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Key terms in Second language acquisiton
\"The new edition of Key Terms in Second Language Acquisition defines the key terminology within second language acquisition, and also provides accessible summaries of the key issues within this complex area of study. The final section presents a list of key readings in second language acquisition that signposts the reader towards classic articles and also provides a springboard to further study. The whole book has been updated and expanded to take into account a wider range of theories and developments since the first edition. It remains at the top of its game.The text is accessibly written, with complicated terms and concepts explained in an easy to understand way. Key Terms in Second Language Acquisition is an essential resource for students\"-- Provided by publisher.
Book
Key terms in second language acquisition
Key Terms in Second Language Acquisition includes definitions of key terms within second language acquisition, and also provides accessible summaries of the key issues within this complex area of study. The final section presents a list of key readings in second language acquisition that signposts the reader towards classic articles and also provides a springboard to further study. The text is accessibly written, with complicated terms and concepts explained in an easy to understand way. Key Terms in Second Language Acquisition is an essential resource for students.
eBook
Was Krashen right? Forty years later
In the late 1970s and early 1980s, Stephen Krashen developed Monitor Theory—a group of hypotheses explaining second language acquisition with implications for language teaching. As the L2 scholarly community began considering what requirements theories should meet, Monitor Theory was widely criticized and dismissed, along with its teaching implications. What happened to these ideas? We argue that many of them have evolved and are still driving SLA research today—often unacknowledged and under new terminology. In this essay, we focus on three of Krashen's five fundamental hypotheses: The Acquisition‐Learning Distinction, The Natural Order Hypothesis, and The Input Hypothesis. We argue that these ideas persist today as the following constructs: implicit versus explicit learning, ordered development, and a central role for communicatively embedded input in all theories of second language acquisition. We conclude with implications for language teaching, including a focus on comprehensible input and communication in the classroom. The Challenge Krashen's Monitor Theory first appeared some 40 years ago. Does it belong to the “history of language teaching”? Or do Krashen's ideas still drive second language acquisition research—unacknowledged and under different names—and thus still have relevance for teaching? We argue that they have survived and are still relevant
Journal Article
المصطلحات المفاتيح في اكتساب اللغة الثانية
هو كتاب مختصر مفيد وضعه علمان من أبرز المتخصصين في المجال وقد جمعا فيه شتات النقاشات العلمية الراهنة ومسائلها الجزئية حول تسع قضايا كبرى تنطلق منها المساهمات النظرية الأساسية وتعود إليها وضمناه تعريفا دقيقا سهل المأخذ بما يربو عن المائة والثلاثين مصطلحا تكون الجهاز النظري والمنهجي لمجال اكتساب اللغة الثانية فاستقامت من ذلك موسوعة صغيرة ترسم خريطة معرفية لهذا الحقل المعرفي ذات معالم واضحة وإن هذا الكتاب دليل لا غنى عنه لطلاب اللغات والباحثين المبتدئين في قضايا اكتساب اللغة الثانية وهو مفيد بالقدر نفسه لمعلمي اللغات الراغبين في فهم أعمق لمجال عملهم.
BOOK
Why Explicit Knowledge Cannot Become Implicit Knowledge
In this essay, I review one of the conclusions in Lindseth (2016) published in Foreign Language Annals. That conclusion suggests that explicit learning and practice (what she called form‐focused instruction) somehow help the development of implicit knowledge (or might even become implicit knowledge). I argue for a different interpretation of the results based on the nature of language as mental representation and the nature of acquisition. I argue that explicit knowledge cannot become implicit knowledge or help its development as characterized by Lindseth. Instead, the results can be interpreted as learners simply getting faster with explicit knowledge.
Journal Article
Research on second language processing and processing instruction : studies in honor of Bill VanPatten
This volume consists of a well-integrated collection of original research articles and theoretical/overview papers on second language (L2) input processing. The primary contributors are former students of Bill VanPatten from the past three decades, and the collection of articles is intended as a tribute to his career and contribution of bringing processing issues to the center stage of research in second language acquisition (SLA) and instructed SLA. The research and theorizing presented in this volume are the most recent in the field and represent innovations in approaches to L2 processing research, including the use of online methodologies (self-paced reading and eye tracking) in the experimental papers. In addition, the editors are recognized authors and researchers who have published on sentence processing, input processing, and processing instruction, and all three editors are either on editorial boards or are associate editors of major L2 journals.
eBook
Where are the Experts?
Most collegiate departments where one can find Spanish, French, German, and other non-English disciplines are referred to as 'language departments,' either formally or informally. Such designations are interesting as they suggest to the outsider (i.e., non-language person) that these departments consist of experts in language. In this essay, I will lay out the argument that this is not the case. I will argue that a focus on literature and culture does not make for expertise in language. I will then offer representative demographic research on the percentage of language faculty that can be considered experts in language. Adapted from the source document
Journal Article
Word-order typology and the acquisition of case marking
This article reports the findings of a study in which we investigated the possible effects of word order on the acquisition of case marking. In linguistic typology (e.g. Greenberg, 1963) a very strong correlation has been shown between dominant SOV (subject object verb) word order and case marking. No such correlation exists for SVO (subject verb object) languages. It is possible then that the mind is more likely to expect case marking when confronted with a language with SOV word order but not necessarily so if the language has SVO word order. We tested this hypothesis with 54 naive learners of Latin with English as a first language (L1). The participants were divided into two groups. One received a 100-word input treatment in Latin that contained only simple SOV sentences, and the other received the same input treatment except that the word order of the treatment sentences was SVO. After the treatment, a surprise self-paced reading test that contained grammatical and ungrammatical case-marked sentences was administered. Participants read test items that matched the word order of the treatment they received (i.e. SOV learners read SOV sentences, and SVO learners read SOV sentences). Results showed a significant slowing down on ungrammatical sentences for the SOV group but not for the SVO group. However, on a test of basic sentence comprehension in which case marking was the cue to determine who did what to whom, we found no distinction between the groups. We discuss these findings in light of how typological universals work in languages and what they could mean for language acquisition.
Journal Article
Krashen forty years later: Final comments
This commentary reflects on this issue's contributions to the retrospective of the work of Stephen Krashen on second language acquisition.
Journal Article