Mind & Context: Adult Second Language Acquisition PDF
Preview Mind & Context: Adult Second Language Acquisition
Mind and Context in Adult Second Language Acquisition METHODS, THEORY, AND PRACTICE CRISTINA SANZ editor GEORGETOWNUNIVERSITYPRESS Washington,DC GeorgetownUniversityPress,Washington,DC ©2005byGeorgetownUniversityPress.Allrightsreserved. PrintedintheUnitedStatesofAmerica 109876543212005 Thisbookisprintedonacid-freepapermeeting therequirementsoftheAmericanNationalStandard forPermanenceinPaperforPrintedLibraryMaterials. LibraryofCongressCataloging-in-PublicationData Mindandcontextinadultsecondlanguageacquisition:methods,theory,and practice/CristinaSanz,editor. p.cm. Includesbibliographicalreferencesandindex. ISBN1-58901-070-1(pbk.:alk.paper) 1.Secondlanguageacquisition.2.Cognitivelearning.3.Psycholinguistics. 4.Computationallinguistics.I.Sanz,Cristina. P118.2.M562005 418—dc22 2005008372 To my mother, María Antonia Alcalá Aroca (1936–2003) Contents Acknowledgments vii Introduction ix CristinaSanz part 1 THEORYANDMETHODOLOGY 1. Adult SLA: The interaction between external and internal factors 3 CristinaSanz 2. Research methodology: Quantitative approaches 21 RusanChen 3. Research methodology: Qualitative research 69 RebeccaAdams,AkikoFujii,andAlisonMackey part 2 INTERNALFACTORS 4. Individual differences: Age, sex, working memory, and prior knowledge 105 HarrietWoodBowden,CristinaSanz, andCatherineA.Stafford v vi contents 5. A cognitive neuroscience perspective on second language acquisition: The declarative/procedural model 141 MichaelT.Ullman 6. Attention and awareness in SLA 179 RonaldP.LeowandMelissaA.Bowles part 3 EXTERNALFACTORS 7. Input and interaction 207 AlisonMackeyandRebekhaAbbuhl 8. Explicitness in pedagogical interventions: Input, practice, and feedback 234 CristinaSanzandKaraMorgan-Short part 4 PEDAGOGICALIMPLICATIONS 9. Processing instruction 267 BillVanPatten 10. Content-based foreign language instruction 282 HeidiByrnes Contributors 303 Index 307 Acknowledgments thisvolumeemergedfrommycourseInstructedSLA,whichinspring2001 included a series of lectures generously given by several of my Georgetown UniversitycolleaguesandBillVanPattenoftheUniversityofIllinois,eachon their current research. Gail Grella of Georgetown University Press discerned in the course and lectures the seeds of this volume, and the rest is history. Sincethensomeofushaveinvitedourstudentsandalumnatocoauthorthe chapters.Ibelievethatthisvolumeprovidesagoodpictureoftheworkincog- nitivesecondlanguageacquisitionthatwedohereatGeorgetown,whichre- sultsfromcollaborationbetweenfacultyandgraduatestudents,themainand medicalcampuses,andthelanguageandlinguisticsdepartments. Iammostthankfulforthedetailedcommentsandinsightsprovidedbythe followingreviewersonindividualchapters:DavidBirdsong,HarrietBowden, Joaquim Camps, Andrew Farley, Shinichi Izumi, Renee Jourdenais, Hiram Maxim, Kara Morgan-Short, Nuria Sagarra, Bill VanPatten, Paula Winke, WinnieWong,andtworeviewerswhowishtoremainanonymous.Ialsoac- knowledgethehelpfulfeedbackIreceivedfromthetwoanonymousreviewers who evaluated the volume. My thanks also go to Georgetown’s Faculty of LanguagesandLinguisticsandGraduateSchoolofArtsandSciences,andes- pecially to Gerry Mara and Gail Grella of Georgetown University Press for theirsupport.Finally,manythanksmustgotothestudentsinInstructedSLA who suffered the first draft of this volume: Mariona Anfruns, Chris Barley, BeatrizLado,Hui-JuLin,AlmitraMedina,andIñigoYanguas;specialthanks go to Mariona Anfruns and Beatriz Lado, who painstakingly proofread the manuscript. vii Introduction cristina sanz information-processingapproachestosecondlanguageacquisition(SLA) attempttoexplainhownonnativelanguagesarelearned—usuallybyadults— andhowknowledgeofsuchsecondlanguagesisused.Theperspectiveonlan- guageacquisitionpresentedinthisvolumeismultifactorialandinteractionist: Ittakesintoaccountexternalandinternalvariablesandthemultipleinterac- tionsamongthem.Thisapproachhasattractedtheattentionnotonlyofre- searchersbutalsoofpractitioners,sincethepedagogicalimplicationsofsucha perspectivearereadilyseen.Thelasttenyearshaveseenasurgeinthenumber ofresearcharticlesandbookchaptersonthetopic.Afewvolumesonspecific issuesrelatedtoprocessingapproacheshavealsoappeared.However,anavid readeroracourseinstructorwouldhavetoconsultavarietyofsourcesandat- tempttointegrateallthatinformation.Thisvolumeseekstoprovide,inone place, a coherent, well-structured picture of the latest research on processing approachestoSLA. The volume is divided into four parts, which differ in contents as well as goals. All chapters follow the same structure: key words, an introduction, mainbody,summary,suggestionsforfurtherreading,andreferences.Chap- ters2through8alsoincludeexercisesrequiringadataanalysisandaguided critique, which exemplify and develop some of the constructs and opera- tionalizationsineachchapter.Familiaritywiththecontentsofchapters2and 3isrequiredforsuccesfulcompletionofmostoftheexercisesinthevolume. Thefirstpart,“TheoryandMethodology,”providesanintroductiontothe mainconceptsandtothemostpopularproceduresfordatagatheringanddata analysistobefoundininformation-processingapproachestoSLAresearch.I ix
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