{"product_id":"the-handbook-of-second-language-acquisition-isbn-9781405132817","title":"The Handbook of Second Language Acquisition","description":"The \u003ci\u003eHandbook of Second Language Acquisition\u003c\/i\u003e presents an integrated discussion of key, and sometimes controversial, issues in second language acquisition research. \u003cbr\u003e \u003cul\u003e \u003cli style=\"list-style: none\"\u003e\n\u003cbr\u003e \u003c\/li\u003e \u003cli\u003eDiscusses the biological and cognitive underpinnings of SLA, mechanisms, processes, and constraints on SLA, the level of ultimate attainment, research methods, and the status of SLA as a cognitive science.\u003cbr\u003e \u003c\/li\u003e \u003cli\u003eIncludes contributions from twenty-seven of the world's leading scholars.\u003cbr\u003e \u003c\/li\u003e \u003cli\u003eProvides an invaluable resource for all students and scholars of human cognition, including those in linguistics, psychology, applied linguistics, ESL, foreign languages, and cognitive science.\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003eList of Contributors viii\u003c\/p\u003e \u003cp\u003eAcknowledgments x\u003c\/p\u003e \u003cp\u003e\u003cb\u003eI Overview 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e1 The Scope of Inquiry and Goals of SLA 3\u003cbr\u003e \u003ci\u003eCatherine J. Doughty and Michael H. Long\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eII Capacity and Representation 17\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e2 On the Nature of Interlanguage Representation: Universal Grammar in the Second Language 19\u003cb\u003e\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eLydia White\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e3 The Radical Middle: Nativism without Universal Grammar 43\u003cb\u003e\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eWilliam O’Grady\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e4 Constructions, Chunking, and Connectionism: The Emergence of Second Language Structure 63\u003cb\u003e\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eNick C. Ellis\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e5 Cognitive Processes in Second Language Learners and Bilinguals: The Development of Lexical and Conceptual Representations 104\u003cb\u003e\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eJudith F. Kroll and Gretchen Sunderman\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e6 Near-Nativeness 130\u003cb\u003e\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eAntonella Sorace\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eIII Environments for Sla 153\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e7 Language Socialization in SLA 155\u003cb\u003e\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eKaren Ann Watson-Gegeo and Sarah Nielsen\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e8 Social Context 178\u003cb\u003e\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eJeff Siegel\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e9 Input and Interaction 224\u003cb\u003e\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eSusan M. Gass\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e10 Instructed SLA: Constraints, Compensation, and Enhancement 256\u003cb\u003e\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eCatherine J. Doughty\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eIV Processes in Sla 311\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e11 Implicit and Explicit Learning 313\u003cb\u003e\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eRobert DeKeyser\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e12 Incidental and Intentional Learning 349\u003cb\u003e\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eJan H. Hulstijn\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e13 Automaticity and Second Languages 382\u003cb\u003e\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eNorman Segalowitz\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e14 Variation 409\u003cb\u003e\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eSuzanne Romaine\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e15 Cross-Linguistic Influence 436\u003cb\u003e\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eTerence Odlin\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e16 Stabilization and Fossilization in Interlanguage Development 487\u003cb\u003e\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eMichael H. Long\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eV Biological and Psychological Constraints 537\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e17 Maturational Constraints in SLA 539\u003cb\u003e\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eKenneth Hyltenstam and Niclas Abrahamsson\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e18 Individual Differences in Second Language Learning 589\u003cb\u003e\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eZoltán Dörnyei and Peter Skehan\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e19 Attention and Memory during SLA 631\u003cb\u003e\u003cbr\u003e \u003c\/b\u003e\u003ci\u003ePeter Robinson\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e20 Language Processing Capacity 679\u003cb\u003e\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eManfred Pienemann\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eVI Research Methods 715\u003c\/p\u003e \u003cp\u003e21 Defining and Measuring SLA 717\u003cb\u003e\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eJohn Norris and Lourdes Ortega\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e22 Data Collection in SLA Research 762\u003cb\u003e\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eCraig Chaudron\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eVII The State of Sla 829\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e23 SLA Theory: Construction and Assessment 831\u003cb\u003e\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eKevin R. Gregg\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e24 SLA and Cognitive Science 866\u003cbr\u003e \u003ci\u003eMichael H. Long and Catherine J. Doughty\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIndex 871\u003c\/p\u003e  \"Catherine Doughty and Michael Long have emerged as two of the most knowledgeable, authoritative, and sanest voices in the current contentious debates over truth claims in second language acquisition. Their stewardship of the chapters in this volume – and authorship of two articles plus an overview and an interesting afterword that treats SLA as cognitive science – has produced some very strong critical summaries of several central ideas in these debates. The range and depth of many of the chapters is great and I have learned much from revisiting subjects I thought I knew well, such as transfer, fossilization, and individual variation.\" \u003ci\u003eLarry Selinker, New York University\u003c\/i\u003e\u003cbr\u003e \u003cp\u003e\u003cbr\u003e \u003c\/p\u003e \u003cp\u003e\"Arguing that SLA research should be viewed as a branch of cognitive science, the editors have served up a feast for, and about, the mind. This Handbook will be read, consulted, and referred to again and again.\" \u003ci\u003eDiane Larsen-Freeman, University of Michigan\u003c\/i\u003e\u003cbr\u003e \u003c\/p\u003e \u003cp\u003e\u003cbr\u003e \u003c\/p\u003e \u003cp\u003e\"\u003ci\u003eThe Handbook of Second Language Acquisition\u003c\/i\u003e lives up to its name: it provides a remarkable overview of the field, whose future the editors intelligently advocate to be an integral constituent of cognitive science. A rainbow of topics and theoretical stances promises much stimulation to a wide readership. The volume will no doubt serve as a highly appreciated resource for novice and expert alike.\" \u003ci\u003eBonnie D. Schwartz, University of Hawaii\u003c\/i\u003e\u003cbr\u003e \u003c\/p\u003e \u003cp\u003e\"Highly recommended.\" \u003ci\u003eChoice\u003c\/i\u003e\u003c\/p\u003e  \u003cb\u003eCatherine J. Doughty\u003c\/b\u003e is Associate Research Director for SLA at the Center for the Advanced Study of Language at the University of Maryland. \u003cbr\u003e \u003cp\u003e\u003cbr\u003e \u003c\/p\u003e \u003cp\u003e\u003cb\u003eMichael H. Long\u003c\/b\u003e is Professor of SLA and Director of the School of Languages, Literatures, and Cultures at the University of Maryland.\u003c\/p\u003e  \u003ci\u003eThe Handbook of Second Language Acquisition\u003c\/i\u003e presents an integrated discussion of key, and sometimes controversial, issues in second language acquisition (SLA) research. \u003cbr\u003e \u003cp\u003e\u003cbr\u003e \u003c\/p\u003e \u003cp\u003eWritten by 27 of the world’s leading scholars, the chapters reflect the diversity and technicality that have come to characterize SLA research. Topics discussed include the biological and cognitive underpinnings of SLA; mechanisms, processes, and constraints on SLA; the level of ultimate attainment; research methods; and the status of SLA as a cognitive science.\u003cbr\u003e \u003c\/p\u003e \u003cp\u003e\u003cbr\u003e \u003c\/p\u003e \u003cp\u003eThis volume is an invaluable resource for all students and scholars of human cognition, including those in linguistics, psychology, applied linguistics, ESL, foreign languages, and cognitive science.\u003cbr\u003e \u003c\/p\u003e","brand":"Wiley-Blackwell","offers":[{"title":"Default Title","offer_id":47990253551845,"sku":"NP9781405132817","price":76.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781405132817.jpg?v=1761787077","url":"https:\/\/k12savings.com\/es\/products\/the-handbook-of-second-language-acquisition-isbn-9781405132817","provider":"K12savings","version":"1.0","type":"link"}