CONTENTS. Gass, Susan M. Second language acquisition An introductory course. Preface. 1 Introduction 1

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1 Gass, Susan M. Second language acquisition An introductory course CONTENTS Preface xv 1 Introduction The study of second language acquisition Definitions The nature of language Sound systems Syntax Morphology and the lexicon Semantics Pragmatics The nature of nonnative speaker knowledge Conclusion 14 Suggestions for additional reading 15 Points for discussion 15 2 Related disciplines SLA and related disciplines Third language acquisition/multilingualism Heritage language acquisition Bilingual acquisition First language acquisition Babbling Words Sounds and pronunciation Syntax Morphology 36 vii

2 2.6 Conclusion 38 Suggestions for additional reading 38 Points for discussion 39 3 Second and foreign language data Data analysis Data set I: plurals Data set II: verb +-ing markers Data set III: prepositions What data analysis does not reveal Data collection Eliciting speech samples Eliciting reactions to data Verbal report data Measuring non-linguistic information Measuring general proficiency: standardized language tests Replication Issues in data analysis What is acquisition? Conclusion 82 Suggestions for additional reading 82 Points for discussion 82 4 The role of the native language: an historical overview Introduction Behaviorism Linguistic background Psychological background Contrastive Analysis Hypothesis Error analysis Conclusion 110 Suggestions for additional reading 110 Points for discussion Recent perspectives on the role of previously known languages Theories of learning Child second language acquisition 123 viii

3 5.3 Child second language morpheme order studies Adult second language morpheme order studies Revised perspectives on the role of the native language Avoidance Differential learning rates Different paths Overproduction Predictability/selectivity Second language processing Interlanguage transfer Conclusion 155 Suggestions for additional reading 155 Points for discussion i Formal approaches to SLA Introduction Universal Grammar Initial state UG principles UG parameters Falsification Transfer: the UG perspective Levels of representation Clustering Learnability Phonology Markedness Differential Hypothesis Similarity/dissimilarity: Speech Learning Model Optimality Theory Ontogeny Phylogeny Model Conclusion 189 Suggestions for additional reading 189 Points for discussion Typological and functional approaches Introduction Typological universale Test case I: the Accessibility Hierarchy Test case II: the acquisition of questions Test case III: voiced/voiceless consonants 202 ix

4 7.2.4 Falsifiability Typological universals: conclusions Functional approaches Tense and aspect: the Aspect Hypothesis The Discourse Hypothesis Concept-oriented approach Conclusion 213 Suggestions for additional reading 213 Points for discussion Looking at interlanguage processing Introduction Connectionist/emergentist models Processing approaches Processability Theory Information processing: automaticity, restructuring, and U-shaped learning Input Processing Knowledge types Acquisition-Learning Declarative/procedural Implicit/explicit Representation and control Interface of knowledge types No interface Weak interface Strong interface Psycholinguistic constructs Attention Working memory Monitoring Conclusion 255 Suggestions for additional reading 255 Points for discussion Interlanguage in context Introduction Variation Systematic variation 262

5 9.3.1 Linguistic context Social context relating to the native language Social context relating to interlocutor, task type, and conversational topic Social interactional approaches Conversation Analysis Sociocultural theory Communication strategies Interlanguage pragmatics Conclusion: SLA and other disciplines 293 Suggestions for additional reading 294 Points for discussion Input, interaction, and output Introduction Input Comprehension Interaction Output Feedback Hypothesis testing Automaticity Meaning-based to grammar-based processing The role of input and interaction in language learning Attention Contrast theory Metalinguistic awareness Limitations of input Conclusion 362 Suggestions for additional reading 362 Points for discussion Instructed second language learning Introduction Classroom language Processing instruction Teachability/learnability Focus on form Timing 384 xi

6 Forms to focus on Input manipulation and input enhancement Uniqueness of instruction Effectiveness of instruction Conclusion 392 Suggestions for additional reading 392 Points for discussion Beyond the domain of language Introduction Research traditions Linguistics Psychology Psycholinguistics Affect Language shock and culture shock Anxiety Affective Filter Social distance Age differences Aptitude Motivation Motivations as a function of time and success Changes over time Influence of success on motivation and demotivation Personality and learning style Extroversion and introversion Risk taking Field independence/dependence Visual/auditory/kinesthetic Obtaining learning style information Learning strategies Conclusion 445 Suggestions for additional reading 445 Points for discussion The lexicon The significance of the lexicon 449 xii

7 13.2 Categories of lexical knowledge: some dichotomies Production and reception Knowledge and control Breadth and depth Lexical knowledge, development, and influences Subcategorization Word associations and networks Word formation Word combinations, collocations, and phraseology LI influence Incidental vocabulary learning Incremental vocabulary learning Using lexical skills Production Perception Conclusion 475 Suggestions for additional reading 475 Points for discussion An integrated view of second language acquisition An integration of subareas Apperceived input Comprehended input Intake Integration Output Conclusion 491 Suggestions for additional reading 492 Points for discussion 493 Notes 505 Qlossary 514 References 523 Author index 577 Subject index 583