This volume bridges the knowledge gap between second language acquisition researchers and second language pedagogy professionals in its focus on a topic of mutual interest: input. The reader-friendly contributions from seasoned researchers including Stephen Krashen, Bill Van Patten and new voices offer a wide range of existing and new perspectives on the matter of input. A rare feature of the book is that it includes extensive coverage by experts including James Flege and Alene Moyer of the acquisition of the sound system of a second language, where input seems to matter most. Those who are just making their acquaintance with second language acquisition research or updating their knowledge will find the editors’ introductory chapter on past and current issues in the field particularly useful.
表中的内容
Introduction – Martha Young-Scholten and Thorsten Piske
Part 1 : Matters of Input
1. Input Frequency and the Acquisition of the Progressive – Andreas Rohde
2. Processing Matters in Input Enhancement – Bill Van Patten
3. Input and Second Language Development from a Dynamic Perspective – Marjolijn Verspoor, Wander Lowie and Kees de Bot
4. The Comprehension Hypothesis Extended – Stephen Krashen
5. Output Matters Too – Nel de Jong
6. Learner Attitudes towards Comprehension-based Language Learning – John Stephenson
7. The Hidden Paradox of Foreign Language Instruction, or: Which are the Real Foreign Language Learning Processes? – Werner Bleyhl
Part 2: Input Matters in Phonology
8. Input as a Critical Means to an End: Quantity and Quality of Experience in L2 Phonological Attainment – Alene Moyer
9. Give Input a Chance! – James E. Flege
10. Orthographic Input and Second Language Phonology – Benedetta Bassetti
11. Second Language Speech Learning with Diverse Inputs – Ocke-Schwen Bohn and Rikke Bundgaard-Nielsen
12. Phonetic Input in Second Language Acquisition: Contrastive Analysis of Native and Non-native Sounds – Anja Steinlen
13. Developing Non-native Pronunciation in Immersion Settings – Henning Wode
Bibliography
Glossary
关于作者
Martha Young-Scholten, Ph D University of Washington, Seattle, is professor of second language acquisition at Newcastle University. Since the 1980s, she has conducted research on the generative-linguistics-based L2 acquisition of morphosyntax and phonology, focusing on adults acquiring their L2 naturalistically. For the last decade she has been investigating the reading development of migrant adults with limited home language literacy. She has been involved in Grundtvig and Erasmus+ projects: 2013-2015, the Digital Literacy Instructor, as partner, and 2010-2018, as coordinator of EU-Speak. She co-directs with a creative writing colleague the Simply Cracking Good Stories project on L2 pleasure reading for adult beginners.
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