Second Language Learning Theories,9780340663110

Second Language Learning Theories

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ISBN13: 9780340663110
ISBN10: 0340663111
Format: Hardcover
Pub. Date: 1998-10-29
Publisher(s): Hodder Education Publishers
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Summary

Second Language Learning Theories is an introduction to the field of second language learning for students without a substantial background in linguistics. In this new edition, new studies have been incorporated and the evaluation sections in each chapter have been expanded, ensuring that thebook remains as fresh, engaging and useful as the day it was first published.

Author Biography

Florence Myles is Senior Lecturer in Linguistics, School of Humanities, University of Southampton. Rosamond Mitchell is Professor and Director of the Centre for Applied Language Research, School of Humanities, University of Southampton.

Table of Contents

Acknowledgements vii(2)
Introduction ix
1. Second language learning: key concepts and issues
1(21)
1.1 Introduction
1(1)
1.2 What makes for a good theory?
2(3)
1.3 Views on the nature of language
5(2)
1.4 The language learning process
7(10)
1.5 Views of the language learner
17(3)
1.6 Links with social practice
20(1)
1.7 Conclusion
21(1)
2. The recent history of second language learning research
22(20)
2.1 Introduction
22(1)
2.2 The 1950s and 1960s
23(3)
2.3 The 1970s
26(14)
2.4 The 1980s
40(2)
3. Linguistics and language learning: the Universal Grammar approach
42(30)
3.1 Introduction
42(1)
3.2 Why a Universal Grammar?
43(6)
3.3 What does UG consist of?
49(7)
3.4 UG and L1 acquisition
56(5)
3.5 UG and L2 acquisition
61(8)
3.6 Evaluation of UG-based approaches to SLA
69(3)
4. Cognitive approaches to second language learning
72(28)
4.1 Introduction
72(2)
4.2 The perceptual saliency approach
74(5)
4.3 Connectionism or parallel distributed processing models
79(6)
4.4 Information processing models
85(4)
4.5 Learning strategies
89(3)
4.6 Fluency development in SLA
92(2)
4.7 Communication strategies in L2 use
94(4)
4.8 Evaluation of cognitive approaches to second language learning
98(2)
5. Functional/pragmatic perspectives on second language learning
100(21)
5.1 Introduction
100(1)
5.2 Functional perspectives on first language development
101(3)
5.3 Early functionalist studies of second language learning
104(8)
5.4 Functionalism beyond the case study: the European Science Foundation project
112(5)
5.5 Evaluation
117(4)
6. Input and interaction in second language learning
121(23)
6.1 Introduction
121(2)
6.2 Input and interaction in L1 acquisition
123(3)
6.3 Input in second language acquisition: Krashen's Input Hypothesis'
126(2)
6.4 Interaction in second language acquisition
128(5)
6.5 A linguistic critique of input and interaction research
133(1)
6.6 Rethinking the Interaction Hypothesis
134(1)
6.7 Feedback and negative evidence in second language acquisition
134(4)
6.8 Attention, consciousness-raising and `focus on form'
138(2)
6.9 Evaluation: the scope of interactionist research
140(4)
7. Sociocultural perspectives on second language learning
144(19)
7.1 Introduction
144(1)
7.2 Sociocultural theory
144(5)
7.3 Applications of sociocultural theory to SLL
149(11)
7.4 Evaluation
160(3)
8. Sociolinguistic perspectives
163(28)
8.1 Introduction
163(1)
8.2 Ethnography of L2 communication
164(8)
8.3 Variation in second language use
172(7)
8.4 Pidginization and acculturation
179(3)
8.5 Second language socialization
182(6)
8.6 Evaluation: the scope and achievements of sociolinguistic enquiry
188(3)
9. Conclusion
191(5)
9.1 One theory or many?
191(1)
9.2 Main achievements of recent SLL research
191(2)
9.3 Future directions for SLL research
193(1)
9.4 Second language learning research and language education
194(2)
Bibliography 196(23)
Author index 219(4)
Subject index 223

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