150005362 03 01 01 JB John Benjamins Publishing Company 01 JB code AILA 19 Pb 15 9789027239914 BC 01 AILA 02 1461-0213 AILA Review 19 <TitleType>01</TitleType> <TitleText textformat="02">Themes in SLA Research</TitleText> 01 aila.19 01 https://benjamins.com 02 https://benjamins.com/catalog/aila.19 1 B01 Kathleen Bardovi-Harlig Bardovi-Harlig, Kathleen Kathleen Bardovi-Harlig Indiana University 2 B01 Zoltán Dörnyei Dörnyei, Zoltán Zoltán Dörnyei University of Nottingham 01 eng 128 132 LAN009000 v.2006 CF 2 24 JB Subject Scheme LIN.APPL Applied linguistics 06 01 This issue of AILA Review contains the proceedings of a special symposium of the AILA Scientific Commission of Second Language Acquisition at the 2005 AILA Congress in Madison, WI, USA. Seven international experts in the field of SLA – Bardovi-Harlig, Dörnyei, N. Ellis, R. Ellis, Gass, Kasper, Mackey – have been asked to provide a state of the art overview of their specialization tracks. The result is a concise summary of six distinct strands of second language acquisition studies that follow both linguistics-based and psychology-based approaches. Readers will not only find up-to-date reviews of important SLA areas but the issue also offers authoritative insights into the thinking of some of the major scholars in the field of applied linguistics. 04 09 01 https://benjamins.com/covers/475/aila.19.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027239914.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027239914.tif 06 09 01 https://benjamins.com/covers/1200_front/aila.19.pb.png 07 09 01 https://benjamins.com/covers/125/aila.19.png 25 09 01 https://benjamins.com/covers/1200_back/aila.19.pb.png 27 09 01 https://benjamins.com/covers/3d_web/aila.19.pb.png 10 01 JB code aila.19.01art Section header 1 <TitleType>01</TitleType> <TitleText textformat="02">Articles</TitleText> 10 01 JB code aila.19.02bar 1 2 2 Article 2 <TitleType>01</TitleType> <TitleText textformat="02">Introduction to the Special Issue on Themes in SLA Research</TitleText> 1 A01 Kathleen Bardovi-Harlig Bardovi-Harlig, Kathleen Kathleen Bardovi-Harlig Indiana University 2 A01 Zoltán Dörnyei Dörnyei, Zoltán Zoltán Dörnyei University of Nottingham 10 01 JB code aila.19.03gas 3 17 15 Article 3 <TitleType>01</TitleType> <TitleText textformat="02">Input, Interaction and Output</TitleText> <Subtitle textformat="02">An Overview</Subtitle> 1 A01 Susan M. Gass Gass, Susan M. Susan M. Gass 2 A01 Alison Mackey Mackey, Alison Alison Mackey 01 This paper presents an overview of what has come to be known as the <i>Interaction Hypothesis</i>, the basic tenet of which is that through input and interaction with interlocutors, language learners have opportunities to notice differences between their own formulations of the target language and the language of their conversational partners. They also receive feedback which both modifies the linguistic input they receive and pushes them to modify their output during conversation. This paper focuses on the major constructs of this approach to SLA, namely, input, interaction, feedback and output, and discusses recent literature that addresses these issues. 10 01 JB code aila.19.04ell 18 41 24 Article 4 <TitleType>01</TitleType> <TitleText textformat="02">Researching the Effects of Form-Focussed Instruction on L2 Acquisition</TitleText> 1 A01 Rod Ellis Ellis, Rod Rod Ellis University of Auckland 01 This article examines a variety of options for conducting investigations of the effects of interventionist form-focused instruction (FFI). Constructs related to three key areas of form-focussed instruction are presented; (1) the type of instruction, (2) the target of the instruction, and (3) the definition and measurement of ‘language acquisition’. The constructs are illustrated by drawing on a representative set of FFI studies. The overall aim is to draw a conceptual map that can inform meta-analytical surveys of existing studies and the conceptualisation of new studies. 10 01 JB code aila.19.05dor 42 68 27 Article 5 <TitleType>01</TitleType> <TitleText textformat="02">Individual differences in second language acquisition</TitleText> 1 A01 Zoltán Dörnyei Dörnyei, Zoltán Zoltán Dörnyei University of Nottingham 01 Ever since the early days of its existence, the field of psychology has been trying to achieve two different and somewhat contradictory objectives: to understand the <i>general</i> principles of the human mind and to explore the <i>uniqueness</i> of the individual mind. The latter direction has formed an independent subdiscipline within the field, usually referred to as <i>individual difference</i> (ID) research. IDs are a prominent feature of SLA because a great deal of the variation in language learning outcomes is attributable, either directly or indirectly, to various learner characteristics. This paper first provides an overview of the five most important ID variables (personality, aptitude, motivation, learning styles and learning strategies) and then concludes by describing certain common themes in contemporary ID research. 10 01 JB code aila.19.06bar 69 82 14 Article 6 <TitleType>01</TitleType> <TitleText textformat="02">Interlanguage Development</TitleText> <Subtitle textformat="02">Main Routes and Individual Paths</Subtitle> 1 A01 Kathleen Bardovi-Harlig Bardovi-Harlig, Kathleen Kathleen Bardovi-Harlig Indiana University 01 The study of language development in second language acquisition naturally leads to information about linguistic processes of second language acquisition, but it also sheds light on learners’ individual differences. This article examines the acquisition of the future in L2 English and explores how learners in a longitudinal study respond to input, instruction, and the general task of learning a second language through the lens of their grammatical development. 10 01 JB code aila.19.07kas 83 99 17 Article 7 <TitleType>01</TitleType> <TitleText textformat="02">Beyond Repair</TitleText> <Subtitle textformat="02">Conversation Analysis as an Approach to SLA</Subtitle> 1 A01 Gabriele Kasper Kasper, Gabriele Gabriele Kasper University of Hawai’i 01 As one of several approaches to SLA as social practice, Conversation Analysis (CA) has the capacity to examine in detail how opportunities for L2 learning arise in different interactional activities. Its particular strength, and one that distinguishes it from other social practice approaches, is its consistent focus on the orientations and relevancies that participants display to each other through their interactional conduct. CA thus affords a distinct perspective on L2 learning as object and process. It enables researchers to reconsider such established SLA topics as fluency, correction, or the benefits of tasks for L2 learning, but also offers an acquisitional perspective on interactional conduct whose potential for L2 learning has been largely unexplored. 10 01 JB code aila.19.08ell 100 121 22 Article 8 <TitleType>01</TitleType> <TitleText textformat="02">Cognitive Perspectives on SLA</TitleText> <Subtitle textformat="02">The Associative-Cognitive CREED</Subtitle> 1 A01 Nick C. Ellis Ellis, Nick C. Nick C. Ellis University of Michigan 01 This paper outlines current cognitive perspectives on second language acquisition (SLA). The Associative-Cognitive CREED holds that SLA is governed by the same principles of associative and cognitive learning that underpin the rest of human knowledge. The major principles of the framework are that SLA is Construction-based, Rational, Exemplar-driven, Emergent, and Dialectic. Language learning involves the acquisition of constructions that map linguistic form and function. Competence and performance both emerge from the dynamic system that is the frequency-tuned conspiracy of memorized exemplars of use of these constructions, with competence being the integrated sum of prior usage and performance being its dynamic contextualized activation. The system is rational in that it optimally reflects prior first language (L1) usage. The L1 tunes the ways in which learners attend to language. Learned-attention transfers to L2 and it is this L1 entrenchment that limits the endstate of usage-based SLA. But these limitations can be overcome by recruiting learner consciousness, putting them into a dialectic tension between the conflicting forces of their current stable states of interlanguage and the evidence of explicit form-focused feedback, either linguistic, pragmatic, or metalinguistic, that allows socially scaffolded development. The paper directs the reader to recent review articles in these key areas and weighs the implications of this framework. 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 04 20070103 2006 John Benjamins B.V. 02 WORLD 01 240 mm 02 160 mm 08 230 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 10 66 01 02 JB 1 00 84.00 EUR R 02 02 JB 1 00 89.04 EUR R 01 JB 10 bebc +44 1202 712 934 +44 1202 712 913 sales@bebc.co.uk 03 GB 21 66 02 02 JB 1 00 71.00 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 66 01 gen 02 JB 1 00 126.00 USD