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Key Questions in Second Language Acquisition

All titles
Key Questions in Second Language Acquisition

Key Questions in Second Language Acquisition

An Introduction
2nd Edition
Bill VanPatten, Independent Scholar
Megan Smith, Mississippi State University
Alessandro G. Benati, University of Hong Kong
April 2025
Available
Paperback
9781009306034

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    Description

    Now in its second edition, this highly accessible introductory textbook establishes the fundamentals driving the field of second language (L2) acquisition research, including its historical foundations. Intended for the novice in the field with no background in linguistics or psycholinguistics, it explains important linguistic concepts, and how and why they are relevant to second language acquisition. Topics are presented via a 'key questions' structure that enables the reader to understand how these questions have motivated research in the field, and the problems to which researchers are seeking solutions. This edition has been fully updated to incorporate new research, with a new chapter focusing on language transfer, and new sections on the growing field of third and subsequent language acquisition, and how the acquisition of phonology reflects the key questions. With discussion questions and project ideas as well as a glossary, this is a complete package for an introductory course on second language acquisition.

    • Provides a highly accessible introduction to second language acquisition, suitable for a complete novice
    • Written in a clear and reader-friendly style, necessary terms are clearly defined and technical jargon is avoided
    • Research questions are traced to their origin by using both historic and contemporary case studies as model examples, allowing students to see the 'bigger picture'

    Reviews & endorsements

    ‘This textbook is an invaluable resource for understanding second language acquisition, addressing key questions with clarity and insight. This new edition stands out for its expanded focus on the interaction between phonology and SLA, thoughtful consideration of social factors, and integration of pedagogical implications where relevant, making it essential for students and instructors alike.’ Wynne Wong, Professor of French and Second Language Acquisition, The Ohio State University

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    Product details

    April 2025
    Paperback
    9781009306034
    249 pages
    254 × 178 × 13 mm
    0.474kg
    Available

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    This title is available for institutional purchase via Cambridge Core

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    Contents

    Table of Contents

    • Foreword
    • Preface
    • 1. What are the origins of Second Language Acquisition as a research field?
    • 2. What does development look like?
    • 3. What are the roles of input and output?
    • 4. What roles do previously acquired languages play in the acquisition of a new language?
    • 5. Can L2 learners become nativelike?
    • 6. Does instruction make a difference?
    • 7. What role does explicit learning play in L2 acquisition?
    • 8. What are individual differences and how do they affect L2 acquisition?
    • Epilogue
    • Glossary
    • Index.
      • Show more
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    Additional Information
    About the authors
      Authors
    • Bill VanPatten , Independent Scholar

      Bill VanPatten has had a long and distinguished academic career. The recipient of numerous local and national awards for his teaching, mentoring, and scholarship, he has published widely in the fields of second language acquisition and second language teaching.

    • Megan Smith , Mississippi State University

      Megan Smith is Associate Professor of Linguistics and Director of the TESOL Program at Mississippi State University. She has published in the fields of second language acquisition.

    • Alessandro G. Benati , University of Hong Kong

      Alessandro Benati is Professor and Head of the School of Education at University College Dublin in Ireland. He has extensively researched and taught in second language acquisition. He is a co-author of various books and papers on the effects of the processing instruction pedagogical model.

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