219-7677 10 7500817 John Benjamins Publishing Company Marketing Department / Karin Plijnaar, Pieter Lamers onix@benjamins.nl 201608250413 ONIX title feed eng 01 EUR

256008577 03 01 01 JB John Benjamins Publishing Company 01 JB code AALS 9 Eb 15 9789027272225 06 10.1075/aals.9 13 2012048059 DG 002 02 01 AALS 02 1875-1113 AILA Applied Linguistics Series 9 01 aals.9 01 https://benjamins.com 02 https://benjamins.com/catalog/aals.9 1 B01 María del Pilar García Mayo García Mayo, María del Pilar María del Pilar García Mayo Universidad del País Vasco (UPV/EHU) 2 B01 María Juncal Gutiérrez Mangado Gutiérrez Mangado, María Juncal María Juncal Gutiérrez Mangado Universidad del País Vasco (UPV/EHU) 3 B01 María Martínez-Adrián Martínez-Adrián, María María Martínez-Adrián Universidad del País Vasco (UPV/EHU) 01 eng 279 xiii 265 LAN009000 v.2006 CFDC 2 24 JB Subject Scheme LIN.APPL Applied linguistics 24 JB Subject Scheme LIN.LA Language acquisition 24 JB Subject Scheme LIN.BIL Multilingualism 24 JB Subject Scheme LIN.THEOR Theoretical linguistics 06 01 Second language acquisition (SLA) is a field of inquiry that has increased in importance since the 1960s. Currently, researchers adopt multiple perspectives in the analysis of learner language, all of them providing different but complementary answers to the understanding of oral and written data produced by young and older learners in different settings. The main goal of this volume is to provide the reader with updated reviews of the major contemporary approaches to SLA, the research carried out within them and, wherever appropriate, the implications and/or applications for theory, research and pedagogy that might derive from the available empirical evidence. The book is intended for SLA researchers as well as for graduate (MA, Ph.D.) students in SLA research, applied linguistics and linguistics, as the different chapters will be a guide in their research within the approaches presented. The volume will also be of interest to professionals from other fields interested in the SLA process and the different explanations that have been put forward to account for it.<br /><strong>Recipient of the Spanish Association of Applied Linguistics 2014 Book Award.</strong> 05 This book offers a vibrant sampling of the theoretical complexity of SLA. Each chapter is forward-looking, authoritative, and epistemologically inviting. A remarkable collection that will fascinate neophytes and connoisseurs of SLA theories alike! Lourdes Ortega, Georgetown University 05 There are a number of perspectives from which one might wish to gain an understanding of second languages: how they are acquired, how to teach them, how people use them, how acquisition and use is affected by the context in which they are learned. Different perspectives engender different kinds of investigation. The editors of the present volume have brought together a fine selection of contributions from researchers who are currently following different paths in the investigation of second language acquisition – some well-trodden, others relatively new. All offer a contemporary take on the issues that are central to their approaches. Anyone interested in the broad spectrum of contemporary research into second language acquisition will want to read this book. Roger Hawkins, University of Essex 05 This intellectually stimulating volume showcases the epistemological and methodological diversity of SLA in a rich, informative way. At the same time, it hints at the emergent features around which the field coheres. Such a collection would be especially valuable to two audiences. For newcomers to SLA, the volume could offer a helpful starting point for approaching the multiple perspectives that make up the field. Although some chapters are perhaps less accessible than others, the collection is a useful resource for relevant courses in SLA or related fields. More experienced researchers might find the volume helpful for keeping abreast of developments in approaches parallel to their own. The potential of such a collection for stimulating interdisciplinary insights is also commendable. Achilleas I. Kostoulas, University of Manchester, on Linguist List 24.4125, 2013 04 09 01 https://benjamins.com/covers/475/aals.9.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027205254.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027205254.tif 06 09 01 https://benjamins.com/covers/1200_front/aals.9.hb.png 07 09 01 https://benjamins.com/covers/125/aals.9.png 25 09 01 https://benjamins.com/covers/1200_back/aals.9.hb.png 27 09 01 https://benjamins.com/covers/3d_web/aals.9.hb.png 10 01 JB code aals.9.prelim i iv 4 Prelim pages -1 10 01 JB code aals.9.toc v viii 4 Table of contents 0 10 01 JB code aals.9.01ack ix 1 Acknowledgments 1 10 01 JB code aals.9.02for xi xiii 3 Foreword 2 1 A01 Florence Myles Myles, Florence Florence Myles University of Essex 10 01 JB code aals.9.03int 1 4 4 Article 3 1 A01 María del Pilar García Mayo García Mayo, María del Pilar María del Pilar García Mayo Universidad del País Vasco (UPV/EHU) 2 A01 María Juncal Gutiérrez Mangado Gutiérrez Mangado, María Juncal María Juncal Gutiérrez Mangado Universidad del País Vasco (UPV/EHU) 3 A01 María Martínez-Adrián Martínez-Adrián, María María Martínez-Adrián Universidad del País Vasco (UPV/EHU) 10 01 JB code aals.9.04ch1 5 28 24 Chapter 4 1 A01 Roumyana Slabakova Slabakova, Roumyana Roumyana Slabakova University of Iowa 01 Explaining why some linguistic features and constructions are easy or difficult to acquire in a second language has become a prominent current concern in generative second language acquisition (SLA) research. Based on a comparison of findings on the L2 acquisition of functional morphology, syntax, the syntax-semantics and syntax-discourse interfaces, the Bottleneck Hypothesis argues that functional morphemes and their features are the bottleneck of L2 acquisition; acquisition of syntax and semantics (and maybe even the syntax-discourse interface) flows smoothly (Slabakova 2006, 2008). The chapter presents recent experimental studies supporting this view. A pedagogical implication of this model is discussed, namely, that an enhanced focus on practicing grammar in language classrooms is beneficial to learners. 10 01 JB code aals.9.05ch2 29 48 20 Chapter 5 1 A01 Ana Llinares Llinares, Ana Ana Llinares Universidad Autónoma de Madrid 01 The Systemic-functional Linguistic model (SFL) (Halliday 2004), with its main focus on the explanation of language use in context, has been widely applied in educational settings around the world, both from research and pedagogical perspectives. However, the applications of SFL to foreign language acquisition at lower educational levels are still very scarce. This chapter provides an overview of SFL inspired foreign language classroom research at pre-primary, primary and secondary levels, with the application of two SFL models: Halliday&#8217;s (1975) functional model of child language development and genre and register theory. The chapter shows the advantages of SFL for the understanding of foreign language students&#8217; use of lexico-grammatical features to convey different meanings and functions, as well as to participate in the registers and genres of academic disciplines. It also illustrates the role of SFL in SLA research and the interest of combining SFL and other compatible approaches in the study of SLA in educational contexts. 10 01 JB code aals.9.06ch3 49 70 22 Chapter 6 1 A01 Teresa Pica Pica, Teresa Teresa Pica The University of Pennsylvania 01 This chapter begins with an historical overview of theory and research on the role of learner interaction in the processes and sequences of second language acquisition (SLA). The overview highlights the foundational constructs of input, output, interaction, and comprehension, and current constructs of negotiation, attention, and evidence for SLA. The chapter also addresses the ways in which these constructs have illuminated the processes of SLA, shed light on the needs of the learner, and led to instructional approaches that facilitate effective second language (L2) outcomes. Examples of interaction-based approaches are provided. These include research validated strategies and tasks that provide opportunities for learners to interact in the L2 as they negotiate its meaning, attend to its linguistic forms and constructions, and access positive and negative evidence for their SLA 10 01 JB code aals.9.07ch4 71 92 22 Chapter 7 1 A01 Roy Lyster Lyster, Roy Roy Lyster McGill University 2 A01 Masatoshi Sato Sato, Masatoshi Masatoshi Sato Universidad Andrés Bello 01 This chapter presents an overview of research in support of Skill Acquisition Theory and the claim that contextualized oral practice in conjunction with feedback promotes continued second language growth. Skill acquisition is explained as a gradual transition from effortful use to more automatic use of the target language, with the ultimate goal of achieving faster and more accurate processing. By reviewing different yet compatible theoretical orientations of knowledge representations (e.g., implicit/explicit knowledge, exemplar-based/rule-based representations), the interplay between declarative and procedural knowledge is explained as bidirectional and relative to the context of instruction. The differential effects of guided practice and communicative practice are addressed and their benefits in conjunction with feedback are highlighted through reference to classroom-based second language acquisition (SLA) research. Finally, future directions regarding research on practice effects and types of practice are suggested. 10 01 JB code aals.9.08ch5 93 110 18 Chapter 8 1 A01 Alessandro G. Benati Benati, Alessandro G. Alessandro G. Benati University of Greenwich 01 The importance of input has always been recognised in the field of second language acquisition and hence one of the key questions addressed by researchers is how second language (L2) learners process input when listening or reading. The purpose of the present chapter is threefold. First, a synopsis of VanPatten&#8217;s Input Processing Theory (VanPatten 1996, 2004, 2007) is provided. Input Processing Theory aims to offer an explanation as to how L2 learners process input, how they make form-meaning connections and how they map syntactic structures onto the utterance. Secondly, a review of empirical research supporting input processing principles will be provided and, finally, theoretical and pedagogical implications from research within the input processing framework will be drawn. 10 01 JB code aals.9.09ch6 111 128 18 Chapter 9 1 A01 Gisela Håkansson Håkansson, Gisela Gisela Håkansson Lund University 01 This chapter presents a psycholinguistic account of the developmental sequences found in second language acquisition (SLA). Building on Levelt&#8217;s (1989) model of speech production, Processability Theory (PT: Pienemann 1998, 2005) proposes that the order in which morpho-syntactic structures are acquired will be controlled by the processing requirements of those structures. The cross-linguistic validity of PT will be illustrated by the analysis of learner data in some typologically diverse languages. The findings show that the hierarchical sequence of processing procedures is similar across languages, if the emergence criterion is used, and also that the influence of any previously acquired is constrained by the processability of the structures. The implications of these findings for SLA research and profiling will be discussed. 10 01 JB code aals.9.10ch7 129 152 24 Chapter 10 1 A01 Gabriela Adela Gánem-Gutiérrez Gánem-Gutiérrez, Gabriela Adela Gabriela Adela Gánem-Gutiérrez University of Essex 01 This chapter provides an overview of the theoretical foundations of Sociocultural Theory and an up-to-date account of current research stemming from this perspective. At the core of this theory is mediation, which refers to the process that enables humans to deploy physical and psychological tools to gain control over social and mental activity. Development is seen as the ability to internalise or make use of culturally created means of mediation, e.g., language, to gain such control. Language development is therefore seen as the ability to increasingly take part in social activity. In turn, this ability is implicated in linguistic change in a recurring and interdependent developmental cycle. The chapter discusses how crucial questions have been addressed by key Sociocultural Theory scholars and explores how future empirical investigation can further contribute to our understanding of second language acquisition (SLA). 10 01 JB code aals.9.11ch8 153 176 24 Chapter 11 1 A01 Regina Weinert Weinert, Regina Regina Weinert Northumbria University and Universidad del País Vasco (UPV-EHU) 2 A01 María Basterrechea Basterrechea, María María Basterrechea Northumbria University and Universidad del País Vasco (UPV-EHU) 3 A01 María del Pilar García Mayo García Mayo, María del Pilar María del Pilar García Mayo Northumbria University and Universidad del País Vasco (UPV-EHU) 01 This chapter explores the implications and applications of research into native spoken language in the context of second language learning and use. Spoken language structures differ in fundamental ways from those of written language and require to be analysed on their own terms. The chapter outlines the principles underlying qualitative research into native spoken syntax, including a discussion of methodological and analytic challenges, and suggests that this research is aligned with usage-based and related cognitive language models. Methodological and analytic issues are then illustrated in the area of subordination and clause complexes in native speaker and English as a second language (L2). The chapter concludes with a summary of core issues in the study of L2 spoken syntax and grammar. 10 01 JB code aals.9.12ch9 177 198 22 Chapter 12 1 A01 Ping Li Li, Ping Ping Li Pennsylvania State University 2 A01 Xiaowei Zhao Zhao, Xiaowei Xiaowei Zhao Pennsylvania State University 01 Connectionist models have had a profound impact on theories of language science, but researchers have only recently started to explore the implications of these models in second language acquisition. In this chapter we first provide a review of connectionism and second language acquisition. We then discuss models that focus on the complex interactive dynamics involved in learning a second language, with special reference to the effects of age of acquisition on lexical representation and the competition that is engaged during the learning and representation of two languages. We show that connectionist approaches provide significant insights into long-standing debates, including mechanisms of organization and plasticity in the development of two competing linguistic systems. 10 01 JB code aals.9.13ch10 199 220 22 Chapter 13 1 A01 Kees de Bot Bot, Kees de Kees de Bot University of Groningen 2 A01 Wander Lowie Lowie, Wander Wander Lowie University of Groningen 3 A01 Steven L. Thorne Thorne, Steven L. Steven L. Thorne University of Groningen 4 A01 Marjolijn H. Verspoor Verspoor, Marjolijn H. Marjolijn H. Verspoor University of Groningen 01 In this contribution it is argued that Dynamic Systems Theory (DST) can be seen as a comprehensive theory that can unify and make relevant a number of different &#8216;middle level&#8217; theories on Second Language Acquisition (SLA) which in our view are theories that attend to different levels of granularity and different time scales, provided of course that the middle level theories are commensurable with DST principles. Such theories, such as ecological and cultural-historical/sociocultural approaches to development, and cognitive, emergent, and distributed theories of language, place language development in the wider perspective of societal change and interaction with cultural and material aspects of the environment. 10 01 JB code aals.9.14ch11 221 242 22 Chapter 14 1 A01 Laura L. Sabourin Sabourin, Laura L. Laura L. Sabourin University of Ottawa 2 A01 Christie Brien Brien, Christie Christie Brien University of Ottawa 3 A01 Marie-Claude Tremblay Tremblay, Marie-Claude Marie-Claude Tremblay University of Ottawa 01 This chapter reviews past and current contributions from event-related brain potential (ERP) research to the field of L2 processing. ERPs are able to measure cognitive brain processes at a very fine-grained temporal resolution and allow for determining when linguistic processes are occurring. The technique allows for investigations of whether L1 and L2 processing differences are mainly due to the fact that L2 processing takes longer or whether different neural procedures (as evidenced by different components being present) occur in L1 and L2 processing. Findings from studies of monolingual, bilingual and (where available) multilingual participants are reviewed to determine the effects of proficiency, age of acquisition and similarity between languages on the processing of languages learned later in life. 10 01 JB code aals.9.15rot 243 256 14 Article 15 1 A01 Jason Rothman Rothman, Jason Jason Rothman University of Florida 2 A01 Bill VanPatten VanPatten, Bill Bill VanPatten Michigan State University 10 01 JB code aals.9.16con 257 260 4 Miscellaneous 16 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 04 20130219 2013 John Benjamins 02 WORLD 13 15 9789027205254 01 JB 3 John Benjamins e-Platform 03 jbe-platform.com 09 WORLD 21 01 06 Institutional price 00 95.00 EUR R 01 05 Consumer price 00 36.00 EUR R 01 06 Institutional price 00 80.00 GBP Z 01 05 Consumer price 00 30.00 GBP Z 01 06 Institutional price inst 00 143.00 USD S 01 05 Consumer price cons 00 54.00 USD S 61008576 03 01 01 JB John Benjamins Publishing Company 01 JB code AALS 9 Hb 15 9789027205254 13 2012048059 BB 01 AALS 02 1875-1113 AILA Applied Linguistics Series 9 01 aals.9 01 https://benjamins.com 02 https://benjamins.com/catalog/aals.9 1 B01 María del Pilar García Mayo García Mayo, María del Pilar María del Pilar García Mayo Universidad del País Vasco (UPV/EHU) 2 B01 María Juncal Gutiérrez Mangado Gutiérrez Mangado, María Juncal María Juncal Gutiérrez Mangado Universidad del País Vasco (UPV/EHU) 3 B01 María Martínez-Adrián Martínez-Adrián, María María Martínez-Adrián Universidad del País Vasco (UPV/EHU) 01 eng 279 xiii 265 LAN009000 v.2006 CFDC 2 24 JB Subject Scheme LIN.APPL Applied linguistics 24 JB Subject Scheme LIN.LA Language acquisition 24 JB Subject Scheme LIN.BIL Multilingualism 24 JB Subject Scheme LIN.THEOR Theoretical linguistics 06 01 Second language acquisition (SLA) is a field of inquiry that has increased in importance since the 1960s. Currently, researchers adopt multiple perspectives in the analysis of learner language, all of them providing different but complementary answers to the understanding of oral and written data produced by young and older learners in different settings. The main goal of this volume is to provide the reader with updated reviews of the major contemporary approaches to SLA, the research carried out within them and, wherever appropriate, the implications and/or applications for theory, research and pedagogy that might derive from the available empirical evidence. The book is intended for SLA researchers as well as for graduate (MA, Ph.D.) students in SLA research, applied linguistics and linguistics, as the different chapters will be a guide in their research within the approaches presented. The volume will also be of interest to professionals from other fields interested in the SLA process and the different explanations that have been put forward to account for it.<br /><strong>Recipient of the Spanish Association of Applied Linguistics 2014 Book Award.</strong> 05 This book offers a vibrant sampling of the theoretical complexity of SLA. Each chapter is forward-looking, authoritative, and epistemologically inviting. A remarkable collection that will fascinate neophytes and connoisseurs of SLA theories alike! Lourdes Ortega, Georgetown University 05 There are a number of perspectives from which one might wish to gain an understanding of second languages: how they are acquired, how to teach them, how people use them, how acquisition and use is affected by the context in which they are learned. Different perspectives engender different kinds of investigation. The editors of the present volume have brought together a fine selection of contributions from researchers who are currently following different paths in the investigation of second language acquisition – some well-trodden, others relatively new. All offer a contemporary take on the issues that are central to their approaches. Anyone interested in the broad spectrum of contemporary research into second language acquisition will want to read this book. Roger Hawkins, University of Essex 05 This intellectually stimulating volume showcases the epistemological and methodological diversity of SLA in a rich, informative way. At the same time, it hints at the emergent features around which the field coheres. Such a collection would be especially valuable to two audiences. For newcomers to SLA, the volume could offer a helpful starting point for approaching the multiple perspectives that make up the field. Although some chapters are perhaps less accessible than others, the collection is a useful resource for relevant courses in SLA or related fields. More experienced researchers might find the volume helpful for keeping abreast of developments in approaches parallel to their own. The potential of such a collection for stimulating interdisciplinary insights is also commendable. Achilleas I. Kostoulas, University of Manchester, on Linguist List 24.4125, 2013 04 09 01 https://benjamins.com/covers/475/aals.9.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027205254.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027205254.tif 06 09 01 https://benjamins.com/covers/1200_front/aals.9.hb.png 07 09 01 https://benjamins.com/covers/125/aals.9.png 25 09 01 https://benjamins.com/covers/1200_back/aals.9.hb.png 27 09 01 https://benjamins.com/covers/3d_web/aals.9.hb.png 10 01 JB code aals.9.prelim i iv 4 Prelim pages -1 10 01 JB code aals.9.toc v viii 4 Table of contents 0 10 01 JB code aals.9.01ack ix 1 Acknowledgments 1 10 01 JB code aals.9.02for xi xiii 3 Foreword 2 1 A01 Florence Myles Myles, Florence Florence Myles University of Essex 10 01 JB code aals.9.03int 1 4 4 Article 3 1 A01 María del Pilar García Mayo García Mayo, María del Pilar María del Pilar García Mayo Universidad del País Vasco (UPV/EHU) 2 A01 María Juncal Gutiérrez Mangado Gutiérrez Mangado, María Juncal María Juncal Gutiérrez Mangado Universidad del País Vasco (UPV/EHU) 3 A01 María Martínez-Adrián Martínez-Adrián, María María Martínez-Adrián Universidad del País Vasco (UPV/EHU) 10 01 JB code aals.9.04ch1 5 28 24 Chapter 4 1 A01 Roumyana Slabakova Slabakova, Roumyana Roumyana Slabakova University of Iowa 01 Explaining why some linguistic features and constructions are easy or difficult to acquire in a second language has become a prominent current concern in generative second language acquisition (SLA) research. Based on a comparison of findings on the L2 acquisition of functional morphology, syntax, the syntax-semantics and syntax-discourse interfaces, the Bottleneck Hypothesis argues that functional morphemes and their features are the bottleneck of L2 acquisition; acquisition of syntax and semantics (and maybe even the syntax-discourse interface) flows smoothly (Slabakova 2006, 2008). The chapter presents recent experimental studies supporting this view. A pedagogical implication of this model is discussed, namely, that an enhanced focus on practicing grammar in language classrooms is beneficial to learners. 10 01 JB code aals.9.05ch2 29 48 20 Chapter 5 1 A01 Ana Llinares Llinares, Ana Ana Llinares Universidad Autónoma de Madrid 01 The Systemic-functional Linguistic model (SFL) (Halliday 2004), with its main focus on the explanation of language use in context, has been widely applied in educational settings around the world, both from research and pedagogical perspectives. However, the applications of SFL to foreign language acquisition at lower educational levels are still very scarce. This chapter provides an overview of SFL inspired foreign language classroom research at pre-primary, primary and secondary levels, with the application of two SFL models: Halliday&#8217;s (1975) functional model of child language development and genre and register theory. The chapter shows the advantages of SFL for the understanding of foreign language students&#8217; use of lexico-grammatical features to convey different meanings and functions, as well as to participate in the registers and genres of academic disciplines. It also illustrates the role of SFL in SLA research and the interest of combining SFL and other compatible approaches in the study of SLA in educational contexts. 10 01 JB code aals.9.06ch3 49 70 22 Chapter 6 1 A01 Teresa Pica Pica, Teresa Teresa Pica The University of Pennsylvania 01 This chapter begins with an historical overview of theory and research on the role of learner interaction in the processes and sequences of second language acquisition (SLA). The overview highlights the foundational constructs of input, output, interaction, and comprehension, and current constructs of negotiation, attention, and evidence for SLA. The chapter also addresses the ways in which these constructs have illuminated the processes of SLA, shed light on the needs of the learner, and led to instructional approaches that facilitate effective second language (L2) outcomes. Examples of interaction-based approaches are provided. These include research validated strategies and tasks that provide opportunities for learners to interact in the L2 as they negotiate its meaning, attend to its linguistic forms and constructions, and access positive and negative evidence for their SLA 10 01 JB code aals.9.07ch4 71 92 22 Chapter 7 1 A01 Roy Lyster Lyster, Roy Roy Lyster McGill University 2 A01 Masatoshi Sato Sato, Masatoshi Masatoshi Sato Universidad Andrés Bello 01 This chapter presents an overview of research in support of Skill Acquisition Theory and the claim that contextualized oral practice in conjunction with feedback promotes continued second language growth. Skill acquisition is explained as a gradual transition from effortful use to more automatic use of the target language, with the ultimate goal of achieving faster and more accurate processing. By reviewing different yet compatible theoretical orientations of knowledge representations (e.g., implicit/explicit knowledge, exemplar-based/rule-based representations), the interplay between declarative and procedural knowledge is explained as bidirectional and relative to the context of instruction. The differential effects of guided practice and communicative practice are addressed and their benefits in conjunction with feedback are highlighted through reference to classroom-based second language acquisition (SLA) research. Finally, future directions regarding research on practice effects and types of practice are suggested. 10 01 JB code aals.9.08ch5 93 110 18 Chapter 8 1 A01 Alessandro G. Benati Benati, Alessandro G. Alessandro G. Benati University of Greenwich 01 The importance of input has always been recognised in the field of second language acquisition and hence one of the key questions addressed by researchers is how second language (L2) learners process input when listening or reading. The purpose of the present chapter is threefold. First, a synopsis of VanPatten&#8217;s Input Processing Theory (VanPatten 1996, 2004, 2007) is provided. Input Processing Theory aims to offer an explanation as to how L2 learners process input, how they make form-meaning connections and how they map syntactic structures onto the utterance. Secondly, a review of empirical research supporting input processing principles will be provided and, finally, theoretical and pedagogical implications from research within the input processing framework will be drawn. 10 01 JB code aals.9.09ch6 111 128 18 Chapter 9 1 A01 Gisela Håkansson Håkansson, Gisela Gisela Håkansson Lund University 01 This chapter presents a psycholinguistic account of the developmental sequences found in second language acquisition (SLA). Building on Levelt&#8217;s (1989) model of speech production, Processability Theory (PT: Pienemann 1998, 2005) proposes that the order in which morpho-syntactic structures are acquired will be controlled by the processing requirements of those structures. The cross-linguistic validity of PT will be illustrated by the analysis of learner data in some typologically diverse languages. The findings show that the hierarchical sequence of processing procedures is similar across languages, if the emergence criterion is used, and also that the influence of any previously acquired is constrained by the processability of the structures. The implications of these findings for SLA research and profiling will be discussed. 10 01 JB code aals.9.10ch7 129 152 24 Chapter 10 1 A01 Gabriela Adela Gánem-Gutiérrez Gánem-Gutiérrez, Gabriela Adela Gabriela Adela Gánem-Gutiérrez University of Essex 01 This chapter provides an overview of the theoretical foundations of Sociocultural Theory and an up-to-date account of current research stemming from this perspective. At the core of this theory is mediation, which refers to the process that enables humans to deploy physical and psychological tools to gain control over social and mental activity. Development is seen as the ability to internalise or make use of culturally created means of mediation, e.g., language, to gain such control. Language development is therefore seen as the ability to increasingly take part in social activity. In turn, this ability is implicated in linguistic change in a recurring and interdependent developmental cycle. The chapter discusses how crucial questions have been addressed by key Sociocultural Theory scholars and explores how future empirical investigation can further contribute to our understanding of second language acquisition (SLA). 10 01 JB code aals.9.11ch8 153 176 24 Chapter 11 1 A01 Regina Weinert Weinert, Regina Regina Weinert Northumbria University and Universidad del País Vasco (UPV-EHU) 2 A01 María Basterrechea Basterrechea, María María Basterrechea Northumbria University and Universidad del País Vasco (UPV-EHU) 3 A01 María del Pilar García Mayo García Mayo, María del Pilar María del Pilar García Mayo Northumbria University and Universidad del País Vasco (UPV-EHU) 01 This chapter explores the implications and applications of research into native spoken language in the context of second language learning and use. Spoken language structures differ in fundamental ways from those of written language and require to be analysed on their own terms. The chapter outlines the principles underlying qualitative research into native spoken syntax, including a discussion of methodological and analytic challenges, and suggests that this research is aligned with usage-based and related cognitive language models. Methodological and analytic issues are then illustrated in the area of subordination and clause complexes in native speaker and English as a second language (L2). The chapter concludes with a summary of core issues in the study of L2 spoken syntax and grammar. 10 01 JB code aals.9.12ch9 177 198 22 Chapter 12 1 A01 Ping Li Li, Ping Ping Li Pennsylvania State University 2 A01 Xiaowei Zhao Zhao, Xiaowei Xiaowei Zhao Pennsylvania State University 01 Connectionist models have had a profound impact on theories of language science, but researchers have only recently started to explore the implications of these models in second language acquisition. In this chapter we first provide a review of connectionism and second language acquisition. We then discuss models that focus on the complex interactive dynamics involved in learning a second language, with special reference to the effects of age of acquisition on lexical representation and the competition that is engaged during the learning and representation of two languages. We show that connectionist approaches provide significant insights into long-standing debates, including mechanisms of organization and plasticity in the development of two competing linguistic systems. 10 01 JB code aals.9.13ch10 199 220 22 Chapter 13 1 A01 Kees de Bot Bot, Kees de Kees de Bot University of Groningen 2 A01 Wander Lowie Lowie, Wander Wander Lowie University of Groningen 3 A01 Steven L. Thorne Thorne, Steven L. Steven L. Thorne University of Groningen 4 A01 Marjolijn H. Verspoor Verspoor, Marjolijn H. Marjolijn H. Verspoor University of Groningen 01 In this contribution it is argued that Dynamic Systems Theory (DST) can be seen as a comprehensive theory that can unify and make relevant a number of different &#8216;middle level&#8217; theories on Second Language Acquisition (SLA) which in our view are theories that attend to different levels of granularity and different time scales, provided of course that the middle level theories are commensurable with DST principles. Such theories, such as ecological and cultural-historical/sociocultural approaches to development, and cognitive, emergent, and distributed theories of language, place language development in the wider perspective of societal change and interaction with cultural and material aspects of the environment. 10 01 JB code aals.9.14ch11 221 242 22 Chapter 14 1 A01 Laura L. Sabourin Sabourin, Laura L. Laura L. Sabourin University of Ottawa 2 A01 Christie Brien Brien, Christie Christie Brien University of Ottawa 3 A01 Marie-Claude Tremblay Tremblay, Marie-Claude Marie-Claude Tremblay University of Ottawa 01 This chapter reviews past and current contributions from event-related brain potential (ERP) research to the field of L2 processing. ERPs are able to measure cognitive brain processes at a very fine-grained temporal resolution and allow for determining when linguistic processes are occurring. The technique allows for investigations of whether L1 and L2 processing differences are mainly due to the fact that L2 processing takes longer or whether different neural procedures (as evidenced by different components being present) occur in L1 and L2 processing. Findings from studies of monolingual, bilingual and (where available) multilingual participants are reviewed to determine the effects of proficiency, age of acquisition and similarity between languages on the processing of languages learned later in life. 10 01 JB code aals.9.15rot 243 256 14 Article 15 1 A01 Jason Rothman Rothman, Jason Jason Rothman University of Florida 2 A01 Bill VanPatten VanPatten, Bill Bill VanPatten Michigan State University 10 01 JB code aals.9.16con 257 260 4 Miscellaneous 16 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 04 20130219 2013 John Benjamins 02 WORLD 01 245 mm 02 164 mm 08 655 gr 01 JB 1 John Benjamins Publishing Company +31 20 6304747 +31 20 6739773 bookorder@benjamins.nl 01 https://benjamins.com 01 WORLD US CA MX 21 26 18 01 02 JB 1 00 95.00 EUR R 02 02 JB 1 00 100.70 EUR R 01 JB 10 bebc +44 1202 712 934 +44 1202 712 913 sales@bebc.co.uk 03 GB 21 18 02 02 JB 1 00 80.00 GBP Z 01 JB 2 John Benjamins North America +1 800 562-5666 +1 703 661-1501 benjamins@presswarehouse.com 01 https://benjamins.com 01 US CA MX 21 18 01 gen 02 JB 1 00 143.00 USD 349015106 03 01 01 JB John Benjamins Publishing Company 01 JB code AALS 9 Pb 15 9789027205285 13 2012048059 BC 01 AALS 02 1875-1113 AILA Applied Linguistics Series 9 01 aals.9 01 https://benjamins.com 02 https://benjamins.com/catalog/aals.9 1 B01 María del Pilar García Mayo García Mayo, María del Pilar María del Pilar García Mayo Universidad del País Vasco (UPV/EHU) 2 B01 María Juncal Gutiérrez Mangado Gutiérrez Mangado, María Juncal María Juncal Gutiérrez Mangado Universidad del País Vasco (UPV/EHU) 3 B01 María Martínez-Adrián Martínez-Adrián, María María Martínez-Adrián Universidad del País Vasco (UPV/EHU) 01 eng 279 xiii 265 LAN009000 v.2006 CFDC 2 24 JB Subject Scheme LIN.APPL Applied linguistics 24 JB Subject Scheme LIN.LA Language acquisition 24 JB Subject Scheme LIN.BIL Multilingualism 24 JB Subject Scheme LIN.THEOR Theoretical linguistics 06 01 Second language acquisition (SLA) is a field of inquiry that has increased in importance since the 1960s. Currently, researchers adopt multiple perspectives in the analysis of learner language, all of them providing different but complementary answers to the understanding of oral and written data produced by young and older learners in different settings. The main goal of this volume is to provide the reader with updated reviews of the major contemporary approaches to SLA, the research carried out within them and, wherever appropriate, the implications and/or applications for theory, research and pedagogy that might derive from the available empirical evidence. The book is intended for SLA researchers as well as for graduate (MA, Ph.D.) students in SLA research, applied linguistics and linguistics, as the different chapters will be a guide in their research within the approaches presented. The volume will also be of interest to professionals from other fields interested in the SLA process and the different explanations that have been put forward to account for it.<br /><strong>Recipient of the Spanish Association of Applied Linguistics 2014 Book Award.</strong> 05 This book offers a vibrant sampling of the theoretical complexity of SLA. Each chapter is forward-looking, authoritative, and epistemologically inviting. A remarkable collection that will fascinate neophytes and connoisseurs of SLA theories alike! Lourdes Ortega, Georgetown University 05 There are a number of perspectives from which one might wish to gain an understanding of second languages: how they are acquired, how to teach them, how people use them, how acquisition and use is affected by the context in which they are learned. Different perspectives engender different kinds of investigation. The editors of the present volume have brought together a fine selection of contributions from researchers who are currently following different paths in the investigation of second language acquisition – some well-trodden, others relatively new. All offer a contemporary take on the issues that are central to their approaches. Anyone interested in the broad spectrum of contemporary research into second language acquisition will want to read this book. Roger Hawkins, University of Essex 05 This intellectually stimulating volume showcases the epistemological and methodological diversity of SLA in a rich, informative way. At the same time, it hints at the emergent features around which the field coheres. Such a collection would be especially valuable to two audiences. For newcomers to SLA, the volume could offer a helpful starting point for approaching the multiple perspectives that make up the field. Although some chapters are perhaps less accessible than others, the collection is a useful resource for relevant courses in SLA or related fields. More experienced researchers might find the volume helpful for keeping abreast of developments in approaches parallel to their own. The potential of such a collection for stimulating interdisciplinary insights is also commendable. Achilleas I. Kostoulas, University of Manchester, on Linguist List 24.4125, 2013 04 09 01 https://benjamins.com/covers/475/aals.9.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027205254.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027205254.tif 06 09 01 https://benjamins.com/covers/1200_front/aals.9.pb.png 07 09 01 https://benjamins.com/covers/125/aals.9.png 25 09 01 https://benjamins.com/covers/1200_back/aals.9.pb.png 27 09 01 https://benjamins.com/covers/3d_web/aals.9.pb.png 10 01 JB code aals.9.prelim i iv 4 Prelim pages -1 10 01 JB code aals.9.toc v viii 4 Table of contents 0 10 01 JB code aals.9.01ack ix 1 Acknowledgments 1 10 01 JB code aals.9.02for xi xiii 3 Foreword 2 1 A01 Florence Myles Myles, Florence Florence Myles University of Essex 10 01 JB code aals.9.03int 1 4 4 Article 3 1 A01 María del Pilar García Mayo García Mayo, María del Pilar María del Pilar García Mayo Universidad del País Vasco (UPV/EHU) 2 A01 María Juncal Gutiérrez Mangado Gutiérrez Mangado, María Juncal María Juncal Gutiérrez Mangado Universidad del País Vasco (UPV/EHU) 3 A01 María Martínez-Adrián Martínez-Adrián, María María Martínez-Adrián Universidad del País Vasco (UPV/EHU) 10 01 JB code aals.9.04ch1 5 28 24 Chapter 4 1 A01 Roumyana Slabakova Slabakova, Roumyana Roumyana Slabakova University of Iowa 01 Explaining why some linguistic features and constructions are easy or difficult to acquire in a second language has become a prominent current concern in generative second language acquisition (SLA) research. Based on a comparison of findings on the L2 acquisition of functional morphology, syntax, the syntax-semantics and syntax-discourse interfaces, the Bottleneck Hypothesis argues that functional morphemes and their features are the bottleneck of L2 acquisition; acquisition of syntax and semantics (and maybe even the syntax-discourse interface) flows smoothly (Slabakova 2006, 2008). The chapter presents recent experimental studies supporting this view. A pedagogical implication of this model is discussed, namely, that an enhanced focus on practicing grammar in language classrooms is beneficial to learners. 10 01 JB code aals.9.05ch2 29 48 20 Chapter 5 1 A01 Ana Llinares Llinares, Ana Ana Llinares Universidad Autónoma de Madrid 01 The Systemic-functional Linguistic model (SFL) (Halliday 2004), with its main focus on the explanation of language use in context, has been widely applied in educational settings around the world, both from research and pedagogical perspectives. However, the applications of SFL to foreign language acquisition at lower educational levels are still very scarce. This chapter provides an overview of SFL inspired foreign language classroom research at pre-primary, primary and secondary levels, with the application of two SFL models: Halliday&#8217;s (1975) functional model of child language development and genre and register theory. The chapter shows the advantages of SFL for the understanding of foreign language students&#8217; use of lexico-grammatical features to convey different meanings and functions, as well as to participate in the registers and genres of academic disciplines. It also illustrates the role of SFL in SLA research and the interest of combining SFL and other compatible approaches in the study of SLA in educational contexts. 10 01 JB code aals.9.06ch3 49 70 22 Chapter 6 1 A01 Teresa Pica Pica, Teresa Teresa Pica The University of Pennsylvania 01 This chapter begins with an historical overview of theory and research on the role of learner interaction in the processes and sequences of second language acquisition (SLA). The overview highlights the foundational constructs of input, output, interaction, and comprehension, and current constructs of negotiation, attention, and evidence for SLA. The chapter also addresses the ways in which these constructs have illuminated the processes of SLA, shed light on the needs of the learner, and led to instructional approaches that facilitate effective second language (L2) outcomes. Examples of interaction-based approaches are provided. These include research validated strategies and tasks that provide opportunities for learners to interact in the L2 as they negotiate its meaning, attend to its linguistic forms and constructions, and access positive and negative evidence for their SLA 10 01 JB code aals.9.07ch4 71 92 22 Chapter 7 1 A01 Roy Lyster Lyster, Roy Roy Lyster McGill University 2 A01 Masatoshi Sato Sato, Masatoshi Masatoshi Sato Universidad Andrés Bello 01 This chapter presents an overview of research in support of Skill Acquisition Theory and the claim that contextualized oral practice in conjunction with feedback promotes continued second language growth. Skill acquisition is explained as a gradual transition from effortful use to more automatic use of the target language, with the ultimate goal of achieving faster and more accurate processing. By reviewing different yet compatible theoretical orientations of knowledge representations (e.g., implicit/explicit knowledge, exemplar-based/rule-based representations), the interplay between declarative and procedural knowledge is explained as bidirectional and relative to the context of instruction. The differential effects of guided practice and communicative practice are addressed and their benefits in conjunction with feedback are highlighted through reference to classroom-based second language acquisition (SLA) research. Finally, future directions regarding research on practice effects and types of practice are suggested. 10 01 JB code aals.9.08ch5 93 110 18 Chapter 8 1 A01 Alessandro G. Benati Benati, Alessandro G. Alessandro G. Benati University of Greenwich 01 The importance of input has always been recognised in the field of second language acquisition and hence one of the key questions addressed by researchers is how second language (L2) learners process input when listening or reading. The purpose of the present chapter is threefold. First, a synopsis of VanPatten&#8217;s Input Processing Theory (VanPatten 1996, 2004, 2007) is provided. Input Processing Theory aims to offer an explanation as to how L2 learners process input, how they make form-meaning connections and how they map syntactic structures onto the utterance. Secondly, a review of empirical research supporting input processing principles will be provided and, finally, theoretical and pedagogical implications from research within the input processing framework will be drawn. 10 01 JB code aals.9.09ch6 111 128 18 Chapter 9 1 A01 Gisela Håkansson Håkansson, Gisela Gisela Håkansson Lund University 01 This chapter presents a psycholinguistic account of the developmental sequences found in second language acquisition (SLA). Building on Levelt&#8217;s (1989) model of speech production, Processability Theory (PT: Pienemann 1998, 2005) proposes that the order in which morpho-syntactic structures are acquired will be controlled by the processing requirements of those structures. The cross-linguistic validity of PT will be illustrated by the analysis of learner data in some typologically diverse languages. The findings show that the hierarchical sequence of processing procedures is similar across languages, if the emergence criterion is used, and also that the influence of any previously acquired is constrained by the processability of the structures. The implications of these findings for SLA research and profiling will be discussed. 10 01 JB code aals.9.10ch7 129 152 24 Chapter 10 1 A01 Gabriela Adela Gánem-Gutiérrez Gánem-Gutiérrez, Gabriela Adela Gabriela Adela Gánem-Gutiérrez University of Essex 01 This chapter provides an overview of the theoretical foundations of Sociocultural Theory and an up-to-date account of current research stemming from this perspective. At the core of this theory is mediation, which refers to the process that enables humans to deploy physical and psychological tools to gain control over social and mental activity. Development is seen as the ability to internalise or make use of culturally created means of mediation, e.g., language, to gain such control. Language development is therefore seen as the ability to increasingly take part in social activity. In turn, this ability is implicated in linguistic change in a recurring and interdependent developmental cycle. The chapter discusses how crucial questions have been addressed by key Sociocultural Theory scholars and explores how future empirical investigation can further contribute to our understanding of second language acquisition (SLA). 10 01 JB code aals.9.11ch8 153 176 24 Chapter 11 1 A01 Regina Weinert Weinert, Regina Regina Weinert Northumbria University and Universidad del País Vasco (UPV-EHU) 2 A01 María Basterrechea Basterrechea, María María Basterrechea Northumbria University and Universidad del País Vasco (UPV-EHU) 3 A01 María del Pilar García Mayo García Mayo, María del Pilar María del Pilar García Mayo Northumbria University and Universidad del País Vasco (UPV-EHU) 01 This chapter explores the implications and applications of research into native spoken language in the context of second language learning and use. Spoken language structures differ in fundamental ways from those of written language and require to be analysed on their own terms. The chapter outlines the principles underlying qualitative research into native spoken syntax, including a discussion of methodological and analytic challenges, and suggests that this research is aligned with usage-based and related cognitive language models. Methodological and analytic issues are then illustrated in the area of subordination and clause complexes in native speaker and English as a second language (L2). The chapter concludes with a summary of core issues in the study of L2 spoken syntax and grammar. 10 01 JB code aals.9.12ch9 177 198 22 Chapter 12 1 A01 Ping Li Li, Ping Ping Li Pennsylvania State University 2 A01 Xiaowei Zhao Zhao, Xiaowei Xiaowei Zhao Pennsylvania State University 01 Connectionist models have had a profound impact on theories of language science, but researchers have only recently started to explore the implications of these models in second language acquisition. In this chapter we first provide a review of connectionism and second language acquisition. We then discuss models that focus on the complex interactive dynamics involved in learning a second language, with special reference to the effects of age of acquisition on lexical representation and the competition that is engaged during the learning and representation of two languages. We show that connectionist approaches provide significant insights into long-standing debates, including mechanisms of organization and plasticity in the development of two competing linguistic systems. 10 01 JB code aals.9.13ch10 199 220 22 Chapter 13 1 A01 Kees de Bot Bot, Kees de Kees de Bot University of Groningen 2 A01 Wander Lowie Lowie, Wander Wander Lowie University of Groningen 3 A01 Steven L. Thorne Thorne, Steven L. Steven L. Thorne University of Groningen 4 A01 Marjolijn H. Verspoor Verspoor, Marjolijn H. Marjolijn H. Verspoor University of Groningen 01 In this contribution it is argued that Dynamic Systems Theory (DST) can be seen as a comprehensive theory that can unify and make relevant a number of different &#8216;middle level&#8217; theories on Second Language Acquisition (SLA) which in our view are theories that attend to different levels of granularity and different time scales, provided of course that the middle level theories are commensurable with DST principles. Such theories, such as ecological and cultural-historical/sociocultural approaches to development, and cognitive, emergent, and distributed theories of language, place language development in the wider perspective of societal change and interaction with cultural and material aspects of the environment. 10 01 JB code aals.9.14ch11 221 242 22 Chapter 14 1 A01 Laura L. Sabourin Sabourin, Laura L. Laura L. Sabourin University of Ottawa 2 A01 Christie Brien Brien, Christie Christie Brien University of Ottawa 3 A01 Marie-Claude Tremblay Tremblay, Marie-Claude Marie-Claude Tremblay University of Ottawa 01 This chapter reviews past and current contributions from event-related brain potential (ERP) research to the field of L2 processing. ERPs are able to measure cognitive brain processes at a very fine-grained temporal resolution and allow for determining when linguistic processes are occurring. The technique allows for investigations of whether L1 and L2 processing differences are mainly due to the fact that L2 processing takes longer or whether different neural procedures (as evidenced by different components being present) occur in L1 and L2 processing. Findings from studies of monolingual, bilingual and (where available) multilingual participants are reviewed to determine the effects of proficiency, age of acquisition and similarity between languages on the processing of languages learned later in life. 10 01 JB code aals.9.15rot 243 256 14 Article 15 1 A01 Jason Rothman Rothman, Jason Jason Rothman University of Florida 2 A01 Bill VanPatten VanPatten, Bill Bill VanPatten Michigan State University 10 01 JB code aals.9.16con 257 260 4 Miscellaneous 16 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 04 20130219 2013 John Benjamins 02 WORLD 08 505 gr 01 JB 1 John Benjamins Publishing Company +31 20 6304747 +31 20 6739773 bookorder@benjamins.nl 01 https://benjamins.com 01 WORLD US CA MX 21 14 24 01 02 JB 1 00 36.00 EUR R 02 02 JB 1 00 38.16 EUR R 01 JB 10 bebc +44 1202 712 934 +44 1202 712 913 sales@bebc.co.uk 03 GB 21 24 02 02 JB 1 00 30.00 GBP Z 01 JB 2 John Benjamins North America +1 800 562-5666 +1 703 661-1501 benjamins@presswarehouse.com 01 https://benjamins.com 01 US CA MX 21 1 24 01 gen 02 JB 1 00 54.00 USD