The Continuum Companion to Second Language Acquisition.

Cover -- HalfTitle -- Series -- Title -- Copyright -- Dedication -- Contents -- Notes on Contributors -- Acknowledgements -- Part 1 The Second Language Acquisition Landscape -- 1 Second Language Acquisition: The Landscape, the Scholarship and the Reader -- Second Language Acquisition -- Origins of the Study of SLA -- Books on Second Language Acquisition -- A Companion to SLA -- Journals of Second Language Acquisition -- Second Language Lexis and Second Language Rules -- Second Language Skills -- Interaction -- Belief Systems -- Teaching Approaches -- Advice to the Reader of SLA Literature -- Notes -- 2 A Compendium of Key Concepts in Second Language Acquisition -- Introduction -- Key Concepts -- 3 Research Methods in Second Language Acquisition -- Introduction -- Epistemological Basis for Research -- Taking Stock of Current Research Practices -- Study Design Types -- Research Instruments in SLA -- Research Instruments and Their Purpose -- Verbal Report: From Think-Aloud Protocols to Stimulated Recall -- A Focus on Instrumentation Involving Tests and Tasks -- Conclusions -- Part 2 Issues and Relationships in Second Language Acquisition -- 4 The Relationship between First and Second Language Acquisition Revisited -- SLA Research Springing from First Language Acquisition -- L1 Acquisition Theories and L2 Acquisition -- Differences and Similarities between First and Second Language Acquisition -- Conclusions -- 5 The Relationship between Age of Learning and Type of Linguistic Exposure in Children Learning a Second Language -- Introduction -- Age and First Language Development -- Minority Language Learners in a Majority Language Community -- Age and Second (Foreign) Language Instruction -- Age and Immersion -- Discussion and Conclusions -- Notes -- 6 The Relationship between L2 Vocabulary Knowledge and L2 Vocabulary Use.

The Vocabulary Knowledge Framework -- Some Alternatives to the Word Knowledge Framework -- Deep Word Knowledge -- Vocabulary Use -- Conclusions -- 7 The Relationship between L2 Input and L2 Output -- Linking L2 Input and L2 Output -- Input -- Output -- Input/Output - Possible Links -- Conclusions -- Notes -- 8 The Relationship between Pedagogical Focus and Interaction in L2 Lessons -- Introduction -- Pedagogy in Language Teaching -- Intended Pedagogy and Actual Pedagogy -- How Can Pedagogical Focus Be Determined? -- Interaction in Language Teaching -- The Relationship between Pedagogy and Interaction -- The Complexity of the Relationship between Pedagogy and Interaction -- Conclusions -- Notes -- 9 The Relationship between Language Aptitude andLanguage Learning Motivation: Individual Differences from a Dynamic Systems Perspective -- A Brief History of Language Aptitude Research -- A Brief History of L2 Learning Motivation Research -- Problems with the Modular View of Individual Difference Variables -- Cognition-Motivation Interaction and Overlap in SLA Research -- Cognition-Motivation Overlap in Cognitive Psychology -- A Dynamic Systems Approach to Understanding Learner Characteristics in SLA -- Higher-Order Amalgams of Learner Characteristics -- Conclusions -- 10 The Relationship between Strategic Behaviour and Language Learning Success -- Introduction -- Defining Success in Studies of Strategic Behaviour -- Defining Strategic Behaviour -- Defining Success in the Context of Strategy Theory -- Correlation and Causality in Strategy Research -- The Good Language Learner Problem -- Strategy-Based Instruction and Success -- Conclusions -- Conclusions -- References -- Index.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.