The Psychology of Second Language Acquisition

The Psychology of Second Language Acquisition
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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.

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The Psychology of Second Language Acquisition

Published in this series:

BACHMAN: Fundamental Considerations in Language Testing

BACHMAN and PALMER: Language Testing in Practice

BRUMFIT: Individual Freedom and Language Teaching

BRUMFIT and CARTER (eds.): Literature and Language Teaching

CANAGARAJAH: Resisting Linguistic Imperialism in Language Teaching

COHEN and MACARO (eds.): Language Learner Strategies

COOK: Discourse and Literature

COOK: Language Play, Language Learning

COOK and SEIDLHOFER (eds.): Principle and Practice in Applied Linguistics

DöRNYEI: Research Methods in Applied Linguistics

ELLIS: SLA Research and Language Teaching

ELLIS: Task-based Language Learning and Teaching

ELLIS: The Study of Second Language Acquisition (2nd edn.)

ELLIS: Understanding Second Language Acquisition

ELLIS and BARKHUIZEN: Analysing Learner Language

FOTOS and NASSAJI (eds.): Form-focused Instruction and Teacher Education

HOLLIDAY: The Struggle to Teach English as an International Language

HOWATT: A History of English Language Teaching

JENKINS: English as a Lingua Franca

JENKINS: The Phonology of English as an International Language

KERN: Literacy and Language Teaching

KRAMSCH: Context and Culture in Language Teaching

LANTOLF (ed.): Sociocultural Theory and Second Language Learning

LANTOLF and THORNE: Sociocultural Theory and the Genesis of Second Language Development

LARSEN-FREEMAN and CAMERON: Complex Systems and Applied Linguistics

MACKEY (ed.): Conversational Interaction in SLA

MEINHOF: Language Learning in the Age of Satellite Television

NATTINGER and DECARRICO: Lexical Phrases and Language Teaching

PHILLIPSON: Linguistic Imperialism

SEIDLHOFER (ed.): Controversies in Applied Linguistics

SELIGER and SHOHAMY: Second Language Research Methods

SKEHAN: A Cognitive Approach to Language Learning

STERN: Fundamental Concepts of Language Teaching

STERN (eds. P. ALLEN and B. HARLEY): Issues and Options in Language Teaching

TARONE and YULE: Focus on the Language Learner

WIDDOWSON: Aspects of Language Teaching

WIDDOWSON: Defining Issues in English Language Teaching

WIDDOWSON: Practical Stylistics

WIDDOWSON: Teaching Language as Communication

WRAY: Formulaic Language


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First published 2009

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Preface

The history of acceptance of new theories frequently shows the following steps: at first the new idea is treated as pure nonsense, not worth looking at. Then comes a time when a multitude of contradictory objections are raised, such as: the new theory is too fancy, or merely a new terminology; it is not fruitful, or simply wrong. Finally a state is reached when everyone seems to claim that he had always followed this theory. This usually marks the last state before general acceptance.

(Lewin 1943:292)

I normally enjoy the process of writing a book, but this volume on the psychology of second language acquisition (SLA) has been an emotional roller-coaster at times. In fact, after I received the contract from Oxford University Press, I put off working on the manuscript for several years – I did have some good excuses, but the bottom line was that I was apprehensive about the enormity of the task: applied linguistics and second language research had clearly been shaken by a paradigmatic earthquake. This has been caused by (1) the rapidly growing influence of relevant brain research in psycholinguistics, neurolinguistics, neuropsychology, neurobiology, and more generally, in cognitive (neuro)science; and (2) the emergence of new cognitive approaches to the study of language acquisition, such as connectionism, emergentism, dynamic systems theory, complexity theory, and usage/exemplar-based theories. The resulting changes in our field have been so fast and profound that the word ‘blitzkrieg’ seems oddly fitting to describe what we are currently experiencing.



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