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In the field of Second Language Studies, shared datasets provide a valuable contribution to second language research as many variables are held constant (e.g., participants, tasks, research context) thus allowing for an evaluation of theoretical and/or methodological perspectives that may not otherwise be comparable. This edited volume includes a wide range of studies using a common dataset (the Corpus of Collaborative Oral Tasks). The corpus includes 820 spoken tasks (268,927 words) carried out by dyads of L2 English speakers (primarily Chinese and Arabic learners). Studies included in the book are categorized into three main traditions: learner corpus research, Task-Based Language Teaching, and assessment. Because the corpus contains text and sound files, both lexico-grammatical and phonological analyses are included. Intended for researchers in the field of Second Language Studies with an interest in oral interaction research, this book provides a collection of methodological, pedagogical, and assessment studies using a common dataset.
(source: Nielsen Book Data)

• 1. What are the key concepts?
• 2. What are the key readings?
• 3. What are the main branches of research?
• 4. What are the implications for SLA and pedagogy?
• 5. What are the new avenues for research?
• 6. Conclusion.
• (source: Nielsen Book Data)

It is a well-known fact that some adult second language learners learn more rapidly and/or to a higher level of proficiency than others. Some of these individual differences have been linked to differences in cognitive and perceptual abilities under the umbrella term of 'language aptitude'. The notion of language aptitude has undergone recent developments, one of which is the proposal that language aptitude includes cognitive abilities that involve implicit processes and that are advantageous in learning a language without awareness. This Element defines implicit language aptitude, examines tasks that can be used to measure implicit language aptitude, and provides an overview of relevant research in this area.
(source: Nielsen Book Data)

• Chapter 1. Approach to language learning: ornamental or instrumental?
• Chapter 2. The problem of the approach definition
• Chapter 3. A new approach model: claims of integrity
• Chapter 4. The invariant approach: conceptual inventory, methodological projections, and technology
• Chapter 5. Curriculum architecture and syllabus design: what is involved?

The challenge to improve second language acquisition efficiency has always been at the heart of education because a good command of a language provides new opportunities to manipulate information and apply acquired knowledge and skills to novel problems in new situations. Thus, there is a necessity for creating an alternative to either task-based or form-focused methods commonly employed in today's instruction. An Invariant-Based Approach to Second Language Acquisition: Emerging Research and Opportunities is an essential reference source that elaborates on traditional 2L concepts and terms and provides new practical tools and mechanisms for developing student communicative competencies. Featuring research on topics such as syllabus design, language interpretation, and speech types, this book is ideally designed for educators, administrators, researchers, and academicians.
(source: Nielsen Book Data)

• Introduction: Past Context, Present Focus, Future Directions: Shifting Focus from Intermediate Skills in Classroom Training to Advanced/Superior and BeyondCynthia L. Martin Part One: Defining Characteristics of High-level Language Learning and Learners
• 1. Experience with Higher Levels of ProficiencyBetty Lou Leaver and Christine Campbell
• 2. L1, L2, and Cognitive Development: Exploring RelationshipsDan Dewey, Ray Clifford, and Troy Cox Part Two: Approaches to Maximizing Language Gain at Home and Abroad
• 3. Developing Superior Language Proficiency and Analytical Skills for the Federal WorkforceDeborah Kennedy and Christa Hansen
• 4. Advanced Foreign Language Study through DebateTony Brown, Jennifer Bown, and Dennis L. Eggett
• 5. Chinese for Special Purposes: Individualized Instruction as a Bridge to Overseas Direct EnrollmentMatthew B. Christensen and Dana S. Bourgerie
• 6. Taking on the "Ceiling Effect" in ArabicR. Kirk Belnap and Khaled Abuamsha
• 7. The Development of L2 Proficiency and Literacy within the Context of the Federally Supported Overseas Language Training Programs for AmericansDan E. DavidsonPart Three: Future Directions in Assessment, Program Design, and National Policy
• 8. From Proficiency to Expertise: Using HR Evaluation Methods to Assess Advanced Foreign Language and Culture AbilityPatrick McAloon
• 9. Professional Language Skills: Unprecedented Demand and SupplyRichard D. Brecht, William P. Rivers, John P. Robinson, and Dan E. Davidson
• 10. Expanded Understandings and Programmatic Approaches for Achieving Advanced Language AbilityFrederick H. Jackson Conclusion: To Advanced Proficiency and Beyond: Charting a New Course in the Twenty-First CenturyTony Brown and Jennifer Bown Contributors Index.
• (source: Nielsen Book Data)

To Advanced Proficiency and Beyond: Theory and Methods for Developing Superior Second Language Ability addresses an important issue in Second Language Acquisition - how to help learners progress from Intermediate and Advanced proficiency to Superior and beyond. Due to the pressures of globalization, American society encounters an ever-increasing demand for speakers with advanced language abilities. This volume makes available cutting edge research on working memory and cognition and empirical studies of effective teaching. In addition it can serve as a practical handbook for seasoned and pre-professional instructors alike. The bringing together of the latest in second language acquisition theory, decades of empirical research, and practical classroom application makes for an unprecedented volume examining the achievement of Superior-level foreign language proficiency.
(source: Nielsen Book Data)

• Preface - Alison Wray
• 1. Introduction: Meara's contribution to research in L2 lexical processing - John Read and Paul Nation
• 2. Putting yes/no tests in context - John Shillaw
• 3. Tangled webs: complications in the exploration of L2 lexical networks - Clarissa Wilks
• 4. Word association profiles in a first and second language: puzzles and problems - Tess Fitzpatrick
• 5. Revisiting classrooms as lexical environments - Marlise Horst
• 6. A close look at the use of pocket electronic dictionaries for receptive and productive purposes - Hilary Nesi and Atipat Boonmoh
• 7. Repeated L2 reading with and without a dictionary - Jim Ronald
• 8. Exploring productive L2 collocation knowledge - Andy Barfield
• 9. The messy little details: a longitudinal case study of the emerging lexicon - Huw Bell
• 10. Meaning-last vocabulary acquisition and collocational productivity - Brent Wolter
• 11. Acting on a hunch: can L1 reading instruction affect L2 listening ability? - Richard Pemberton
• 12. Taking stock - Andy Barfield and Tess Fitzpatrick.
• (source: Nielsen Book Data)

This book presents studies from authors at the cutting edge of second language vocabulary research, whose output represents much of the current focus and direction of work in this area. The authors address various aspects of L2 lexical processing and explore different models of acquisition, processing and storage. The studies are linked by the fact that the authors have all belonged to the same dynamic and influential vocabulary acquisition research group led by Paul Meara. Alison Wray provides an overview of how Meara has led this group's research activities in an innovative PhD programme, and John Read and Paul Nation contribute a critical evaluation of Meara's wide-ranging contributions to the field of vocabulary acquisition research. The research studies presented here are relevant and replicable, offering researchers and teachers many valuable and critical insights into lexical processing in second language learners.
(source: Nielsen Book Data)

• 1. Part I. Introduction
• 2. Recent perspectives in child second language acquisition (by Haznedar, Belma)
• 3. Progressive aspect in child L2 English (by Ionin, Tania)
• 4. Child second language acquisition or successive first language acquisition? (by Meisel, Jurgen M.)
• 5. Part II. The acquisition of D-elements
• 6. Misrepresentation of Dutch neuter gender in older bilingual children? (by Brouwer, Susanne)
• 7. Comparing child and adult L2 acquisition of the Greek DP: Effects of age and construction (by Chondrogianni, Vicky)
• 8. Part III. Morphological variability
• 9. The development of copula and auxiliary be and overgeneration of be in child L2 English (by Gavruseva, Elena)
• 10. Truncation in child L2 acquisition: Evidence from verbless utterances (by Prevost, Philippe)
• 11. The status of subjects in early child L2 English (by Mobaraki, Mohsen)
• 12. The morphology/syntax interface in child L2 acquisition: Evidence from verbal morphology (by Geckin, Vasfiye)
• 13. Part IV. Comparisons of child L1, child L2 and adult L2
• 14. Testing the Domain-by-Age Model: Inflection and placement of Dutch verbs (by Blom, Elma)
• 15. Comparing child L2 development with adult L2 development: How to measure L2 proficiency (by Unsworth, Sharon)
• 16. Part V. Typical vs. atypical child L2 acquisition
• 17. Tense as a clinical marker in English L2 acquisition with language delay/impairment (by Paradis, Johanne)
• 18. Index.
• (source: Nielsen Book Data)

This volume presents recent generative research on the nature of grammars of child second language (L2) acquirers -- a learner population whose exposure to an L2 occurs between the ages of 4 to 8. The main goal is to define child L2 acquisition in relation to other types of acquisition such as child monolingual and bilingual acquisition, adult L2 acquisition, and specific language impairment. This comparative perspective opens up new angles for the discussion of currently debated issues such as the role of Universal Grammar in constraining development, developmental sequences in L2, maturational influences on the 'growth' of grammar, critical period effects for different linguistic domains, initial state and ultimate attainment in relation to length of exposure, and L1-transfer in relation to age of onset. These issues are explored using longitudinal, cross-sectional, and experimental data from L2 children acquiring a range of languages, including Dutch, English, French, and Greek.
(source: Nielsen Book Data)

Written expressly for teachers, the new edition of this accessible, highly readable resource moves beyond the basics of child development to describe the natural progression of second-language acquisition in young children. Teachers will learn how to create a supportive classroom environment for second-language learners with effective ways to measure progress, address individual differences, and work with parents while acknowledging the importance of children's home languages and cultures. This idea-packed handbook combines research findings with firsthand observations of linguistically and culturally diverse children. All chapters have been updated and a few have been expanded. The largest area of supplementation is in the chapter on assessment, an area of great interest among early childhood educators. The book also includes information on cultural diversity and international adoption. A new tool helps educators monitor children's progress as they learn English as a second language.On the DVD, Patton Tabors shares information on teaching young children who are learning English as a second language. She presents a slide show to a live audience outlining key features discussed in her book, "One Child, Two Languages", discusses her research, and also provides practical strategies for working with this growing population, along with a question and answer period with the audience. This DVD will support use of the book in training but can also be used independently by anyone who works with bilingual children.
(source: Nielsen Book Data)

This revolutionary text approaches the essential topic of second language acquisition in a new way. It differs from more general studies of language in that it focuses on the special challenges of adult language learners, which differ markedly from the challenges of learning first or 'native' languages on virtually all relevant variables. In addition, studies taking an evolutional approach have been limited to the history of language, neurolinguistics, and first language acquisition. In this book, at last, bilingualism and adult second language acquisition are fully investigated from the evolutionary perspective. Ideal for graduate courses in Linguistics, Education, and TESOL, "Second Language Acquisition" takes an interdisciplinary, research-based approach to explain particular facts about second language acquisition from an evolutionary linguistics and psychology perspective. Five chapters address the scientific foundations of the study of language, how languages develop in the individual, how languages develop in the species, the role of evolutionary linguistics, and a how languages are taught (L2 methodology).
(source: Nielsen Book Data)

• Part I. Learning: 1. Planning foreign-language study
• 2. The role of cognition in second language acquisition
• 3. Learning styles and learning strategies
• 4. Understanding feelings and personality in language learning
• 5. Interpersonal dynamics in the learning process
• Part II. Language: 6. Verbal languages
• 7. Sociolinguistics: the right expression
• 8. Unspoken communication
• Part III. Independence: 9. Self-regulation and learner autonomy
• 10. Controlling spoken and written communication.
• (source: Nielsen Book Data)

This clear and informative textbook is designed to help the student achieve optimal success as a language learner and user. Aimed at beginning to intermediate undergraduates and above, it teaches students to understand their own preferences in learning, to develop individual learning plans and approaches, and to select appropriate learning strategies. The authors - all leading experts in language teaching - base their advice on theories of learning, cognition, and memory, concepts which they explain in simple and accessible terms. The book is divided into three sections - learning, language, and communication - and provides students with communicative strategies for use in real-life interaction with native speakers. Each chapter contains an overview and review section, with learning activities that students can carry out by themselves, in groups, or in the classroom. Equally suitable for use both by individuals and as a class text, this book will become an invaluable resource for all language learners.
(source: Nielsen Book Data)

How does a person learn a second language? In this provocative book, Marysia Johnson proposes a new model of second language acquisition (SLA)-a model that shifts the focus from language competence (the ability to pass a language exam) to language performance (using language competently in real-life contexts). Johnson argues that current SLA theory and research is heavily biased in the direction of the cognitive and experimental scientific tradition. She shows that most models of SLA are linear in nature and subscribe to the conduit metaphor of knowledge transfer: the speaker encodes a message, the hearer decodes the sent message. Such models establish a strict demarcation between learners' mental and social processes. Yet the origin of second language acquisition is located not exclusively in the learner's mind but also in a dialogical interaction conducted in a variety of sociocultural and institutional settings, says the author. Drawing on Vygotsky's sociocultural theory and Bakhtin's literary theory, she constructs an alternative framework for second language theory, research, teaching, and testing. This approach directs attention toward the investigation of dynamic and dialectical relationships between the interpersonal (social) plane and the intrapersonal (individual) plane. Johnson's model shifts the focus of SLA away from a narrow emphasis on language competence toward a broader view that encompasses the interaction between language competence and performance. Original and controversial, A Philosophy of Second Language Acquisition offers: an introduction to Vygotsky's sociocultural theory and Bakhtin's literary theory, both of which support an alternative framework for second language acquisition; an examination of the existing cognitive bias in SLA theory and research; a radically new model of second language acquisition.
(source: Nielsen Book Data)

• Second language learning - key concepts and issues
• the recent history of second language learning research
• linguistics and language learning - the role of universal grammar
• cognitive approaches to second language learning
• functional/pragmatic perspectives on second language learning
• input and interaction in second language learning
• sociocultural perspectives on second language learning
• sociolinguistic perspectives
• learner differences
• conclusion.
• (source: Nielsen Book Data)

Second Language Learning Theories is an introduction to the field of second language learning for students without a substantial background in linguistics. Drawing on the expertise of both a specialist in the teaching of second languages and a linguist specializing in second language acquisition, this textbook provides an up-to-date introductory survey of the most active and significant perspectives on the subject. In this new edition, the authors have revised and updated the text throughout to reflect the substantial developments that have taken place in the field in recent years. New studies have been incorporated as examples and there is more material on work in L2 phonology and lexis, as well as syntax. The evaluation sections in each chapter have been expanded and generally the book is rebalanced in favour of newer material. The first edition quickly established itself as the textbook of choice for students new to second language learning. The updates and revisions in this new edition ensure that the book remains as fresh, engaging and useful as the day it was first published.
(source: Nielsen Book Data)

This volume features eight articles on writing and vocabulary acquisition -- two crucial areas of study in foreign language learning and teaching.
(source: Nielsen Book Data)

What is Second Language Acquisition? In recent years there has been a notable increase in the number of publications discussing and debating issues surrounding SLA. In The Social Turn in Second Language Acquisition David Block critically examines the key assumptions behind this research. He unpacks and analyses the way the key components of SLA are commonly understood, asking what is meant by the terms 'second', 'language' and 'acquisition'. Block discusses a wide variety of research by applied linguists and those working in SLA who have drawn on recent developments in social theory in their attempts to make sense of language practices and language learning. The main thread running through the text is the suggestion that SLA researchers need to concern themselves not only with language learning as an individual and primarily cognitive process, but also as a sociohistorically situated phenomenon. This book is written for applied linguists and students on applied linguistics courses, who are familiar with recent developments in the field of SLA.Features: *New ideas about SLA and a useful critique of the field *Readable style *Includes an extensive bibliography of over 400 sources.
(source: Nielsen Book Data)

• 1. Background to the Second Language User Perspective - Vivian Cook (University of Essex)
• 2. Lexical Representation and Lexical Processing in the Second Language User - Annette de Groot (University of Amsterdam)
• 3. The Phonology of the Second Language User - Roy Major (University of Arizona)
• 4. A Minimalist Approach to the Second Language Solves a Dilemma of Universal Grammar - Suzanne Flynn (Massachusetts Institute of Technology) and Barbara Lust (Cornell University)
• 5. Development of Second Language Functional Use - Clive Perdue (University of Paris)
• 6. Cognitive Processes of Second Language Users - Ellen Bialystok (York University)
• 7. Portrait of the Bilingual Child - Fred Genesee (McGill University)
• 8. The Neurolinguistics of Bilingual Language Users - Franco Fabbro (Istituto Scientifico "E Medea", Italy)
• 9. Individual Differences on Second Language Fluency: The Effect of Neurobiological Correlates - Jean-Marc Dewaele (Birkbeck College, London)
• 10. Language Attrition: tests. Self-assessments and Perceptions - Kees de Bot and Madeleine Hulsen (University of Nijmegen)
• 11. Poststructuralist Approaches to the Study of Social Factors in Second Language Learning and Use - Aneta Pavlenko (Temple University)
• 12. Second Language Learner's Rights - Francisco Gomes-da-Matos (Universidade Federal de Pernambuco, Brasil)
• 13. Language Teaching Methodology and the L2 User Perspective - Vivian Cook (University of Essex).
• (source: Nielsen Book Data)

"Portraits of the L2 User" treats second language users in their own right rather than as failed native speakers. It describes a range of psychological and linguistic approaches to diverse topics about L2 users. It thus provides an overview of current second language acquisition theories, results and methods, seen from a common perspective.
(source: Nielsen Book Data)

This work is a revised edition of the text first published in 1994. The authors retain the multidisciplinary approach that presents research from linguistics, sociology, psychology, and education, in a format designed for use in an introductory course for undergraduate of graduate students. New chapters have been added, which cover: child language acquisition; universal grammar; and instructed language learning. New sections address that data analysis does not show, replication of research findings, interlanguage transfer, the aspect hypothesis, general nativism, connectionist approaches, and implicit/explicit knowledge.
(source: Nielsen Book Data)

• Introduction.
• 1. The interrelation between speech and phonological acquisition from infant to adult: Cynthia Brown (University of Delaware).
• 2. Second language syllable structure: Martha Young-Scholten and John Archibald (University of Durham and University of Calgary).
• 3. Mapping features to forms in second language acquisition: Donna Lardiere (Georgetown University).
• 4. Second language acquisition: from initial to final state: Lydia White (McGill University).
• 5. When syntactic theories evolve: consequences for L2 acquisition research: Bonnie D. Schwartz and Rex A. Sprouse (University of Durham and University of Indiana).
• 6. An overview of the second language acquisition of links between verb semantics and morpho-syntax: Alan Juffs (University of Pittsburg).
• 7. Representation and processing in the second language lexicon: the homogeneity hypothesis: Gary Libben (University of Alberta).
• (source: Nielsen Book Data)

"Second Language Acquisition and Linguistic Theory offers a state-of-the-art examination of formal properties of second language acquisition of phonology, morphology, syntax, and semantics. It is an invaluable resource to students who want to learn about the field and to researchers looking to broaden their knowledge in the area. " Keren Rice, University of Toronto. This volume provides an overview of contemporary second language acquisition from a linguistic point of view. Witten by leading scholars, it contains some of the most exciting current work in second language acquisition available today. Each of the newly commissioned chapters outlines core problems and research in a specific domain, before going on to present important new developments and original research. Contributors include Cynthia Brown, Martha Young-Scholten, John Archibald, Donna Lardiere, Lydia White, Bonnie D. Schwartz, Rex A. Sprouse, Alan Juffs, and Gary Libben.
(source: Nielsen Book Data)
This volume provides an overview of contemporary second language acquisition from a linguistic point of view. Written by leading scholars, it contains some of the most exciting current work in second language acquisition available today. Each of the newly commissioned chapters outlines core problems and research in a specific domain, before going on to present important new developments and original research. Contributors include Cynthia Brown, Martha Young-Scholten, John Archibald, Donna Lardiere, Lydia White, Bonnie D. Schwartz, Rex A. Sprouse, Alan Juffs, and Gary Libben.
(source: Nielsen Book Data)