Full Description
This volume offers an introduction to the field of second language acquisition with a particular focus on second language Spanish. It connects key issues in the acquisition of Spanish as a second language to theoretical and empirical issues in the field of second language acquisition more generally by exemplifying central concepts in second language acquisition through the exploration of the most widely researched structures and most recent developments in the field of second language Spanish. It is written for a non-specialist audience, making it suitable for advanced undergraduate and graduate courses and readers, while its treatment of recent empirical developments also makes it of interest to researchers in second language Spanish as well as allied fields.
Contents
Contents
PART I: Fundamentals of Research on the Acquisition of Spanish as a Second Language
Chapter One: Introduction to Perspectives on Second Language Acquisition
 
 
Introduction
 
 
The Study of Second Language Acquisition
 
 
What is a Second Language Learner?
 
 
How are Second Languages Different from Additional (Third, Fourth, Fifth, etc.) Languages?
 
 
Why is Second Language Spanish Important?
 
 
What does It Mean to "Know" a Language?
 
 
 
Historical perspectives
 
 
Cognitive Approaches to Second Language Acquisition
 
 
The Relationship of Social and Linguistic Factors to Language Acquisition 
 
 
 
Key Developments in the Field of Second Language Acquisition
 
 
Common Paths of Development
 
 
Influence of the First Language
 
 
Importance of Input
 
 
Influence of Linguistic Factors, Learner Characteristics, and Social Context
 
 
 
The Contributions of Technology in Advancing Research on Second Language Acquisition
 
 
Summary: Critical Considerations in Assessing Research in Second Language Acquisition
 
 
Conclusion
Note
 
 
Reading beyond the Text
 
 
Comprehension
Chapter Two: Research Methods
 
 
Introduction
 
 
What Is Linguistic Data?
 
 
How Do We Characterize Linguistic Data?
 
 
What Types of Linguistic Data Do Second Language Researchers Use?
 
 
 
How Do We Get Linguistic Data?
 
 
Eliciting Production Data
 
 
 
Oral interviews
 
 
Prompt-based writing
 
 
Picture description or narration
 
 
Other types of guided production
 
 
Highly-controlled production
 
 
Interaction-based elicitation
 
 
 
 
Eliciting Judgement and Interpretation Data
 
 
 
Psycholinguistic Measures
 
 
 
 
What Do We Do with Linguistic Data?
 
 
Non-Linguistic Data
 
 
Conclusion
Notes
 
 
Reading beyond the Text
 
 
Comprehension
PART II. Central Issues in Second Language Acquisition and Case Studies of Spanish
Chapter Three: First Language Influence and the Acquisition of /b d g/ 
 
 
Introduction
 
 
The Role of First Languages in Second Language Acquisition
 
 
What is Cross-Linguistic Influence?
 
 
Historical Perspectives: The 1950's
 
 
Historical Perspectives: Generative Grammar
 
 
Current Research Goals and Perspectives
 
 
 
Test Case from Spanish: The Acquisition of /b d g/
 
 
/b d g/ in Spanish
 
 
The Challenge for English-speaking Learners of Spanish
 
 
 
Research on /b d g/ in Second Language Spanish
 
 
Stages of Development of /b d g/
 
 
The Role of Instruction and Study Abroad
 
 
 
Connections
 
 
Additional Spanish Sounds
 
 
Connections beyond the Sound System
 
 
 
Conclusion
 
 
Reading beyond the Text
 
 
Comprehension
Chapter Four: Developmental Paths and the Acquisition of Copula Contrast
 
 
Introduction
 
 
Universal Patterns in the Path to Acquisition of a Second Language
 
 
Early Work: Morpheme Acquisition Studies
 
 
Explaining the Order of Acquisition
 
 
Criticism of the Morpheme Acquisition Studies
 
 
 
Test Case from Spanish: The Acquisition of Ser and Estar 
 
 
The Copula Contrast in Spanish
 
 
Challenges for English-Speaking Learners of Spanish
 
 
 
Research on the Acquisition of Ser and Estar 
 
 
Stages of Development of Copula Acquisition
 
 
Additional Learners and Learning Contexts
 
 
Stages within the [Copula + Adjective] Context
 
 
 
Connections
 
 
Additional Structures: Spanish Number and Gender
 
 
Connections to the Field of Second Language Acquisition
 
 
 
Conclusion
Notes
 
 
Reading beyond the Text
 
 
Comprehension
Chapter Five: Form-Meaning Mapping and the Acquisition of Past-Time Marking
 
 
Introduction
 
 
Form-Meaning Mapping
 
 
What is Form-Meaning Mapping?
 
 
Universal Strategies
 
 
Variation as Hypothesis Testing
 
 
 
Test Case from Spanish: The Acquisition of Preterit and Imperfect
 
 
The Preterit and Imperfect in Spanish
 
 
Challenges for English-speaking Learners of Spanish
 
 
 
Research on the Acquisition of the Preterit and Imperfect
 
 
Lexical Aspect in Preterit/Imperfect Form-Meaning Mapping
 
 
Additional Factors Affecting the Acquisition of the Preterit and Imperfect
 
 
Acquisition of the Preterit and Imperfect by Advanced Second Language Learners
 
 
 
Connections
 
 
Additional Structures: Spanish Subjunctive
 
 
Connections to the Field of Second Language Acquisition
 
 
 
Conclusion
Notes
 
 
Reading beyond the Text
 
 
Comprehension
Chapter Six: Input, Language Variation, and the Acquisition of Object Pronouns
 
 
Introduction
 
 
Input and Second Language Acquisition
 
 
Linguistic Variation and Second Language Acquisition
 
 
 
Test Case from Spanish: Object Pronouns
 
 
Object Pronouns in Spanish
 
 
Challenges for English-Speaking Learners of Spanish
 
 
 
Research on the Acquisition of Object Pronouns
 
 
Early Research and the First Noun Strategy
 
 
The Challenge of the Third Person Singular Object Pronoun: Le versus Lo 
 
 
The Role of Geography
 
 
 
Connections
 
 
Additional Variable Structures: The Expression of Future Time Reference
 
 
Additional Variable Structures: Forms of Address
 
 
Connections to the Field of SLA
 
 
 
Conclusion
 
 
Reading beyond the Text
 
 
Comprehension
PART III: Expansion and Application
Chapter Seven: Study Abroad and the Acquisition of Variable /s/-weakening
 
 
Introduction
 
 
The Role of Study Abroad in Second Language Acquisition
 
 
The Influence of Study Abroad on Proficiency
 
 
Communicative Competence and Study Abroad
 
 
Study Abroad and Spanish Phonology
 
 
Study Abroad and Spanish Morphosyntax
 
 
Study Abroad and Spanish Pragmatics
 
 
The Role of Extralinguistic Factors in Mediating the Benefits of Study Abroad
 
 
The Role of Instruction in Mediating the Benefits of Study Abroad
 
 
Characteristics of the Study Abroad Context
 
 
Characteristics of the Learner
 
 
 
Test Case from Spanish: /s/-weakening
 
 
/s/-weakening in Spanish
 
 
Challenges for English-Speaking Learners of Spanish
 
 
 
Research on the Acquisition of /s/-weakening
 
 
Research on Production
 
 
Research on Perception
 
 
 
Connections
 
 
Additional Structures: The Interdental Fricative [θ] 
 
 
Additional Structures: Variable Morphosyntax
 
 
Connections to the Field of SLA
 
 
 
Conclusion
 
 
Reading beyond the Text
 
 
Comprehension
Chapter Eight: Insights for the Classroom and the Acquisition of Subject Forms
 
 
Introduction
 
 
Instruction of Second Language Spanish
 
 
Insights from Second Language Acquisition that Drive Good Pedagogy
 
 
Recent Developments in Second Language Instruction
 
 
The Role of Instructor Characteristics in Language Instruction
 
 
Research on Task-based Instruction
 
 
The Pan-Dialectal Nature of Classroom Input
 
 
 
Test Case from Spanish: Subject Forms in Learner-Directed Language
 
 
Subject Forms in Spanish
 
 
Challenges for English-Speaking Learners of Spanish
 
 
 
Research on the Acquisition of Subject Forms
 
 
Patterns in the Second Language Acquisition of Subject Forms
 
 
Research on Written and Oral Learner-Directed Language
 
 
Implications for Acquisition of Subject Forms in Instructed Settings
 
 
 
Connections
 
 
Additional Structures: Preterit and Imperfect
 
 
Connections to the Field of SLA
 
i. The role of input and interaction
ii. How can language instruction foster second language acquisition?
iii. Connecting research with practice
iv. Use tasks to facilitate learning through meaningful communication
v. Consider task design features thoughtfully when planning lessons, courses, and curricula
vi. Vary interactional partners
vii. Seek and provide numerous and varied sources of input
viii. Consider individual differences
ix. Use technology thoughtfully to encourage real online interaction
 
 
Conclusion
Notes
 
 
Reading beyond the Text
 
 
Comprehension


 
               
              


