Psychology of Second Language Acquisition 1st edition by Zoltan Dornyei 0194423034 9780194423038

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ISBN-10 ‏ : ‎0194423034 

ISBN-13 ‏ : ‎ 9780194423038

Author: Zoltan Dornyei

The Psychology of Second Language Acquisition offers a systematic and accessible overview of the main psychological areas and theories in order to keep abreast of the ongoing paradigm shift.

Psychology of Second Language Acquisition 1st  Table of contents:

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

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