This book provides a snapshot of the field of language acquisition at the beginning of the 21st Century. It represents the multiplicity of approaches that characterize the field and provides a review of current topics and debates, as well as addressing some of the connections between sub-fields and possible future directions for research.

This book is a thorough revision of the highly successful text first published in 1994. The authors retain the multidisciplinary approach that presents research from linguistics, sociology, psychology, and education, in a format designed for use in an introductory course for undergraduate or graduate students. The research is updated throughout and there are new sections and chapters in this second edition as well. New chapters cover child language acquisition (first and second), Universal Grammar, and instructed language learning; new sections address issues, such as what data analysis doesn't show, replication of research findings, interlanguage transfer (multilingual acquisition and transfer), the aspect hypothesis, general nativism, connectionist approaches, and implicit/explicit knowledge. Major updates include nonlanguage influences and the lexicon. The workbook, Second Language Learning Data Analysis, Second Edition, makes an ideal accompaniment to the text.

Whether we grow up with one, two, or several languages during our early years of life, many of us will learn a second, foreign, or heritage language in later years. The field of Second language acquisition (SLA, for short) investigates the human capacity to learn additional languages in late childhood, adolescence, or adulthood, after the first language --in the case of monolinguals-- or languages --in the case of bilinguals-- have already been acquired. Understanding Second Language Acquisition offers a wide-encompassing survey of this burgeoning field, its accumulated findings and proposed theories, its developed research paradigms, and its pending questions for the future. The book zooms in and out of universal, individual, and social forces, in each case evaluating the research findings that have been generated across diverse naturalistic and formal contexts for second language acquisition. It assumes no background in SLA and provides helpful chapter-by-chapter summaries and suggestions for further reading. Ideal as a textbook for students of applied linguistics, foreign language education, TESOL, and education, it is also recommended for students of linguistics, developmental psycholinguistics, psychology, and cognitive science. Supporting resources for tutors are available free at www.routledge.com/ortega.

Introduction to Instructed Second Language Acquisition is the first book to present a cohesive view of the different theoretical and pedagogical perspectives that comprise instructed second language acquisition (ISLA), defined as any type of learning that occurs as a result of the manipulating the process and conditions of second language acquisition. The book begins by considering the effectiveness of ISLA and the differences between ISLA and naturalistic L2 learning. It then goes on to discuss the theoretical, empirical, and pedagogical aspects of such key issues in ISLA as grammar learning; interaction in the classroom; focus on form, function and meaning; vocabulary learning; pronunciation learning; pragmatics learning; learning contexts; and individual differences. This timely and important volume is ideally suited for the graduate level ISLA course, and provides valuable insights for any SLA scholar interested in the processes involved in second language learning in classroom settings.

This volume presents seven alternative approaches to studying second language acquisition, and each approach is authored by a leading advocate for it in the field. Edited by Dwight Atkinson, and including contributions from James Lantolf ,Diane Larsen-Freeman, Gabriele Kasper and Johannes Wagner, Bonny Norton and Carolyn McKinney, Patricia Duff and Steven Talmy.

This third edition of the best-selling Theories in Second Language Acquisition surveys the major theories currently used in second language acquisition (SLA) research, serving as an ideal introductory text for undergraduate and graduate students in SLA and language teaching. Designed to provide a consistent and coherent presentation for those seeking a basic understanding of the theories that underlie contemporary SLA research, each chapter focuses on a single theory. Chapters are written by leading scholars in the field and incorporate a basic foundational description of the theory, relevant data or research models used with this theory, common misunderstandings, and a sample study from the field to show the theory in practice. New to this edition is a chapter addressing the relationship between theories and L2 teaching, as well as refreshed coverage of all theories throughout the book. A key work in the study of second language acquisition, this volume will be useful to students of linguistics, language and language teaching, and to researchers as a guide to theoretical work outside their respective domains.

The second edition of Theories in Second Language Acquisition seeks to build on the strengths of the first edition by surveying the major theories currently used in second language acquisition research. This volume is an ideal introductory text for undergraduate and graduate students in SLA and language teaching. Each chapter focuses on a single theory, written by a leading scholar in the field in an easy-to-follow style – a basic foundational description of the theory, relevant data or research models used with this theory, common misunderstandings, and a sample study from the field to show the theory in practice. This text is designed to provide a consistent and coherent presentation for those new to the field who seek basic understanding of theories that underlie contemporary SLA research. Researchers will also find the book useful as a "quick guide" to theoretical work outside their respective domains.

Second Language Acquisition : introduces the key areas in the field, including: multilingualism, the role of teaching, the mental processing of multiple languages, and patterns of growth and decline explores the key theories and debates and elucidates areas of controversy gathers together influential readings from key names in the discipline, including: Vivian Cook, William E. Dunn and James P. Lantolf, S.P. Corder, and Nina Spada and Patsy Lightbown. Written by experienced teachers and researchers in the field, Second Language Acquisition is an essential resource for students and researchers of applied linguistics.

This unique state-of-the-art volume offers a comprehensive, systematic discussion of second language (L2) writing and L2 learning. Led by experts Rosa Manchón and Charlene Polio, top international scholars synthesize and contextualize the salient theoretical approaches, methodological issues, empirical findings, and emerging themes in the connection between L2 writing and L2 learning, and set the future research agenda to move the field forward. This will be an indispensable resource for scholars and students of second language acquisition (SLA), applied linguistics, education, and composition studies.

Introducing Second Language Acquisition: Perspectives and Practices represents a clear and concise introduction to the main concepts, issues, and debates in second language acquisition studies aimed specifically at undergraduates encountering the topic for the first time. Follows six fictitious language learners throughout the text whose stories serve to introduce various concepts and issues Contains specific chapters on first language acquisition and bilingualism, as well as explicit references to the most recent and important research Covers key topics including acquisition contexts, theoretical perspectives, language teaching methods, second language development, and individual differences (such as age, aptitude, and motivation) Grabs student attention with lighthearted cartoons that illustrate and reinforce key ideas Features a full range of pedagogical tools to aid student learning, including “language learning in practice” textboxes; bolded new terms defined in the margins; an end-of-book glossary; self-assessment and classroom discussion questions; exercise and project ideas; and further online viewing sections