Michael H. Long

Second language acquisition has an identity problem. It is a young field struggling to emerge from the parent fields of education and applied linguistics. In his new book, Problems in Second Language Acquisition, Mike Long proposes a way to help second language acquisition develop a systematic and coherent focus using the philosophy of science as the lens. The volume is neatly organized into three parts--theory, research, and practice. This structure allows a focus on areas of SLA of interest to many in the field. These include theory proliferation and comparative theory evaluation; the Critical Period Hypothesis and negative feedback; and the practice of "synthetic" language teaching. The controversial volume will be of interest to researchers, educators, and graduate students in second language acquisition, applied linguistics, TESOL, and linguistics programs. It may be recommended as additional reading for an introductory SLA course in order to stimulate class discussions.

Problems in SLA

Catherine J. Doughty

The Handbook of Second Language Acquisition presents an integrated discussion of key, and sometimes controversial, issues in second language acquisition research. Discusses the biological and cognitive underpinnings of SLA, mechanisms, processes, and constraints on SLA, the level of ultimate attainment, research methods, and the status of SLA as a cognitive science. Includes contributions from twenty-seven of the world's leading scholars. Provides an invaluable resource for all students and scholars of human cognition, including those in linguistics, psychology, applied linguistics, ESL, foreign languages, and cognitive science.

The Handbook of Second Language Acquisition

Second language acquisition has an identity problem. It is a young field struggling to emerge from the parent fields of education and applied linguistics. In his new book, Problems in Second Language Acquisition, Mike Long proposes a way to help second language acquisition develop a systematic and coherent focus using the philosophy of science as the lens. The volume is neatly organized into three parts--theory, research, and practice. This structure allows a focus on areas of SLA of interest to many in the field. These include theory proliferation and comparative theory evaluation; the Critical Period Hypothesis and negative feedback; and the practice of “synthetic” language teaching. The controversial volume will be of interest to researchers, educators, and graduate students in second language acquisition, applied linguistics, TESOL, and linguistics programs. It may be recommended as additional reading for an introductory SLA course in order to stimulate class discussions.

Problems in Second Language Acquisition

Jack C. Richards

A Book of Readings

Methodology in TESOL

Bringing together an international and interdisciplinary team of contributors, this Handbook is a wide-ranging and invaluable reference guide to language teaching. A comprehensive reference work on language teaching, which combines the latest research findings, coverage of core topics, and examples of teaching experience from a variety of languages and settings Provides a unique breadth of coverage, including: the psycholinguistic underpinnings of language learning; social, political, and educational contexts; program design; materials writing and course design; teaching and testing; teacher education; and assessment and evaluation Offers a balanced evaluation of the major positions and approaches, including examining the increasingly important social and political context of language teaching Written by an international and interdisciplinary group of authors from a dozen different countries; English is only one of the many languages used as examples throughout the volume

The Handbook of Language Teaching

Diane Larsen-Freeman

Understanding how people learn and fail to learn second and foreign languages is increasingly recognised as a critical social and psycholinguistic issue. Second languages are vitally important to diverse groups of people, ranging from refugees to college students facing foreign language requirements. This book provides a synthesis of empirical findings on second and foreign language learning by children and adults, emphasising the design and execution of appropriate research.

An Introduction to Second Language Acquisition Research

Mohammad Javad Ahmadian

Task-based language teaching (TBLT) is an innovative approach to language teaching which emphasises the importance of engaging learners' natural abilities for acquiring language incidentally. The speed with which the field is expanding makes it difficult to keep up with recent developments, for novices and experienced researchers alike. This handbook meets that need, providing a comprehensive, up-to-date overview of the field, written by a stellar line-up of leading international experts. Chapters are divided into five thematic areas, and as well as covering theory, also contain case studies to show how TBLT can be implemented in practice, in a range of global contexts, as well as questions for discussion, and suggested further readings. Comprehensive in its coverage, and written in an accessible style, it will appeal to a wide readership, not only researchers and graduate students, but also classroom teachers working in a variety of educational and cultural contexts around the world.

The Cambridge Handbook of Task-Based Language Teaching

Susan M. Gass

Susan Gass

Jacquelyn Schachter

Series editors' preface Introduction Susan M. Gass and Jacquelyn Schachter Part I. Theories of Acquisition: 1. Second language acquisition theory: the case for a generative perspective Kevin R. Gregg 2. What is the logical problem of foreign language learning? Robert Bley-Vroman Part II. Syntax: 3. Testing a proposed universal Jacquelyn Schachter 4. The role of the head-initial/head-final parameter in the acquisition of English relative clauses by adult Spanish and Japanese speakers Suzanne Flynn 5. On some properties of the 'pro-drop' parameter: looking for missing subjects in non-native Spanish Juana M. Liceras 6. The adjacency condition on case assignment: do L2 learners observe the Subset Principle? Lydia White Part III. Semantics/Pragmatics: 7. Interlanguage and pragmatic word order William Ruthford 8. How do learners resolve linguistic conflicts? Susan M. Gass Part IV. Lexicon: 9. Canonical typoligical structures and ergativity in English L2 acquisition Helmut Zobl 10. Semantic theory and L2 lexical development Wesley Hudson Part V. Phonology: 11. A constructivist perspective on non-native phonology Josh Ard 12. Stress assignment in interlanguage phonology: an analysis of the stress system of Spanish speakers learning English Jane Lowenstein Mairs Index.

Michael H. Long

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