The Psychology of Second Language Acquisition

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Zoltan Dornyei. The Psychology of Second Language Acquisition

Preface

1. Introduction: mapping the terrain

Language, linguistics, and psychology: academic interfaces

Cognitive linguistics

Psycholinguistics

Neurolinguistics

Cognitive science

Cognitive neuroscience

Interim summary: the permeability of disciplinary boundaries

Main avenues to language attainment

First language acquisition

Bilingualism

Second language acquisition

Similarities and differences between first and second language acquisition

Third language acquisition and multilingualism

Summary

2. Language and the brain

The brain

The anatomy of the brain

The neurobiological basis of brain activity

The functional anatomy of the brain

The conscious and the unconscious mind

Research methods for investigating language and the brain

Psycholinguistic methods

Pre-neuroimaging methods of brain research

Neuroimaging

Molecular genetic investigations and imaging genetics

Summary

3. Psychological processes in language acquisition I: symbolic versus connectionist accounts

Nativism and Universal Grammar

Universal Grammar

A weak form of nativism

Non-symbolic psychological theories

Connectionism

The competition model and the unified model of language acquisition

Dynamic(al) systems theory

Emergentism

Usage-based (or item-/exemplar-based) theories

Summary

4. Psychological processes in language acquisition II: explicit versus implicit learning

Consciousness and attention

Consciousness

Attention

The explicit–implicit dichotomy

Explicit learning

Implicit learning

Incidental versus intentional learning

Explicit versus implicit knowledge

Explicit versus implicit memory

The declarative–procedural dichotomy

Beyond the declarative–procedural memory systems

Anderson’s ACT-R theory

At the interface of explicit/declarative and implicit/procedural knowledge

Skill learning theory

Automatization

Initial attention and noticing

Explicit versus implicit language learning

Krashen and the various interface positions

Ullman’s declarative–procedural model

Automatization and skill learning in a second language

Schmidt’s noticing hypothesis

The explicit–implicit interface in SLA

Summary

5. The learner in the language learning process I: the dynamic interplay of learner characteristics and the learning environment

The ‘individual differences’ paradigm: the myth and the problems

Problems with the traditional conceptualization of ID factors

Problems with the traditional selection of ID factors

Two meanings of ‘individual difference research’

Lack of stability and context-independence

Multicomponential nature

Interim summary: the dynamic nature of individual difference factors

Individual differences and dynamic systems theory

Reconciliation of personality stability and dynamism

The proposed framework of learner-based variance in SLA

The cognitive system

The motivational system

The emotional system

The interaction of cognition, motivation, affect, and the environment

Summary

6. The learner in the language learning process II: the learner’s age and the Critical Period Hypothesis

Is the age issue really about age?

Critical period – sensitive period

Definitions of critical and sensitive periods

Is there a critical period for first language acquisition?

Is there a critical period for SLA?

Non-native-like young learners and native-like adult learners

A dynamic systems perspective on the Critical Period Hypothesis

The age effect and its possible sources

The younger the better

The older the better

Sources of the age effect in formal school learning contexts

Sources of the age effect in naturalistic SLA contexts

Summary

7. The psychology of instructed second language acquisition

Implicit versus explicit learning in instructed SLA

Is explicit instruction necessary for L2 learning?

Three past approaches to L2 instruction

The grammar-translation method

The audiolingual method

Communicative language teaching

Current issues in L2 learning and teaching

Focus on form and form-focused instruction

Fluency and automatization

Formulaic language

Summary

Afterword

References

Отрывок из книги

Published in this series:

BACHMAN: Fundamental Considerations in Language Testing

.....

JENKINS: The Phonology of English as an International Language

KERN: Literacy and Language Teaching

.....