case I: The Accessibility Hierarchy

    7.1.2 Test Case II: The Acquisition of Questions

    7.1.3 Test Case III: Voiced/Voiceless Consonants

    7.2 FALSIFIABILITY

    7.3 TYPOLOGICAL UNIVERSALS: CONCLUSION

    7.4 TYPOLOGICAL PRIMACY MODEL

    7.5 THE ROLE OF THE L1: THREE APPROACHES

    7.6 CONCLUSION: GENERAL COMMENTS ABOUT UNIVERSALS

    Part Four: A Focus on Meaning

    Chapter Eight: Meaning-based Approaches

    8.1 INTRODUCTION

    8.2 FUNCTIONAL APPROACHES

    8.2.1 The Relationship between Form and Function: Form-to-Function

    8.2.2 Concept-oriented Approach

    8.3 TENSE AND ASPECT: THE ASPECT HYPOTHESIS

    8.4 THE DISCOURSE HYPOTHESIS

    8.5 CONCLUSION

    Chapter Nine: The Lexicon

    9.1 THE SIGNIFICANCE OF THE LEXICON

    9.2 LEXICAL KNOWLEDGE: WHAT DOES IT MEAN TO KNOW A WORD?

    9.2.1 Production and Reception

    9.2.2 Knowledge and Control

    9.2.3 Breadth and Depth

    9.2.4 Subcategorization

    9.2.5 Word Associations and Networks

    9.2.6 Word Formation

    9.2.7 Formulaic Language, Collocations, and Chunking

    9.2.7.1 Use of Multiword Units

    9.2.7.2 Learning of Multiword Units

    9.2.7.3 Processing of Multiword Units

    9.3 INFLUENCES ON L2 VOCABULARY AND DEVELOPMENT

    9.3.1 The Role of the L1

    9.3.2 Incidental Vocabulary Learning

    9.3.2.1 Input Type

    9.3.2.2 What Helps Learning?

    9.3.3 Depth of Processing

    9.3.4 Incremental Vocabulary Learning

    9.4 USING LEXICAL SKILLS

    9.4.1 Production

    9.4.2 Perception

    9.5 CONCLUSION

    Part Five: Cognitive and Processing Approaches to SLA

    Chapter Ten: Psycholinguistic Approaches to Learning

    10.1 INTRODUCTION

    10.2 MODELS OF LANGUAGE PRODUCTION

    10.3 PROCESSABILITY THEORY

    10.4 PROCESSING OF INPUT

    10.4.1 Input Processing

    10.4.2 Processing Determinism

    10.4.3 Autonomous Induction Theory

    10.4.4 Shallow Structure Hypothesis

    10.5 EMERGENTIST MODELS

    10.5.1 Competition Model

    10.5.2 Frequency-based Accounts

    10.6 COMPLEX DYNAMIC SYSTEMS

    10.7 SKILL ACQUISITION THEORY

    10.8 CONCLUSION

    Chapter Eleven: Psycholinguistic Constructs and Knowledge Types

    11.1 INTRODUCTION

    11.2 INFORMATION PROCESSING

    11.2.1 Automaticity

    11.2.2 Restructuring

    11.2.3 U-shaped Learning

    11.2.4 Attention

    11.2.5 Working Memory

    11.2.6. Salience

    11.2.7 Priming

    11.3 KNOWLEDGE TYPES

    11.3.1 Acquisition/Learning

    11.3.2 Declarative/Procedural

    11.3.3 Implicit/Explicit

    11.3.4 Representation/Control

    11.4 INTERFACE OF KNOWLEDGE TYPES

    11.4.1 No Interface

    11.4.2 Weak Interface

    11.4.3 Strong Interface

    11.5 CONCLUSION

    Part Six: The Social Environment of Learning

    Chapter Twelve: Interlanguage in Context

    12.1 INTRODUCTION

    12.2 SOCIOCULTURAL APPROACHES

    12.2.1 Mediation

    12.2.2 Internalization

    12.2.3 Zone of Proximal Development

    12.2.4 Private Speech

    12.2.5 Learning in a Sociocultural Framework

    12.2.6 Gesture and SLA

    12.3 SOCIOLINGUISTIC VARIATION

    12.4 SYSTEMATIC VARIATION

    12.4.1 Linguistic Context

    12.4.2 Social Context Relating to the Native Language

    12.4.3 Social Context Relating to Interlocutor, Task Type, and Conversational Topic

    12.4.4 Sociolinguistic Norms

    12.5 CONVERSATION ANALYSIS

    12.6 COMMUNICATION STRATEGIES

    12.7 L2 PRAGMATICS

    12.8 CONCLUSION: SLA AND OTHER DISCIPLINES

    Chapter Thirteen: Input, Interaction, and Output

    13.1 INTRODUCTION

    13.2 INPUT

    13.3 COMPREHENSION

    13.4 INTERACTION

    13.5 OUTPUT

    13.5.1 Hypothesis Testing

    13.5.2 Automaticity

    13.5.3 Meaning-based to Grammar-Based Processing

    13.6. Feedback

    13.6.1 Negotiation

    13.6.2 Corrective Feedback

    13.6.2.1 Recasts

    13.6.2.2 Elicitation

    13.6.2.3 Metalinguistic Feedback

    13.7 THE ROLE OF INPUT AND INTERACTION IN LANGUAGE LEARNING

    13.7.1 The Functions of Input and Interaction

    13.7.2 Effectiveness of Feedback

    13.7.2.1 Attention

    13.7.2.2 Contrast Theory

    13.7.2.3 Metalinguistic Awareness

    13.7.3 Who Benefits From Interaction: When and Why?

    13.8 LIMITATIONS OF INPUT

    13.9 CONCLUSION

    Chapter Fourteen: Contexts of Language Learning - Classrooms, Study Abroad, and Technology

    14.1 INTRODUCTION

    14.2 CLASSROOM-BASED INSTRUCTION

    14.2.1 Classroom Language

    14.2.2 Teachability/Learnability

    14.2.3 Focus on Form and Task-based Language Teaching

    14.2.3.1 Timing

    14.2.3.2 Forms to Focus On

    14.2.3.3 Task Design

    14.2.3.4 Input Manipulation and Input Enhancement

    14.3 COMPLEXITY, ACCURACY, FLUENCY, AND PLANNING

    14.4 PROCESSING INSTRUCTION

    14.5 UNIQUENESS OF INSTRUCTION

    14.6 EFFECTIVENESS OF INSTRUCTION

    14.7 SLA AND CLASSROOM PRACTICES

    14.8 ADDITIONAL CONTEXTS

    14.8.1 Study Abroad

    14.8.2 Technology-enhanced Language Learning

    14.9 CONCLUSION

    Part Seven: The Individual Language Learner

    Chapter Fifteen: Learner-internal Influences

    15.1 INTRODUCTION

    15.2 THE INFLUENCE OF PSYCHOLOGY IN SLA

    15.3 METHODOLOGICAL CONSIDERATIONS

    15.4 AGE DIFFERENCES

    15.5 APTITUDE

    15.6 MOTIVATION

    15.6.1 Motivation as a Function of Time and Success

    15.6.2 Changes over Time

    15.6.3 The L2 Motivational Self System

    15.6.4 Influence of Success on Motivation and Demotivation

    15.7 AFFECT

    15.7.1 Anxiety

    15.7.2 Other Emotional Variables

    15.8 PERSONALITY

    15.8.1 Extroversion and Introversion

    15.8.2 Grit

    15.9 LEARNING STRATEGIES

    15.10 CONCLUSION

    Chapter Sixteen: Related Disciplines - A Focus on the Multilingual and Multimodal Learner

    16.1 INTRODUCTION

    16.2 BILINGUAL ACQUISITION

    16.3 THIRD LANGUAGE ACQUISITION/MULTILINGUALISM

    16.4 HERITAGE LANGUAGE ACQUISITION

    16.5 SLA BY THE DEAF/HARD OF HEARING

    16.6 CONCLUSION

    Part Eight: Conclusion

    Chapter Seventeen: An Integrated View of Second Language Acquisition

    17.1 AN INTEGRATION OF SUB-AREAS

    17.1.1 Apperceived Input

    17.1.2 Comprehended Input

    17.1.3 Intake

    17.1.4 Integration

    17.1.5 Output

    17.2 CONCLUSION

    Biography

    Susan M. Gass is University Distinguished Professor of Second Language Studies at Michigan State University. She has served as president of the American Association of Applied Linguistics (AAAL) and the International Association of Applied Linguistics (AILA). Throughout her career, she has made groundbreaking contributions to advance the study of SLA, and remains one of the leading figures in the field. She is the winner of numerous local, national, and international awards.

    Jennifer Behney is Associate Professor of Italian and Applied Linguistics in the Department of World Languages and Cultures at Youngstown State University. Her work has appeared in Foreign Language Annals, Studies in Second Language Acquisition, and several book chapters, and she was co-editor of a volume on salience in SLA. She was the recipient of the 2019 Ed Allen Award for Outstanding College World Language Instructor.

    Luke Plonsky (PhD, Michigan State University) is Associate Professor of Applied Linguistics at Northern Arizona University, where he teaches courses in SLA and research methods. His work in these areas can be found in over seventy articles, book chapters, and books. Luke is Senior Associate Editor of Studies in Second Language Acquisition, Managing Editor of Foreign Language Annals, Co-Editor of de Gruyter Mouton's Series on Language Acquisition, and Co-Director of the IRIS Database (iris-database.org). In addition to prior appointments at Georgetown University and University College London, Luke has taught in Japan, the Netherlands, Poland, Puerto Rico, and Spain.

    This has always been a go-to introductory textbook and it is a bestseller because it contains everything readers need to know about the field. Now in a fifth edition, it is once again absolutely state-of-the-art in its comprehensive coverage, easily readable style, and now includes helpful new pedagogical tools. It is an ideal text for introductory classes in applied linguistics and second language research, and a critical resource for more advanced courses or researchers in those areas as well as in general linguistics, TESOL, and language education. Every SLA researcher, novice or experienced, will benefit from having this book on their bookcase.

    Alison Mackey, Georgetown University & Lancaster University

    Second Language Acquisition: An Introductory Course, with Sue Gass, Jennifer Behney, and Luke Plonsky at the helm, has always been outstanding, but manages to improve with every new edition. The authors are established experts; the coverage is up to date, balanced, and comprehensive; and the presentation is lucid – even when dealing with what is sometimes quite complex material. The book is intended as an introductory text but is intellectually stimulating, and in my experience consistently "hooks" undergraduate and graduate students alike, motivating many of them to pursue doctoral work in SLA, second language studies, linguistics, applied linguistics, second language education, or TESOL. Highly recommended.

    Michael H. Long, University of Maryland-College Park

    Building on both foundational and cutting-edge research in the field of Second Language Acquisition and drawing from a range of disciplinary perspectives, this user-friendly text is highly engaging, resource-rich, and clearly organized. This new edition provides an excellent introduction to the study, practice, and science of how humans learn second (and additional) languages.

    Kendall A. King, University of Minnesota-Twin Cities

    The authors have expertly updated, expanded and reorganized this new edition of what is arguably the foundational textbook for the study of second-language acquisition research. I have made the previous editions required reading in my SLA courses over the past twenty-five years, and I have never been disappointed with the students’ reaction to the organization and presentation of the content. This text provides students with an excellent basis for gaining applicable background knowledge in the area, or for deeper investigation into the subject matter.

    Fred Eckman, University of Wisconsin-Milwaukee

    The arrival of the new version of this well-loved text could be compared with the launch of a new version of a well-known eco-friendly luxury car: It has the quality and the familiarity of the old model combined with the latest breakthroughs. This fifth edition provides students and researchers with the knowledge and tools to move the field forward.

    Jean-Marc Dewaele, Birkbeck, University of London

    This book is a truly valuable resource for both students and scholars wishing to expand their knowledge of the field of second language acquisition and gain a solid understanding of its core pursuits, findings, theories, principles, and methods. The book is current, comprehensive, and clearly written, and offers just the right amount of explanation and illustrative examples. Importantly, it also prompts readers to think through the presented arguments and evidence in order to draw their own conclusions and generate their own insights.

    Scott Jarvis, University of Utah

    In keeping with the tradition of excellence established with the first edition of this text, the fifth edition provides a comprehensive introduction to the state of the art in research in SLA. While it retains the features that have made it the staple text for generalist SLA courses, its organization has been further strengthened to help students fit together the many puzzle pieces that make up this critical area of applied linguistics.

    Lucy Pickering, Texas A&M University-Commerce