Second Language Learning Theories

Rosamond Mitchell is Emeritus Professor of Applied Linguistics at the University of Southampton, UK. Florence Myles is Professor of Second Language Acquisition at the University of Essex, UK. Emma Marsden is Professor at the Centre for Research into Language Learning and Use at the University of York, UK.

Table of Contents

List of illustrations

Acknowledgements

Preface






Second language learning: key concepts and issues





Introduction



What makes for a good theory?



Views on the nature of language



The language learning process



Views of the language learner



Links with social practice



Conclusion



References




The recent history of second language learning research





Introduction



The 1950s and 1960s



The 1970s



The 1980s: a turning point



Continuities and new themes



Second language learning timeline



References




Linguistics and language learning: the Universal Grammar approach





Introduction



Why a Universal Grammar?



What does Universal Grammar consist of?



Universal Grammar and L1 acquisition



Universal Grammar and L2 acquisition



Evaluation of Universal Grammar-based approaches to L2 acquisition



References




Cognitive approaches to second language learning (1): general learning mechanisms





Introduction



Input-based emergentist perspectives



Processing-based perspectives



Evaluation of general cognitive approaches



References




Cognitive approaches to second language learning (2): Memory systems, explicit knowledge, and skill learning





Introduction



Memory systems and their role in L2 learning



Explicit knowledge, information processing and skill acquisition



Awareness and attention in L2 acquisition



Working memory and L2 learning



Evaluation of cognitive approaches (2): memory systems, explicit knowledge, and skill learning



References




Interaction in second language learning





Introduction



The revised Interaction Hypothesis (Long, 1996): an appeal to cognitive theory



Negotiation of meaning and the learning of target L2 structures and vocabulary



The role of feedback during oral interaction



The problem of "noticing"



L2 development in computer-mediated interaction



Characteristics of learners and of tasks



Evaluation



References




Meaning-based perspectives on second language learning





Introduction



Early functionalist studies of second language learning



Functionalism beyond the case study: the "learner varieties" approach



"Time talk": developing the means to talk about time



The Aspect Hypothesis



Cognitive linguistics and "thinking for speaking"



Second language pragmatics



Evaluation



References




Sociocultural perspectives on second language learning





Introduction



Sociocultural theory



Applications of sociocultural theory to second language learning



Evaluation



References




Sociolinguistic perspectives





Introduction



Sociolinguistically driven variability in second language use



Second language socialization



Conversation analysis and second language learning



Communities of practice and situated learning



The language learner as social being: L2 identity, agency and investment



Evaluation: the scope and achievement of sociolinguistic inquiry



References




Integrating theoretical perspectives on second language learning
10.1. Introduction

10.2. The MOGUL framework

10.3. Dynamic Systems Theory (DST)

10.4. Conclusion

10.5. References




Conclusion





One theory or many?



Main achievements of second language learning research



Future directions



Second language research and language education



Glossary

Subject index

Name index