Innovative Research and Practices in Second Language Acquisition and Bilingualism

Name: Innovative Research and Practices in Second Language Acquisition and Bilingualism
Brand: John Benjamins Publishing Company
Price: 123.99 EUR
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John W. Schwieter(Herausgeber*in)

John Benjamins Publishing Company

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Erschienen am 22. August 2013

XIII, 335 Seiten

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Innovative Research and Practicesin Second Language Acquisition and Bilingualism
Editorial page
Title page
LCC data
Table of contents
Acknowledgments
Preface
Part I. Linguistic perspectives and implications for L2 pedagogy
Chapter 1. Mental representation and skill in instructed SLA
1. Introduction
2. Language as mental representation
2.1 What is mental representation of language?
2.2 How does mental representation develop?
2.3 Is the development of mental representation amenable to instruction?
3. Language as skill
3.1 What is skill?
3.2 How does skill develop?
3.3 Is skill development amenable to instruction?
4. A confusion in the profession
4.1 Grammar as skill in teaching
5. Conclusion and pedagogical implications
References
Chapter 2. Input and output in SLA
1. Introduction
2. Mental representation and skill
3. Input, output, and pedagogy
3.1 Drills
3.2 Krashen and input
3.3 Communicative Language Teaching (CLT)
4. Pedagogical implications
4.1 Activities: Development of mental representation
4.2 Activities: Skill development
5. Conclusion
References
Appendix A
Appendix B
Chapter 3. Interaction and the Noun Phrase Accessibility Hierarchy
1. Introduction
2. Research questions
3. Method
3.1 Participants
3.2 Design
3.3 Materials
3.4 Procedure
3.5 Target structure
3.6 Coding
3.7 Analysis
4. Results
5. Discussion
6. What about pedagogy?
7. Conclusion
References
Chapter 4. Generative approaches and the competing systems hypothesis
1. Introduction
2. The Competing Systems Hypothesis
2.1 Rothman (2008)
3. Reducing the gap: Towards a theoretical linguistically informed pedagogy
4. Towards an empirically informed pedagogy: Grammatical aspect explanations from a descriptive grammar
5. Conclusion
References
Chapter 5. Why theory and research are important for the practice of teaching
1. Introduction
2. Interfaces
3. The use of mood in relative clauses
4. Specific vs. non-specific: Is interpretation learnable?
5. Approach to relative clauses in textbooks
6. Discussion and conclusions
Reference
Chapter 6. Input-based incremental vocabulary instruction for the L2 classroom
1. Introduction
2. Lexical input processing: Theory, research, and instruction
3. Summary of key implications of research
4. Ten principles of IBI vocabulary instruction
5. A checklist for designing IBI lessons
6. A sample IBI lesson
6.1 Sample lesson
6.2 Explanation and analysis of sample lesson
7. Summary and conclusion
References
Chapter 7. Experimentalized CALL for adult second language learners
1. Introduction
2. eCALL examination of SLA principles
2.1 Corrective feedback in the classroom
2.2 Corrective feedback in eCALL
2.3 Explicit rule instruction
2.4 Repeated practice and student modeling
3. Automating trial generation and data collection
3.1 Automatic generation of materials
3.2 Data logging
3.3 Limitations to computerization
4. Future directions in eCALL
4.1 Experiments with large data sets
4.2 Mobile computing and usage patterns
4.3 Computerized studies of naturalistic interactions
5. Conclusion
References
Chapter 8. Accounting for variability in L2 data
1. Introduction
2. Background and motivation
3. Accounting for variability
4. The current study
4.1 The linguistic phenomenon
4.2 Participants
4.3 Materials
5. Results
5.1 Results proficiency task
5.2 Results production tasks
6. Discussion
7. Conclusions and pedagogical implications
References
Chapter 9. The development of tense and aspect morphology in child and adult heritage speakers
1. Introduction
2. Aspectual contrasts in English and Spanish
3. The bilingual acquisition of tense and aspect morphology in Spanish
3.1 Developmental implications for child and adult heritage Spanish
4. The study
4.1 Participants
4.2 Task and coding
4.3 Results
5. Conclusions
References
Part II. Cognitive perspectives and implications for L2 pedagogy
Chapter 10. Control and representation in bilingualism
1. Introduction
2. Executive control
3. Language representation
4. Executive control and language representations
5. Implications for pedagogy
6. Conclusions
References
Chapter 11. Language selection, control, and conceptual-lexical development in bilinguals and multilinguals
1. Introduction
2. Bilingual speech production
3. Language selection
4. Language control
5. The variable nature of language selection and control
6. The dynamic conceptual-lexical system
6.1 The architecture: The modified hierarchical model
6.2 The functionality: The selection by proficiency model
7. Beyond two languages
7.1 Executive functions and a (multi)lingual advantage
8. Implications for language teaching and learning
9. Conclusion
References
Chapter 12. Lexical access in bilinguals and second language learners
1. Introduction
2. Lexical access and word recognition
3. A model of word recognition
3.1 Neighbors
3.2 Homographs and cognates
3.3 Controlling the competition
3.4 L2 proficiency
4. A more detailed model of word recognition
5. Bilingual word recognition in sentence contexts
5.1 Features restriction hypothesis
6. Implications for L2 learning and teaching
7. Conclusion
References
Chapter 13. Cognitive foundations of crosslinguistic influence
1. Introduction
2. Cognitive consequences of bilingualism and multilingualism
3. CLI, executive control, and memory
3.1 Effects of crosslinguistic relationships on executive control
3.2 Effects of executive control on CLI
3.3 Effects of CLI and executive control on memory
4. Conceptualization
5. Conclusion
References
Part III. Concluding remarks
Chapter 14. Ideas for the practice of instructed SLA and their rationale
1. Instructional materials
2. Curricular changes and language programs
3. Teacher education and awareness
4. Conclusion
References
About the editor
About the contributors
Index

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