2010

The central argument of the identity approach to second language acquisition (SLA) is twofold: First, SLA theorists need a comprehensive theory of identity that integrates the individual language learner and the larger social world; second, SLA theorists need to address how relations of power in the social world affect learners’ access to the target language community. In relation to the former, a fully developed theory of identity highlights the multiple positions from which language learners can speak, and how sometimes marginalized learners can appropriate more desirable identities with respect to the target language community. In relation to the latter, identity theorists are concerned about the ways in which opportunities to practice speaking, reading, and writing, acknowledged as central to the SLA process (cf. Spolsky, 1989), are socially structured in both formal and informal sites of language learning. Identity theorists thus question the view that learners can be defined i...

In this chapter we survey several approaches to SLA that have been heavily influenced by the field of psychology. They are ordered according to their primary focus of attention: first those that focus on languages and the brain, then those that focus on the learning processes that are involved in SLA, and finally those that focus on differences among learners. Study of languages and the brain is based largely on the framework provided by neurolinguistics.

Cognitive Linguistics (CL) is an approach to the study of language informed by both linguistics and psychology. It describes how language interfaces with cognition, and how it adapts in the course of language usage, phylogenetically in language evolution, ontogenetically in language acquisition, and moment-to-moment in situated, on-line language processing and performance. Second Language Acquisition (SLA) involves the study of the cognitive representations and mechanisms of second language processing, their time-course of acquisition, and, where possible and feasible, their relevance to instruction.

System, 2010

When I received an invitation to review the second edition of The Study of Second Language Acquisition, I wondered how I could review a tome of over 1000 pages within 1500 words. However, on reading the book, I realized that its clear organization made it possible for me to highlight the outstanding features of this updated classic. Like many of the author's publications, this new edition is an exceptionally successful synthesis and survey of the developments of SLA research thanks to the reader-friendly penmanship and lucidity in exposition. The book is made of eight clearly divided parts with 17 chapters in all. Although it is a revised and expanded edition of what was already a substantial work, readers will find that it is, in fact, quite accessible.

International Journal of Applied Linguistics, 2013

In current SLA research, two strands of complexity research can be distinguished . In the first strand, complexity figures as an independent variable, namely, as a factor whose influence on some aspects of L2 performance or proficiency is investigated. Examples include studies of how the complexity of tasks affects L2 performance and development (Robinson 2011), or how the complexity of the target structure affects the effectiveness of instruction (e.g. Spada and Tomita 2010). In the second strand, complexity is investigated as a dependent variable, typically alongside fluency and accuracy, as a basic descriptor of L2 performance and proficiency. Here, the complexity of L2 learners' performance is measured to demonstrate the effect of other variables, such as the effects of learner factors (e.g. age, aptitude) or of different types of instruction or of learning contexts (e.g. Kormos and Trebits in press; Norris and Ortega 2000). However, a review of the L2 literature shows that there is no consistency in terms of how complexity is defined, operationalised and measured in L2 research, which at least partly explains the inconsistency of complexity findings both across and within studies (Housen and Kuiken 2009; Housen, Kuiken and Vedder, forthcoming).

Applied Psycholinguistics, 1991

2015

This thesis would not have been possible without the help of many people. My special thanks go to my supervisors, Professor Stuart Campbell and Dr. Jane Simpson. They supported me, encouraged my knowledge of Linguistics and gave me the freedom to explore my own ideas. I appreciate Stuart for giving me the opportunity to write this thesis and Jane for giving me detailed feedback and encouraging me to express myself. Colleagues have also given me invaluable assistance. I especially wish to thank Dr. Louise Jansen for her enthusiam for my research and her SLA expertise. I also thank Dr. Malcolm Johnston for his help in the early stages. Although Professor Manfred Pienemann has not been directly involved, my thanks go to him for inspiring me with his teaching and research. The staff and students at the Kogarah Intensive English Centre provided me with the data and insights on which this thesis is based. I offer my particular thanks to Ms. Elvia Cacciotti, Head Teacher, KIEC, and Mr. Fred Carosi, Principal, Kogarah High School and Class 1, Term 1, 1999, which included the informants of this study. Athough the informants must remain anonymous for ethical reasons, I extend to them all my thanks for their generosity with their time and interest in the project. I also appreciated the support and professionalism of the teachers and aides at KIEC and Mrs. Jane Karame, ESL teacher, Kogarah High School. The production of this document was also a group effort. Camilla Di Biase-Dyson and Laura Di Pietro helped with the transcription, Camilla and Alison Lyssa contributed their skills to the typing of the Reference list and Danielle Hudson assisted with the formatting. Thanks also to Document Delivery, UWS library, and Rod Dyson for obtaining references for me. Finally, my family and friends have given me strength through their support. My very special thanks to my daughters, Camilla and Patrizia, for their faith in me and my parents, Pat and Dallas, for passing on to me their love of learning Developmental style in second language processing The study also raises the issue of why so little SLA research adopts an emergence view (although see Williams and Evans, 1998). Nevertheless, it is certainly true that emergence as a criterion of acquisition is underdeveloped, and I have tried to make a contribution here.

Language Teaching Research, 2018

The Modern Language Journal, 2010