Second language acquisition : an introductory course / Susan M. Gass with Jeniffer Behney and Luke Plonsky

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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. -- Second and foreing language data. -- Data analysis. -- Data set I: plurals. -- Data set II:: verb + -ing markers. -- Data set III: prepositions. -- Where do data come from?. -- Data types. -- Learner corpora. -- Data elicitation. -- Measuring general proficiency. -- Measuring nonlinguistic information. -- Verbal report data. -- Think-alouds. -- Stimulated recall. -- Post-production interviews. -- Language-elicitaton measures. -- Processing data. -- Reaction time. -- Eye-tracking. -- Replication. -- Meta-analyses. -- Issues in data analysis. -- What is acquisition?. -- The role of antive language: an historical overview. -- Introduction. -- Behaviorism. -- Linguistic background. -- Psychological background. -- Contrastative analysis hypothesis. -- Error analysis. -- The transition period. -- Introduction. -- First language acquisition. -- Babbling. -- Words. -- Sounds and pronunciation. -- Syntax. -- Morphology. -- Child L2 acquisition. -- Child L2 morpheme studies. -- Adult L2 morpheme order studies. -- The monitor model. -- The acquisition-learning hypothesis. -- The natural order hypothesis. -- The input hypothesis. -- The affective filter hypothesis. -- Limitations. -- Alternative approaches to the role of previously known languages. -- Revised perspectives onthe role of the native language. -- Avoidance. -- Differential learning rates. -- Defferent paths. -- Overproduction. -- Predictability/Slectivity. -- L1 influences in L2 processing. -- Morpheme order. -- Formla approaches to SLA. -- Introduction. -- universal grammar. .-- Initial state. -- Fundamental difference hypothesis. -- Access to UG hypothesis. -- UG principles. -- UG parameters. -- Mnimalist program. -- Falsification. -- Transfer: the generative/UG perspective. -- Levels of represenation. -- Clustering. -- Learnability. -- The fundamental difference hypothesis revised. -- Semantics and the siyntax-semantics interface hypothesis. -- Semantics. -- Syntax and semantics: the interface hypothesis. -- Similarity/Dissimilarity: speech learning model. -- Optimality theory. -- Ontogeny phylogeny model. -- The lexicon. -- The significance of the lexicon. -- Lexical knowledge: what does it mean to know a word?. -- Production and reception. -- Knowledge and control. -- Breadth and depth. -- Subcategorization. -- Word associations and networks. -- Word formation. -- Formulaic language, collocations, and chunking. -- Influences on L2 vocabulary and development. -- The role of the L1. -- Incidental vocabulary learning. -- Incremental vocabulary learning. -- Using lexical skills. -- Production. -- Perception. -- Typological and functional approaches. -- Introduction. -- Typological universal. -- Test case I: the accessibility hierarchy. -- Test case II: the acquisition of questions. -- Test case III: voiced/voiceless consonants. -- Faksibiability. -- Typological universals: conclusions. -- Functional approaches. -- Tense and aspect: the aspect hypothesis. -- The discourse hypothesis. -- Concept-oriented approach. -- Looking at interlanguage processing. -- Introduction. -- Processing approaches. -- Processability theory. -- Information processing: automaticity, restructuring and u-shaped learning. -- U-shaped learning. -- Input processing. -- Psycholinguistic construct. -- Attention. -- Working memory. -- Syntacting priming. -- Emergentist models. -- Competition model. -- Frequency-based accounts. -- Dynamic systems. -- Knowledge types. -- Acquisition/learning. -- Declarative/Procedural. -- Implicit/Explicit. -- Representation/Control. -- Interface of knowledge types. -- No interface. -- Weak interface. -- Strong interface. -- Interlanguage in context. -- Introduction. -- Sociocultural approaches. -- Mediation. -- Internalization. -- Zone of proximal development. -- Private speech. -- Learning in a sociocultural framework. -- Gesture and SLA. -- Variation. -- Systemic variaton. -- Linguistic context. -- Social context relating to the native language. -- Social context relating to interlocutor. -- Task type, and conversational topic. -- Conversation analysis. -- Communication strategies. -- Interlanguage pragmatics. -- Language learning in study-abroad context. -- Conclusion: SLA and other disciplines. -- Input, interaction, and output. -- Introduction. -- Input. -- Comprenhension. -- Interaction. -- Output. -- Feedback. -- Negotiation. -- Recasts. -- Hypothesis testing. -- Automaticity. -- Meaning-based to grammar-based processing. -- The role of input and interaction in language learning. -- The functions of input and interaction. -- Efectiveness of feedback. -- Attention. -- Contrast theory. -- Metalinguistic awareness. -- Who benefits from interaction?. -- Limitations fo input. -- Conclusion. -- Instructed second language learning. -- Introdcution. -- Classroom language. -- Teachability/Learnability. -- Focus on form. -- Timing. -- Forms to focus on. -- Task desing. -- Input manipulation and input enhacement. -- Complexity, accuracy, fluency, and planning. -- Processing instruction. -- Uniqueness of instruction. -- Efectiveness of instruction. -- SLA and classroom practices. -- Conclusion. -- Nonlanguage infleunces. -- Introduction. -- Research traditions. -- Linguistics. -- Psychology. -- Psycholinguistics. -- Methodological considerations. -- Age differences. -- Adtitude. -- Motivation. -- Motivation as a function of time and success. -- Changes over time. -- Infleunce of success on motivation and demotivation. -- Affect. -- Langauge shock and culture shock. -- Anxiety. -- Social distance. -- Extroversion and introversion. -- Learning strategies. -- Conclusion. -- Related disciplines. -- Introduction. -- Bilingual acquisition. -- Third langauge Acquisition/Multilingualism. -- Heritage language acquisition. -- SLA by hearing impaired. -- Conclusion. -- An integrated view of second language acquisition. -- An integration of sub-areas. -- Apperceived input. -- Comprehended input. -- Intake. -- Integration. -- Output. -- Conclusion.

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