Acknowledgements Introduction PART ONE - BACKGROUND Introduction 1. Second language acquisition research: an overview PART TWO - THE DESCRIPTION OF LEARNER LANGUAGE Introduction 2. Learner errors and error analysis 3. Developmental patterns: order and sequence in second language acquisition 4. Variability in learner language 5. Pragmatic aspects of learner language PART THREE - EXPLAINING SECOND LANGUAGE ACQUISITION: EXTERNAL FACTORS Introduction 6. Social factors and second language acquisition 7. Input and interaction and second language acquisition PART FOUR - EXPLAINING SECOND LANGUAGE ACQUISITION: INTERNAL FACTORS Introduction 8. Language transfer 9. Cognitive accounts of second language acquisition 10. Linguistic universals and second language acquisition PART FIVE - EXPLAINING INDIVIDUAL DIFFERENCES IN SECOND LANGUAGE ACQUISITION Introduction 11. Individual learner differences 12. Learning strategies PART SIX - CLASSROOM SECOND LANGUAGE ACQUISITION Introduction 13. Classroom interaction and second language acquisition 14. Formal instruction and second language acquisition PART SEVEN - CONCLUSION Introduction 15. Data, theory, and applications in second language acquisition research Glossary Bibliography Author index Subject index

第二语言习得研究 = The study of second language acquisition

This article reviews some of the wide-ranging issues and research surrounding authentic materials and authenticity in foreign language learning. After a brief historical overview and a discussion of some of the definitional ambiguities associated with authenticity, the paper goes on to discuss four important areas of concern: i) the gap between authentic and textbook discourse; ii) the English-as-a-world-language debate; iii) authenticity and motivation; iv) text difficulty and task design and their effects on language acquisition. The article concludes by examining some of the reasons behind resistance to change in curriculum and materials design and possible future directions.

https://www.cambridge.org/core/services/aop-cambridge-core/content/view/S0261444807004144

Authentic materials and authenticity in foreign language learning

Preface Acknowledgements 1. Introduction 2. Second language acquisition research methodology 3. SLA - Types of data analysis 4. Interlanguage studies: Substantive findings 5. The linguistic environment for language acquisition 6. Explanations for differential success among second language learners 7. Theories in second language acquisition 8. Instructed second language acquisition Bibliography Index

第二语言习得研究概况 = An introduction to second language qcquisition reserch

This article is organised in five main sections. First, the sub-area of task-based instruction is introduced and contextualised. Its origins within communicative language teaching and second language acquisition research are sketched, and the notion of a task in language learning is defined. There is also brief coverage of the different and sometimes contrasting groups who are interested in the use of tasks. The second section surveys research into tasks, covering the different perspectives (interactional, cognitive) which have been influential. Then a third section explores how performance on tasks has been measured, generally in terms of how complex the language used is, how accurate it is, and how fluent. There is also discussion of approaches to measuring interaction. A fourth section explores the pedagogic and interventionist dimension of the use of tasks. The article concludes with a survey of the various critiques of tasks that have been made in recent years.

Task-based instruction

This study investigates the potentially facilitative effects of internal and external attention-drawing devices—output and visual input enhancement—on the acquisition of English relativization by adult English as a second language (ESL) learners. Specifically, the study addresses: (a) whether the act of producing output promotes noticing of formal elements in the target language (TL) input and affects subsequent learning of the form; and (b) whether such output- induced noticing and learning, if any, would be the same as that effected by visual input enhancement designed to draw learners' attention to problematic form features in the input. These questions were examined in a controlled experimental study in which the requirements of output and exposure to enhanced input were systematically varied. A computer-assisted reconstruction and reading task was used as the vehicle of presentation of the target input materials. The major findings are: (a) Those engaged in output-input activities outperformed those exposed to the same input for the sole purpose of comprehension in learning gains; (b) those who received visual input enhancement failed to show measurable gains in learning, despite the documented positive impact of enhancement on the noticing of the target form items in the input; and (c) in view of the above, no support was found for the hypothesis that the effect of input enhancement was comparable to that of output. The subsequent discussion centers on reexamining the construct of noticing and argues for the need to consider levels and types of processing in order to account for how sensory detection can lead to learning.

https://www.cambridge.org/core/services/aop-cambridge-core/content/view/S0272263102004023

OUTPUT, INPUT ENHANCEMENT, AND THE NOTICING HYPOTHESIS: An Experimental Study on ESL Relativization

Learning Foreign Languages from Authentic Texts: Theory and Practice

Authentic Texts in Foreign Language Teaching: Theory and Practice

In most of the literature on second language (L2) acquisition, reading processes are not considered, nor is the potential of authentic texts as a source of linguistic input. On the other hand, the literature on L2 reading rarely deals with reading as driving language acquisition. This article links the two fields of L2 input/interaction research and L2 reading in a way that enables the insights from each to fertilize the other. After a discussion of the theoretical issues in both areas, the article identifies connections between the two fields and presents an approach that encourages several layers of interactive processes in reading authentic texts. The article details various steps in the approach and the different layers of interaction involved in each, as well as the relation of this type of interaction to L2 acquisition and L2 reading.

Interacting with Authentic Texts: Multilayered Processes.

The purpose of this chapter is to summarise the principles that underpin the
communicative approach in general and the use of authentic texts as a main
source of target language input in particular. Although the communicative
approach did not arise directly from language acquisition research, we shall
see that in its fundamentals it coincides closely with the findings of that
research. We shall also see that the increasingly central role that authentic
texts have come to occupy in communicative language teaching methodology
can be justified as much in terms of language acquisition research findings
as in terms of basic communicative principles.

The communicative approach and authentic texts

Language and development: Teachers in a changing world

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