Investigations in Instructed Second Language Acquisition
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Edited by:
Alex Housen
About this book
Methods in current instructed second language acquisition research range from laboratory experiments to ethnography using non-obtrusive participant observation, from cross-sectional designs to longitudinal case studies. Many different types of data serve as the basis for analysis, including reaction times measurements, global test scores, paper and pencil measures, introspective comments, grammaticality judgements, as well as textual data (elicited or naturalistic, oral or written, relating to comprehension or production). Some studies rely on extensive quantification of data, while others may favour a more qualitative and hermeneutic analytic approach.
Many of these issues and methods are exemplified by the contributions to this volume. Data-based studies included here deal with the acquisition of specific linguistic phenomena (e.g. verb and noun morphology, lexicon, clause structures) in a range of target languages (e.g. English, French, German, Russian) from a variety of settings involving different instructional approaches (e.g. traditional foreign language classes, immersion classes, intensive ESL classes, content and language integrated language classes). Collectively, the chapters in this book illustrate the productivity and diversity of current research on instructed second language acquisition. As such they serve as a valuable resource for researchers in SLA, psycholinguistics, linguistics, and language education.
Author / Editor information
Alex Housen is Lecturer at the University of Brussels (Vrije Universiteit Brussel)
Michel Pierrard is Professor of Linguistics at the
University of Brussels (Vrije Universiteit Brussel)
Reviews
"The works in this collection make a valuable contribution to instructed SLA research."
Shannon Sauro in: Studies in second language acquistion 4/2006
Topics
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i |
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vii |
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Alex Housen and Michel Pierrard Requires Authentication Unlicensed Licensed |
1 |
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Investigating cognitive and processing mechanisms
in instructed SLA
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Liz Temple Requires Authentication Unlicensed Licensed |
31 |
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Barbara Menzel Requires Authentication Unlicensed Licensed |
51 |
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Leila Ranta Requires Authentication Unlicensed Licensed |
99 |
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Kira Gor and Tatiana Chernigovskaya Requires Authentication Unlicensed Licensed |
131 |
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Investigating the role and effects of form-focused
instruction
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Ahlem Ammar and Patsy M. Lightbown Requires Authentication Unlicensed Licensed |
167 |
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Nina Spada, Patsy M. Lightbown and Joanna L. White Requires Authentication Unlicensed Licensed |
199 |
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Alex Housen, Michel Pierrard and Siska Van Daele Requires Authentication Unlicensed Licensed |
235 |
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Ronald Sheen Requires Authentication Unlicensed Licensed |
271 |
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Batia Laufer Requires Authentication Unlicensed Licensed |
311 |
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Investigating the role and effects interaction and
Communication-Focused Instruction
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Katja Lochtman Requires Authentication Unlicensed Licensed |
333 |
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Folkert Kuiken and Ineke Vedder Requires Authentication Unlicensed Licensed |
353 |
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María del Pilar García Mayo Requires Authentication Unlicensed Licensed |
383 |
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Peter Griggs Requires Authentication Unlicensed Licensed |
407 |
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Heini-Marja Järvinen Requires Authentication Unlicensed Licensed |
433 |
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Tsuyoshi Kida Requires Authentication Unlicensed Licensed |
457 |
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Comparing the effects of instructed and
naturalistic L2 acquisition contexts
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Martin Howard Requires Authentication Unlicensed Licensed |
495 |
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Jean-Marc Dewaele Requires Authentication Unlicensed Licensed |
531 |
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561 |
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