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Table of Contents
Figures; Tables; Contributors; Acknowledgments; Introduction; Scope and overview; Part I Theory and practice; Introduction to Part I; 1 Theories of language from a critical perspective; 1.1 Introduction; 1.2 The Chomskyan revolution; 1.3 Rediscovering the lexicon; 1.4 Not quite a revolution; 1.5 A partial consensus; 1.6 Minimalism and the biolinguistic program; 1.7 Reconciling biology with culture; 1.8 Concluding remarks; 2 History of the study of second language acquisition; 2.1 Introduction: when does the history of second language begin?
2.2 History of the role of a learner's native language in second language acquisition2.2.1 Prehistory of the role of L1; 2.2.2 Role of L1 in twentieth-century structuralism; 2.2.3 Reconceptualizing the role of L1 in the 1970s-1980s; 2.2.4 Late twentieth-century research on the role of L1; 2.3 History of research on the inherent capacities of second language learners; 2.3.1 "Cartesian linguistics"; 2.3.2 Emergence of the notion of interlanguage; 2.3.3 Reappraising the basis of L2 learners' capacities; 2.4 History of the role of social context in L2 acquisition
2.4.1 Social interaction in L2 acquisition: fourth versus twentieth century2.4.2 Conceptualization of cognitive versus social factors in L2 learning; 2.5 Conclusion; 3 Theoretical approaches; 3.1 Introduction; 3.2 Why theories?; 3.2.1 Purpose of SLA theories; 3.2.2 SLA research agendas; 3.2.3 Research findings; 3.3 The main theoretical families; 3.3.1 Linguistic approaches; Domain of inquiry; Views on the nature of language; View of the learning process; View of the language learner; Linguistic approaches and SLA research agendas/findings
Conclusion: contribution of formal linguistic approaches to theory building3.3.2 Cognitive approaches; Domain of inquiry; Views on the nature of language; View of the learning process; View of the language learner; Cognitive approaches and SLA research agendas/findings; Conclusion: contribution of cognitive approaches to SLA theory building; 3.3.3 Interactionist, sociolinguistic and sociocultural approaches; Domain of inquiry; Views on the nature of language; View of the learning process; Views of the language learner
Interactional/sociolinguistic/sociocultural approaches and research agendas/findingsConclusion: contribution of interactionist/sociolinguistic/sociocultural approaches to SLA theory building; 3.4 Conclusion; 4 Scope and research methodologies; 4.1 Introduction; 4.2 Biological factors; 4.3 Cognitive factors; 4.4 Pedagogical factors; 4.5 Social factors; 4.6 Conclusion; Part II Internal ingredients; Introduction to Part II; 5 The role of the native language; 5.1 Introduction; 5.2 From Contrastive Analysis to Creative Construction; 5.3 Types of developmental influence; 5.3.1 Relative frequency of use
2.2 History of the role of a learner's native language in second language acquisition2.2.1 Prehistory of the role of L1; 2.2.2 Role of L1 in twentieth-century structuralism; 2.2.3 Reconceptualizing the role of L1 in the 1970s-1980s; 2.2.4 Late twentieth-century research on the role of L1; 2.3 History of research on the inherent capacities of second language learners; 2.3.1 "Cartesian linguistics"; 2.3.2 Emergence of the notion of interlanguage; 2.3.3 Reappraising the basis of L2 learners' capacities; 2.4 History of the role of social context in L2 acquisition
2.4.1 Social interaction in L2 acquisition: fourth versus twentieth century2.4.2 Conceptualization of cognitive versus social factors in L2 learning; 2.5 Conclusion; 3 Theoretical approaches; 3.1 Introduction; 3.2 Why theories?; 3.2.1 Purpose of SLA theories; 3.2.2 SLA research agendas; 3.2.3 Research findings; 3.3 The main theoretical families; 3.3.1 Linguistic approaches; Domain of inquiry; Views on the nature of language; View of the learning process; View of the language learner; Linguistic approaches and SLA research agendas/findings
Conclusion: contribution of formal linguistic approaches to theory building3.3.2 Cognitive approaches; Domain of inquiry; Views on the nature of language; View of the learning process; View of the language learner; Cognitive approaches and SLA research agendas/findings; Conclusion: contribution of cognitive approaches to SLA theory building; 3.3.3 Interactionist, sociolinguistic and sociocultural approaches; Domain of inquiry; Views on the nature of language; View of the learning process; Views of the language learner
Interactional/sociolinguistic/sociocultural approaches and research agendas/findingsConclusion: contribution of interactionist/sociolinguistic/sociocultural approaches to SLA theory building; 3.4 Conclusion; 4 Scope and research methodologies; 4.1 Introduction; 4.2 Biological factors; 4.3 Cognitive factors; 4.4 Pedagogical factors; 4.5 Social factors; 4.6 Conclusion; Part II Internal ingredients; Introduction to Part II; 5 The role of the native language; 5.1 Introduction; 5.2 From Contrastive Analysis to Creative Construction; 5.3 Types of developmental influence; 5.3.1 Relative frequency of use