Alternative Approaches to Second Language Acquisition

Höfundar: Atkinson, Dwight (Útgáfa: 2)
Alternative Approaches to Second Language Acquisition

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Alternative Approaches to Second Language Acquisition: Second Edition is the eagerly awaited, expanded update of a landmark text. This volume explores alternative perspectives on second language acquisition, offering a critical challenge to the dominantly cognitivist, theory-testing framework on which SLA studies was originally based, and which continues to broadly influence the field. Leading SLA scholars provide a comprehensive overview of nine alternative approaches: complex dynamic systems theory, sociocultural theory, identity studies, conversation analysis, language socialization, corpus analysis, decolonial theory, assemblage theory, and the sociocognitive approach.

Each contribution reflects the cutting edge of current research, including unique insights into the vast complexities of learning second/additional languages. The consistent chapter structure enables readers to directly compare and navigate these diverse approaches. The editors’ introduction offers a powerful rationale for understanding the relevance of these alternative approaches in today’s rapidly evolving landscape of SLA research and pedagogy.

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Útgefandi
Taylor & Francis
ISBN
9781040630594
Print ISBN
9781032730677
Format
ePub
Útgáfa
2
Höfundar
Atkinson, Dwight
Tungumál
English
Útgefið
2026-06-02
Prent takmörkun á líftíma
100
Prent takmörkun
2
Afritunar takmörkun
2

Kaflar

  • Cover
  • Endorsements
  • Half-Title Page
  • Title Page
  • Copyright Page
  • Table of Contents
  • Acknowledgments
  • Contributors
  • 1 Introduction: What are Alternative Approaches to Second Language Acquisition?
  • What is/are Alternative Approaches?
  • This Volume
  • A Comparative Example: VanPatten et al. (2020)
  • Acknowledgment
  • Notes
  • References
  • 2 A Complex Dynamic Systems Theory Approach to Second Language Development
  • Introduction and Overview
  • Theoretical Principles of CDST for Second Language Development
  • Language is a Dynamic Set of Graded Patterns Emerging from Use
  • Language-Using Patterns are Adapted to their Context of Use and are Heterochronic
  • Language Development Proceeds Through Soft-Assembly and Co-adaptation
  • Stable Patterns Emerge Bottom-Up from Frequent Soft-Assemblies in Co-Adapted Interactions
  • Learners Play an Active Role in Language Development
  • Intentionality and Agency are Essential
  • Research Methods
  • CDST Requires Several Departures From Typical Research Procedures
  • Methods for Studying Complex, Dynamic Systems
  • Supporting Findings
  • Similarities and Differences Vis-à-Vis Other Approaches in this Volume
  • Pedagogical Implications
  • Future Directions
  • Notes
  • References
  • 3 The Sociocultural Theory Approach to Second Language Acquisition: Primacy of the Social
  • Introduction and Overview
  • Discovering Vygotsky
  • Theoretical/Conceptual Principles
  • Research Method
  • Unit of Analysis
  • Method of Double Stimulation: Experimental-Genetic Research
  • The Relationship Between Development and Instruction
  • Supporting Findings and Pedagogical Implications
  • Concept-Based Language Instruction (C-BLI)
  • Supporting Findings
  • Similarities and Differences Vis-à-Vis Other Approaches in this Volume
  • Future Directions
  • Notes
  • References
  • 4 An Identity Approach to Second Language Acquisition
  • Introduction and Overview
  • Conceptual and Theoretical Principles
  • Poststructuralist Theories of Language
  • Poststructuralist Theories of Subjectivity
  • Poststructuralist Theories of Investment
  • Methods of Studying Identity and SLA
  • Supporting Findings
  • Foundational Research on Identity and SLA
  • Identity and SLA in the Digital World
  • Identity, SLA, and Decolonialism
  • Similarities and Differences Vis-à-Vis Other Approaches in this Volume
  • Pedagogical Implications
  • Future Directions
  • Identity and Translanguaging
  • Identity and New Materialism
  • References
  • 5 The Conversation Analysis Approach to Second Language Acquisition
  • Introduction1
  • Theoretical/Conceptual Principles
  • Interactants Rely on “Ethnomethods” to Construct Actions and Establish Mutual Understanding
  • Language Learning and Cognition are Situated in Practical Social Activities
  • An Emic Perspective is Brought to Bear on the Data
  • The L2 Speaker is Viewed from a Non-Deficit Perspective
  • Second Language Acquisition Consists of Developing an L2 Interactional Competence
  • Research Methods
  • Type of Data and Data Collection Procedures
  • Analytical Procedures
  • Interpretation of Findings and Epistemological Challenges
  • Supporting Findings
  • Language Learning as a Social Practice
  • L2 Interactional Competence I: Developing Practices for Action
  • L2 Interactional Competence II: Developing an L2 Grammar-for-Interaction
  • Interactional Competence: The Cumulative Evidence
  • Similarities and Differences Vis-à-Vis Other Approaches in this Volume
  • Pedagogical Implications
  • Future Directions
  • Notes
  • References
  • 6 Language Socialization Approaches to Second Language Acquisition in Changing Multilingual Contexts
  • Introduction
  • The Authors: LS Scholars in Multilingual Contexts1
  • Theoretical and Conceptual Principles Underlying Language Socialization
  • L2 Socialization Takes Place in and Through Mediated Interaction
  • Language is Both a Medium and a Focus of L2 Socialization
  • LS Involves the Negotiation of Community Membership, Belonging, and Participation
  • Multilingual Learners are Agents of (Transformative) Socialization
  • Summary
  • Research Methods
  • Data Generation Sources and Methods
  • Approaches to Data Analysis
  • Researcher Positionality and Reflexivity in LS
  • Supporting Findings
  • L2 Socialization Into and Through Oral Interaction
  • L2 Socialization Across Modalities
  • (Re)production Versus Contestation in L2 Socialization
  • Distributed and Diverse Agents and Networks in L2 Socialization
  • Similarities and Differences Vis-à-Vis Other Approaches in this Volume
  • Similarities
  • Differences
  • Pedagogical Implications
  • Future Directions
  • Evidence of L2 Development in Language Socialization
  • Demographics, Diversity, and Domains of Socialization and SLA
  • Conclusion
  • Note
  • References
  • 7 A Decolonial Approach to Second Language Acquisition
  • Overview
  • Author’s Introduction
  • Theoretical Overview
  • Conceptual Principles of a Decolonial Approach to SLA
  • Principle 1: Everything in the Present has a Colonial History that Lives On
  • Principle 2: Efforts to Decolonize Always Have a Future Orientation
  • Principle 3: All Ways of Being, Knowing, Believing, and Acting are Emotional and Relational
  • Principle 4: Deficit is an Invention of Colonialism; Combat it
  • Principle 5: Not All Social Justice Dreams are the Same; Some can be Neoliberal and Others Decolonial
  • Research Methods, or Why Addressing the WEIRD Problem is not Decolonial Enough
  • Supporting Findings: Exemplary Research, or Decolonial “Cracks”
  • Quantitative and Mixed-Methods Approaches
  • Qualitative Approaches
  • Similarities and Differences Vis-à-Vis Other Approaches in this Volume
  • Pedagogical Implications
  • Future Directions
  • References
  • 8 The Corpus Linguistics Approach to Second Language Acquisition
  • Introduction
  • How Xiaofei Became Interested in Corpus Linguistics and SLA
  • How Yuanheng (Arthur) Became Interested in Corpus Linguistics and SLA
  • Theoretical/Conceptual Principles
  • Language as Patterns of Authentic Language Use
  • Language as Contextualized and Multidimensional
  • Language Analysis as Large-Scale, Computerized, and Mixed-Method
  • Language Analysis as Balancing Comprehensiveness and Selectivity
  • Research Methods
  • Corpus-Based Versus Corpus-Driven Approaches
  • Learner Corpus Research
  • Corpus Tools
  • Learner Corpus Research and Experimental SLA Research
  • Supporting Findings
  • Effects of Learner- and Task-Related Variables on Variation in L2 Use
  • L2 Processing and Production as Influenced by Different Input Factors
  • Individual Variability in L2 Development
  • Similarities and Differences Vis-à-Vis Other Approaches in this Volume
  • Pedagogical Implications
  • Future Directions
  • References
  • 9 Assemblage Approaches to Second Language Development Research and Pedagogical Innovation
  • Introduction
  • Theoretical and Conceptual Principles
  • 1. Humans are Open Systems Principle
  • 2. The Primacy of Process Ontology Principle
  • 3. Co-operative Action and the Enchronic Frame Principle
  • 4. Emergent and Usage-Based Approaches Principle
  • 5. Sociomaterialism and Mediated Action Principle
  • 6. Research for Innovation and Intervention Principle
  • Research Methods
  • The Process of Analysis
  • Supporting Finding
  • Similarities and Differences Vis-à-Vis Other Approaches in This Volume
  • Pedagogical Implications
  • Future Directions
  • Note
  • References
  • 10 A Sociocognitive Approach to Second Language Acquisition and Teaching
  • Introduction/Overview
  • How the Sociocognitive Approach Developed
  • Theoretical Principles
  • Mindbodyworld Principle
  • Alignment Principle
  • Affective Learning Principle
  • Multimodality/Sociomateriality Principle
  • Teaching-Learning Principle
  • We-Principle
  • Learning Action Principle
  • Research Methods
  • Background: Natural History
  • The Natural History of an Interview Project and Context Analysis
  • Sociocognitive Multimodal Interaction Analysis: Procedure
  • Supporting Findings
  • Similarities and Differences Vis-à-Vis Other Approaches in This Volume
  • Pedagogical/Practical Implications of the Sociocognitive Approach to SLA/T
  • Implications for Classroom SLA/T
  • Implications for Teacher Education
  • Future Directions
  • Acknowledgments
  • Notes
  • References
  • Index