The psychology of second language acquisition

358 Pages·2016·12.86 MB·English

by  Dörnyei

The Psychology of Second Language Acquisition
Published in this. series:
BACHMAN: Fundamental Considerations in Language Testing
BACHMAN and PALMER: Language Testing in Practice
BRUMFIT: Individual Freedom and Language Teaching
BRUMF1T and CARTER (eds.): Literature and Language Teaching
CANAGARAJAH: Resisting Linguistic Imperialism in Language Teaching
COHEN and MACARO (eds.): Language Learner Strategies
cooK: Discourse and Literature
COOK: Language Play, Language Learning
COOK and SEIDLHOFER (eds.): Principle and Practice
in Applied Linguistics
DORNYEI: Research Methods in Applied Linguistics
ELLIS: SLA Research and Language Teaching
ELLIS: Task-based Language Learning and Teaching
ELLIS: The Study of Second Language Acquisition (2nd edn.)
ELLIS: Understanding Second Language Acquisition
ELLIS and BARKHUIZEN: Analysing Learner Language
FOTOS and NASSAJI (eds.): Form-focused Instruction and
Teacher Education
Ho LLIDAY : The Struggle to Teach English as an International Language
HOWATT: A History of English Language Teaching
JENKINS: English as a Lingua Franca
JENKINS: The Phonology of English as an International Language
KERN: Literacy and Language Teaching
KRAM SCH: Context and Culture in Language Teaching
LANTOLF (ed.): Sociocultural Theory and Second Language Learning
LANTOLF and THORNE: Sociocultural Theory and the Genesis of Second
Language Development
LARSEN~FREEMAN and CAMERON: Complex Systems and
Applied Linguistics
MACKEY (ed.}: Conversational Interaction in SLA
MEINHO F: Language Learning in the Age of Satellite Television
NATTINGER and DECARRICO: Lexical Phrases and Language Teaching
PHILLIPSON: Linguistic Imperialism
SEIDLHOFER (ed.): Controversies in Applied Linguistics
SELIGER and SHOHAMY: Second Language Research Methods
SKEHAN: A Cognitive Approach to Language Learning
STERN: Fundamental Concepts of Language Teaching
STERN (eds. P. ALLEN and B. HARLEY): Issues and Options in
Language Teaching
TARONE and YULE: Focus on the Language Learner
WIDDOWSON: Aspects of Language Teaching
WIDDOWSON: Defining Issues in English Language Teaching
WIDDOWSON: Practical Stylistics
WIDDOWSON: Teaching Language as Communication
WRAY: Formulaic Language
The Psychology of Second
Language Acquisition
ZOLTAN DORNYEI
OXFORD
UNIVERSITY PRESS
OXFORD
UNIVERSITY PRES.S
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Contents
Preface & Acknowledgements - xi
I Introduction: mapping the terrain - 1
Language, linguistics, and psychology: academic interfaces - z
Cognitive linguistics - 4
Psycholinguistics - 5
Neurolinguistics - 6
Cognitive science - 7
Cognitive neuroscience - 8
Interim summary: the permeability of disciplinary
boundaries - IO
Main avenues to language attainment-1 I
First language acquisition - 1 z
Bilingualism - I 4
Second language acquisition - I 8
Similarities and differences between first and second language
acquisition - 2 r
Third language acquisition and multilingualism - z 3
Summary-25
2 Language and the brain - z 7
The brain - 2 9
The anatomy of the brain-29
The neurobiological basis of brain activity-3 2
The functional anatomy of the brain - 3 z
The conscious and the unconscious mind-41
Research methods for investigating language and
the brain-42
Psycholinguistic methods - 4 3
Pre-neuroimaging methods of brain research - 4 8
Neuroimaging-53
Molecular genetic investigations and imaging genetics - 77
Summary-77
v1 Contents
3 Psychological processes in language acqnisition I: symbolic
versus connectionist accounts - 79
Nativism and Universal Grammar - 8 r
Universal Grammar-82
A weak form of nativism-87
Non-symbolic psychological theories-88
Connectionism - 89
The competition model and the unified model of language
acquisition - 9 5
Dynamic/al} systems theory-99
Emergentism - r r 2
Usage-based (or item-lexemplar-based) theories- r r6
Summary - r 2 7
4 Psychological processes in language acquisition II: explicit
versus implicit learning - r 3 r
Consciousness and attention - r 3 2
Consciousness - r 3 2
Attention - 13 3
The explicit-implicit dichotomy-r 3 5
Explicit learning - r 3 6
Implicit learning - IJ 7
Incidental versus intentional learning-r40
Explicit versus implicit knowledge - 142
Explicit versus implicit memory-144
The declarative-procedural dichotomy-I46
Beyond the declarative-procedural memory systems-I48
Anderson's ACT-R theory-148
At the interface of explicit/declarative and implicit/procedural
knowledge-r 50
Skill learning theory - r 5 r
Automatization - r 5 5
Initial attention and noticing - r 5 8
Explicit versus implicit language learning - r 59
Kr ashen and the various interface positions - 159
Ullman's declarative-procedural model-16r
Automatization and skill learning in a second
language-,62
Schmidt's noticing hypothesis - 164
The explicit-implicit interface in SLA- 166
Summary-r74
Contents vu
5 The learner in the language learning process I:
the dynamic interplay of learner characteristics
and the learning environment- r79
The 'individual differences' paradigm: the myth
and the problems - r 8 r
Problems with the traditional conceptualization of
ID factors- r82
Problems with the traditional selection of ID factors - 184
Two meanings of'individual difference research' -185
Lack ofs tability and context-independence - 188
Multicomponential nature - I 89
Interim summary: the dynamic nature of individual
difference factors- r94
Individual differences and dynamic systems theory-r96
Reconciliation of personality stability and dynamism - r 97
The proposed framework of learner-based
variance in SLA-200
The cognitive system-202
The motivational system - 209
The emotional system - 2r9
The interaction of cognition, motivation, affect,
and the environment - 2 2 5
Summary-229
6 The learner in the language learning process II: the learner's
age and the Critical Period Hypothesis - 2 3 3
Is the age issue really about age? - 2 35
Critical period-sensitive period - 2 3 6
Definitions of critical and sensitive periods - 23 7
Is there a critical period for first language
acquisition? - 2 3 8
Is there a critical period for SLA? - 240
Non-native-like young learners and native-like adult learners - 242
A dynamic systems perspective on the Critical Period
Hypothesis - 24 7
The age effect and its possible sources-249
The younger the better-249
The older the better-2 50
Sources of the age effect in formal school learning
contexts - 2 5 I
Sources of the age effect in naturalistic SLA
contexts - 2 5 3
Summary-26 3
viii Contents
7 The psychology of instructed second language
acquisition-267
Implicit versus explicit learning in instructed SLA-268
Is explicit instruction necessary for L2 learning? - 269
Three past approaches to L2 instruction-272
The grammar-translation method-273
The audiolingual method-2 7 4
Communicative language teaching - 2 75
Current issues in L2 learning and teaching - 2 79
Focus on form and form-focused instruction - 28 o
Fluency and automatization-286
Formulaic language-293
Summary-300
Afterword-3 oJ
References - 3 o 5
Subiect Index-329
Author Index-333
List of Figures
2.1 The macroanatomical landscape of the brain - 3 o
2.2 Some important subcortical structures of the brain - 31
2. 3 The constituents of a neuron - 3 3
2.4 The Broca and the Wernicke areas in the left hemisphere
of the brain - 3 6
2. 5 Eye tracker in operation-46
2.6 ScalpdetectorsforEEG-56
2. 7 Sample output of an ERP waveform - 57
2. 8 PET scanner - 63
2.9 MRI scanner-64
3. r Sample connectionist network - 9 r
3.2 Thedoublependulum-ror
4.1 Squire's taxonomy of long-term memory systems with the brain
structures central to each - r49
4.2 Typical power law curve of reaction time as a function of the
number of trials - I 52