Author Index 385
Brown, R., 5, 34, 45, 46, 68, Child, J., 99 Danesi, M., 113, 117
165 Choi, S., 258 Davidson, J., 309
Choi, Y.-J., 198 Davies, A., 193
Brown, S., 122 Chomsky, N., 10–11, 25, 26, Davis, K., 227, 228
Brumfit, C., 289 Day, J., 163, 190
Bruner, J., 42, 161, 309 34, 37, 206, 288 Day, R., 268
Buckley, L., 176 Christison, M., 103 De Angelis, G., 258
Buczowska, E., 248, 289 Christophel, D., 164 de Bot, K., 289, 290
Budwig, N., 32 Chun, A., 268 DeCapua, A., 113, 120, 121,
Bunta, F., 193 Clark, E., 22, 23, 32, 38,
Burden, R., 145, 159 169, 198
Burgoon, J., 231, 234 47, 54 Deci, E., 158, 160, 164
Burnard, L., 230 Clarke, M., 91, 183, 295, DeKeyser, R., 61, 68–69, 71,
Burns, A., 304
Burt, M., 67–68, 250, 251, 297, 306 99, 100, 289, 300
Clément, R., 146–147, 161, DePalma, M. J., 96
252, 289 de Saussure, F., 11
Busch, D., 155 164, 165 Dewaele, J., 109, 124, 141,
Bybee, J., 263 Clifford, R., 235
Bygate, M., 237 Clinchy, B., 309 143, 152, 155, 258
Byram, M., 123, 198 Cohen, A., 87, 99, 111, 113, Diller, K., 57
Byrne, D., 300 Dixon, D., 122
123, 125, 126, 127n, 128, Dlaska, A., 196
Cairns, E., 119 130, 131, 132, 221, 289 Doehler, S., 206
Cameron, D., 228 Cole, K.-M., 206, 297 Dogancay-Aktuna, S., 192
Cammock, T., 119 Collins, L., 84, 263 Donahue, M., 198
Campbell, D., 168 Comrie, B., 259 Donne, J., 184
Campbell, R., 215 Condon, E., 175, 187 Donovan, L., 146–147
Canagarajah, A., 195 Connor, U., 223, 224, 225 Dörnyei, Z., 64, 98, 99, 100,
Canale, M., 208–210, 210n, Conrad, S., 229, 230
Conrod, S., 146, 147 109, 111, 113, 114, 115,
211, 220 Cook, V., 26, 40, 53, 60, 66, 123, 126, 127n, 128,
Candlin, C., 236 71, 193 129n, 130–131, 141, 145,
Carmichael, L., 181, 181n Cope, J., 151, 167 146, 147, 154, 159–165,
Carpenter, S., 176 Corder, S., 243, 244, 249, 250, 270, 305
Carrell, P., 157 251–252, 251n, 261 Doron, S., 119
Carrier, K., 130 Cotterall, S., 122 Doughty, C., 248, 269, 271,
Carroll, J., 98–99, 183 Coulthard, D., 46 274, 289
Carroll, S., 259 Crabbe, D., 122 Drach, K., 46
Carson, J., 131, 132 Crawford, J., 196 Dresser, N., 228, 231, 232
Carter, B., 122 Creese, A., 185 Dufeu, B., 149
Cathcart, R., 268 Croft, W., 89 Duff, P., 175–176
Celce-Murcia, M., 15, 251, 259 Crookall, D., 130–131 Dulay, H., 67–68, 289
Chaika, E., 223 Crookes, G., 161, 247 Dull, C., 64, 143, 148,
Chamot, A., 99, 110, 123, Crowell, S., 30, 55, 292 153–154, 297
Cruse, D., 89 Dunn, W., 13, 290
124–125, 126, 126n, Crystal, D., 193 Durkheim, E., 188
130–131, 132 Csikszentmihalyi, I., 160–161 Eckman, F., 258–259
Chan, V., 122 Csikszentmihalyi, M., 160–161 Edwards, B., 116
Chapelle, C., 113, 115, Csizér, K., 161–162 Edwards, H., 46
118, 231 Cumming, A., 13 Egbert, J., 161
Chen, X., 268 Cummins, J., 206–207 Eggins, S., 218
Cheng, Y., 162 Curran, C., 90, 105 Ehrman, M., 64, 99–100, 112,
Chenoweth, N., 268 Curtiss, S., 53 113, 120, 143, 148, 151,
Chi, J., 132 157, 157n, 276
Chihara, T., 191 Daley, C., 152 El Bakary, W., 131
D’Amico-Reisner, L., 221
386 Author Index
Elbow, P., 307, 308 Gaby, A., 183, 197 Haber, R., 151
El-Dib, M., 131 Gagné, R., 93–94 Halbach, A., 132
El-Dinary, P., 125, 130 Galvan, J., 198 Hall, E., 176, 187, 232, 233
Elliott, A., 115 Gan, Z., 131 Hall, J., 13
Ellis, G., 135 Ganschow, L., 151–152, 258 Halliday, M., 212–214, 304
Ellis, N., 29, 30, 45, 72, 84, Gao, Y., 162 Hamp-Lyons, L., 131
Garcia Mayo, M., 238 Han, Y., 294
89, 165, 247, 263, 264, Gardner, H., 101, 102, 103 Han, Z.-H., 266
271–276, 285–286, 285n, Gardner, R., 87, 145, 150–151, Hanlon, C., 45
291, 294, 305 Hansen, J., 115
Ellis, R., 71, 236, 237, 247–248, 152, 162, 163, 167–168, Hansen, L., 115
251, 270, 271, 272, 289, 191, 297 Hansen-Bede, L., 67
294, 295 Gass, S., 5, 26, 41, 71, 244, Hardman, J., 192
Erard, R., 148 245, 251, 259, 262, 276, Harley, B., 99
Ervin-Tripp, S., 67 289, 290, 294, 296 Harlow, L., 226
Eubank, L., 275 Gatbonton, E., 196, 247 Harris, T., 156
Evans, N., 275 Genesee, F., 56 Harris, V., 123
Evans, V., 88, 89 Gershuny, H., 227 Hart, D., 99
Ewing, D., 119, 308–309 Gerstman, L., 58 Hartnett, D., 117
Geschwind, N., 55 Hartshorn, K. J., 275
Fabbro, F., 56, 116, Gilabert, R., 237 Haskell, R. E., 95
117, 292 Giles, H., 185 Hatch, E., 218–219, 240
Gjerlow, K., 55 Hawkins, B., 251, 259
Faerch, C., 130 Gleason, H., 182 Haywood, H., 13
Fantini, A., 198 Gleick, J., 303 Hedgcock, J., 225
Farr, F., 230 Gleitman, L., 31 Hendrickson, J., 268
Fast, J., 232 Goldschneider, J., 68–69, Herron, C., 146
Faudree, M., 259 71, 289 Heyde, A., 143, 145
Feng, A., 198 Goleman, D., 102, 103 Higgins, C., 193
Ferreira-Junior, F., 263 Goodenough, D., 114 Higgs, T., 235
Ferris, D., 275 Goodman, K., 119 Hilgard, E., 141
File, K., 270 Gor, K., 72, 262 Hill, B., 132
Finegan, E., 230 Gorham, J., 164 Hill, J., 57–58, 113
Firth, A., 219, 295 Gorsuch, G., 146 Hinenoya, K., 196
Firth, J. R., 212–213 Gouin, F., 16, 21, Hinkel, E., 5
Fiske, D., 168 47, 73 Hladik, E., 46
Fitts, P., 300 Grabe, W., 225 Hoffman, E., 224
Fitzmaurice, S., 193 Graham, C., 164 Hofstede, G., 176
Flege, J., 58 Green, M., 88, 89 Hogan, H., 181, 181n
Floyd, K., 231, 234 Greenberg, J., 39 Hogan, R., 153, 154
Flynn, S., 259 Greenfield, P., 42 Holme, R., 88, 89
Ford, C., 221 Gregersen, T., 152 Holmes, J., 47, 226, 227, 228
Foster, P., 247 Gregg, K., 275, 281, Holzman, M., 32, 40
Foster-Cohen, S., 53 289–290, 303 Hopper, P., 263
Frankenberg-Garcia, A., Griffiths, C., 130 Horwitz, E., 150, 151,
Griffiths, R., 115
230, 231 Grigorenko, E., 99–100 152, 167
Frazier, S., 219 Guerrero, L., 231, Horwitz, M., 151, 152, 167
Freed, B., 87 233, 234 Hsiao, T.-Y., 130
Freire, P., 89, 90–91, 92 Guilloteaux, M., 162 Huber, L., 221
Fries, C., 10, 104, 254 Guiora, A., 64, 143, 148, Hudson, A., 191
Fröhlich, M., 110, 115, 118, 153–154, 183, 297 Hulstijn, J., 293, 294
Gullberg, M., 258 Humbach, N., 258
124, 154, 155
Furnham, A., 152, 155
Fushino, K., 147
Author Index 387
Humphreys, G., 122, 131 Keefe, J., 113 Larsen-Freeman, D., 68,
Hyltenstam, K., 54, 57, 59, 60 Keirsey, D., 156 165, 219, 270, 276, 280,
Hymes, D., 205, 206, 208, 212 Kelch, J., 237 304–305
Keller, J., 159
Imai, Y., 143 Kellerman, E., 257 Larson, D., 175
Inhelder, B., 12, 31, 60 Kelly, L., 15 Lave, 184–185
Ioup, G., 54 Kennedy, G., 42, 229, 231 Lawless, D., 221
Isurin, L., 87 Kennedy, S., 270 Lawrence, G., 157
Itzen, R., 113, 121 Kheng, C., 196 Leaver, B., 113, 120
Izumi, S., 290 Kim, Y., 237 Lee, K., 131
Kinginger, C., 227, 290 Lee, M., 30
Jackson, J., 152 Kinsbourne, M., 231, 299 Lee, N., 30, 55, 292
Jackson, K., 256 Kiparsky, C., 250, 251, 252 Leech, G., 230
James, C., 243, 247, 249, 250, Kitano, K., 152 Legatto, J., 147
Kleinmann, H., 251 Lei, F., 268
251, 260 Koch, C., 292 Leki, I., 225
James, M., 248 Koeth, J., 99, 100 Lenneberg, E., 26, 54, 55
James, W., 96 Kohls, R., 198 Lennon, P., 251, 253
Jamieson, J., 115, 119, Kolb, D., 120 Leopold, W., 39
Kramsch, C., 185, 196, 197, Leow, R., 123
231, 276 Lett, J., 99
Jarvis, S., 257, 258 198, 217 Levine, D., 198
Jaszczolt, K., 258, 260 Krashen, S., 55, 74, 117, 262, Levine, G., 152
Javorsky, J., 152, 258 Li, S., 268
Jenkins, J., 25 268, 274, 288–290 Li, X., 224
Jernigan, J., 274 Krathwohl, D., 142 Liceras, J., 68
Jessner, U., 100 Kubota, R., 179, 182 Liddicoat, A., 198
Joe, A., 226 Kuczaj, S., 32 Lightbown, P., 123, 243, 269,
Johansson, S., 230 Kuhn, T., 5, 14–15, 17
Johns, A., 229 Kulick, D., 228 274, 283–284, 284n, 289
Johnson, J., 59, 115 Kumaravadivelu, B., 18, Lin, H., 161, 163
Johnson, M., 88 Littlewood, W., 196, 210,
Jones, N., 30, 55, 292 179, 192
Jones, P., 120 Kupper, L., 125, 126, 210n, 236
Joos, M., 222 Liu, J., 193
Jordan, J., 231, 299 126n, 130 Liu, M., 152
Jordens, P., 296 Kwak, H.-Y., 30 Liu, P., 191
Joseph, R., 116, 117 LoCastro, V., 225, 226,
Jovorshy, J., 152 Labov, W., 46
Juang, L., 176, 179, 196 Lado, R., 255 227, 230
Jung, C., 156, 158 LaForge, P., 105 Lock, A., 32
Jun Zhang, L., 131 Lai, Y.-C., 128, 131 Loewen, S., 268, 272,
Lakoff, G., 88, 180
Kachru, B., 163, 192, 193, Lakoff, R., 227, 228 274, 275
266, 291 Lakshmanan, U., 66, 67, 71 Loftus, E., 182
Lamb, M., 163 Long, M., 5, 58, 59, 72, 166,
Kagan, J., 119 Lamb, T., 122
Kakava, C., 182 Lambert, R., 87, 167 219, 237–238, 244, 246,
Kamwangamalu, N., 196 Lambert, W., 67, 145, 162, 262, 264, 266, 272, 274–
Kaplan, R., 224–225 275, 279, 280, 283, 287,
Karpov, Y., 13 163, 188, 191, 297 289, 296–297
Kasper, G., 130, 219, 226, Lamendella, J., 246, 266 Longhini, A., 132
Landes, J., 46 Loschky, L., 296
227, 246, 257, 261 Lantolf, J., 13, 25, 91, 186, Losoff, A., 183
Kaufman, D., 12, 13 Lukmani, Y., 163
Kay, P., 182 258, 263, 290, 295, 297, Luppescu, S., 268
298, 303 Lybeck, K., 189
Lapkin, S., 289, 290, 296 Lyster, R., 272, 273
388 Author Index
Macaro, E., 111, 123, 125, Merlevede, P., 102 Nunan, D., 105, 193, 236, 237
126, 127n, 130, 131, 132 Merrill, P., 275 Nuttall, C., 219
Mestre, J. P., 95
McArthur, T., 193 Meyer, C., 229 Obler, L., 55, 56, 87
McCafferty, S., 232 Mihai, F., 274 Ochsner, R., 308
McCarthy, M., 229, 230 Millar, J., 55 Odlin, T., 257, 258, 260
McClelland, J., 29, 164 Miller, G., 84 O’Grady, W., 23, 30, 32, 38,
McCloskey, L., 47 Miller, W. R., 37
MacCorquodale, K., 25 Mills, N., 146 43–44, 71, 291
McCracken, M., 183 Milon, J., 67 O’Hara, M., 90
McDonough, S., 130, 131, 132 Mitchell, C., 17 O’Keefe, A., 230
McEnery, T., 229, 230, 231 Mitchell, R., 26, 91, 295 Oller, J., 103, 168, 191,
McGinn, L., 103 Moerk, E., 46
McGroarty, M., 198 Mondada, L., 206 256–257, 265–268, 265n
MacIntyre, P., 133, 146–147, Montrul, S., 67, 87, 96 Olsen, J., 268
Moody, R., 157 Olshtain, E., 221
150–151, 152, 162, Morgan, B., 295 Oltman, P., 115
163, 168 Mori, J., 221 Olver, R., 42
McKay, S., 184, 192, 193, Morris, B. K., 58 O’Malley, J., 110, 125, 126,
227, 228 Moyer, A., 54, 58, 59
Mackey, A., 276, 296 Mullen, K., 182, 183 126n, 130, 132
McKinney, C., 175–176 Muñoz, C., 53, 54, 55–56, 58, O’Mara, F., 99
McLaughlin, B., 270, 289, 292, Onwuegbuzie, A., 152
293n, 294 59, 71 Oostendorp, M., 257
McLeod, B., 292 Murphey, T., 135 Ortega, L., 53, 57, 59, 142,
Macnamara, J., 65 Myers, I., 156
McNeill, D., 26, 43, 45, 46, 288 Myles, F., 26, 91, 279–280, 259, 279, 281
McNulty, P., 198 Osgood, C., 10, 25
McTear, M., 47 281, 287, 295 Oxford, R., 99, 110, 111,
McVeigh, J., 198, 200–201,
228, 231 Nagelhout, E., 224, 225 112, 113, 120, 121, 124,
MacWhinney, B., 30, 259 Naiman, N., 110, 115, 118, 125–127, 126n, 127n, 128,
Major, R., 193, 259 130–131, 132, 150, 151,
Malinowski, B., 143 124, 154, 155 157, 289
Malotki, E., 183 Nakatani, Y., 123 Ozeki, N., 130, 131
Maratsos, M., 39 Nakatsukasa, K., 268
Marchenkova, L., 13 Nakuma, C., 87 Pajares, F., 146
Marckwardt, A., 16–17 Nassaji, H., 13 Pakir, A., 193
Marinova-Todd, S., 60 Natalicio, D., 67 Palermo, D., 25
Markee, N., 219, 221 Natalicio, L. S., 67 Palfreyman, D., 122
Marshall, D., 60, 110 Nayar, P., 194 Panetta, C., 225
Marshall, T., 110 Nekvapil, J., 196 Panova, I., 272
Martin, J., 95, 255 Nelson, C., 266 Parr, J., 130
Masgoret, A.-M., 163 Nelson, G., 131 Parrish, B., 247
Masia, B., 142 Nemser, W., 243 Parry, T., 99
Maslow, A., 158, 159, 160 Neufeld, G., 58–59 Parsons, A., 198
Mason, B., 274 Newson, M., 40 Patton, J., 152, 258
Matsumoto, D., 175, 176, Ney, J., 29 Paulston, C., 205, 208
179, 196 Nielsen, S., 206, 297 Pavlenko, A., 175, 178, 257,
Medgyes, P., 193 Nilsen, A., 227
Meisel, J., 259 Nocon, H., 197, 198 258, 298
Mellow, J. D., 18 Noels, K., 133, 147, 161, 164, Pavlov, I., 80
Mencken, H. L., 279, 289 Pearson, B., 29
Meredith, K., 185 165, 185 Pearson, L., 119
Norton, B., 111, 175–176, 178, Pelletier, L., 161, 164, 165
Pemberton, R., 122, 131
185, 186, 297–298 Pennycook, A., 122
Persiani, R., 230
Author Index 389
Peters, A., 98 Rodgers, T., 16, 18, 20, 48, Selinker, L., 26, 41, 71, 243,
Peterson, C., 99 74, 236 244–246, 251, 259, 262,
Petrides, K., 152 266, 289, 290, 294
Phillipson, R., 193, 195, 298 Rodríguez, M., 152
Piaget, J., 12, 13, 31, 41, Roever, C., 226 Sharwood-Smith, M., 257
Rogers, C., 89–90, 91, 92, Shatz, M., 47
60–61, 62, 161 Sheen, R., 115, 258
Pica, T., 269, 279, 296 105, 169 Sheen, Y., 271, 272, 274, 275
Pike, K., 143 Romaine, S., 247, 251 Shehadeh, A., 290
Piller, I., 298 Rood, D., 183 Shenk, D., 38
Pimsleur, P., 99 Rosa, E., 123 Shimizu, K., 147
Pinker, S., 6, 20, 38, 183 Rosansky, E., 61, 68 Shore, H., 145
Pitchford, N., 182, 183 Rose, K., 226 Siegal, M., 175
Porte, G., 87 Ross, S., 130–131 Siegel, J., 87, 264, 266, 297
Posner, M., 300 Rossman, T., 292 Silberstein, S., 217, 219, 220,
Poulisse, N., 130–131 Rost, M., 130–131
Prator, C., 15, 255–256 Roth, W.-M., 221 229, 230
Pressley, M., 130 Rozycki, W., 224, 225 Simard, D., 123
Preston, D., 41, 71, 247, 295 Rubin, J., 98, 110, 123, 135, Sinclair, B., 135
Prince, M., 157 Sinclair, J., 46
Prior, S., 115 150, 221 Singleton, D., 53, 54, 55–56,
Priven, D., 87 Rubio, F., 144
Rumelhart, D., 29 57, 58, 59, 61, 71
Quirk, R., 193 Russo, R., 125, 126, 126n Sjöholm, K., 257
Rutherford, W., 259 Skehan, P., 98, 99, 100,
Radnofsky, M., 151, 152 Ryan, L., 54, 55, 57, 59, 61
Raimes, A., 225 Ryan, R., 164 111, 113, 115, 130, 132,
Ramage, K., 161 237, 247
Ramirez, A., 198 Saleemi, A., 40 Skilton-Sylvester, E., 227, 228
Ranta, L., 273 Sapon, S., 98–99 Skinner, B. F., 8, 10, 11,
Raskin, E., 115 Sasaki, M., 99 24–25, 32, 80–82
Ravem, R., 67 Saslow, J., 215 Skinner, S., 152
Regmi, M., 145 Savignon, S., 198, 206, Skutnabb-Kangas, T., 195
Reid, J., 99, 113, 120, 276 Slavin, R., 8, 12, 13, 101,
Reinders, H., 122 208, 236 145, 169
Reppen, R., 229 Saville-Troike, M., 216 Slavoff, G., 59
Reynolds, A., 67 Scarino, A., 197, 198 Slobin, D., 32, 39
Ricento, T., 195, 298 Schachter, J., 53, 251, 259 Smalley, W., 175
Richards, J., 16, 18, 20, 48, Schecter, S., 196 Smith, F., 84
Schils, E., 59 Snow, C., 60
74, 193, 236, 260, 260n, Schinke-Llano, L., 42, 67 Sokolik, M., 29
261 Schmenk, B., 122 Sonaiya, R., 122
Riddiford, N., 226 Schmidt, R., 161, 270, 271 Sorenson, A., 57
Riley, P., 122 Schuchert, S., 30, 55, 292 Spada, N., 123, 152, 236,
Ringbom, H., 258 Schumann, J., 30, 55, 166– 243, 269–270, 271, 274,
Ringer, J. M., 96 284, 289
Risager, K., 186 167, 189, 292, 297, 308 Sparks, R., 151–152, 258
Ritchie, W., 26, 71, 290 Schwartz, B., 30 Sparrow, L., 175
Rivers, W., 104 Scollon, R., 6 Spielberger, C., 150
Robbins, J., 125 Scovel, T., 53, 54, 55, 57, 59, Spielmann, G., 151, 152
Roberts, C., 113, 118 Spivey, M., 304
Robinson, P., 89, 98, 99, 100, 74, 77, 117, 143, 148, Spivey, N., 12
237, 294 150, 151, 154, 169, 183, Spolsky, B., 28, 163
Robinson-Stuart, G., 197, 198 196, 297 Spratt, M., 122
Seargeant, P., 192 Stam, G., 232
Seedhouse, P., 219, 221 Stanley, J., 227
Seelye, H., 186
Seliger, H., 117, 290
390 Author Index
Stansfield, C., 115 Tsui, A., 192, 196 Weist, R., 248, 289
Stenson, N., 261 Turner, K., 226, 227 Welch, L., 119
Stern, H., 51–53, 76, 110, 115, Twaddell, F., 10 Weltens, B., 87
Twain, M., 231 Wen, W., 147
118, 124, 154, 155 Tyler, A., 88, 292 Wenden, A., 122, 132
Sternberg, R., 99–100, 102, Wenger, E., 176, 184–185
Uber-Grosse, C., 196 Whitaker, H., 55
103, 309 Urgesi, C., 56, 116, 117, 292 White, L., 26, 39, 40, 59, 257,
Stevick, E., 110, 113, 117, Ushioda, E., 141, 145, 146,
258, 259, 289, 290
149, 197 159–160, 162, 163, 165 Whitlow, J., 290
Stewner-Manzanares, G., 125, Uysal, H., 258 Whitman, R., 256
Whorf, B., 42, 183
126, 126n Vallerand, R., 161, 164, 165 Wichmann, A., 230
Stockwell, R., 95, 255, 256 Van Buren, P., 71 Widdowson, H., 215, 230, 236
Stokes, J., 103 Vandamme, R., 102 Wilkins, D., 214
Strickland, F., 148 Vandergrift, L., 130 Williams, J., 5, 269–272, 274,
Strong-Krause, D., 275 Van Ek, J., 214–215
Stubbs, M., 37 Van Geert, P., 305 279, 285, 289
Sudweeks, R., 275 van Lier, L., 295, 296, 299 Williams, J. N., 294
Sullivan, E., 62 Vann, R., 110 Williams, M., 145, 159
Sunderland, J., 227 VanPatten, B., 5, 279, 285 Willis, J., 237
Svanes, B., 190 Van Zante, J., 230 Wintergerst, A., 113, 120, 121,
Swain, M., 208–210, 210n, 211, Varonis, E., 296
Verna, M., 120 169, 198, 200–201, 228, 231
220, 237, 289, 290, 296 Verspoor, M., 88, 292 Witkin, H., 114, 115
Sysoyev, P., 198 Vidal, K., 17 Wodak, R., 192, 196
Vigil, A., 191, 265–268, 265n Wolfson, N., 221
Taguchi, T., 131 Vitanova, G., 13 Wong, J., 221
Taleghani-Nikazm, C., 261 Voller, P., 122 Wong, R., 98
Talmy, L., 88 Vygotsky, L., 12–13, 20, 42, Wong, W., 123
Talmy, S., 175–176 Wood, D., 293
Tannen, D., 47, 88, 227, 228 89, 91–92, 111, 186, 289, Wood, L., 30, 55, 166–167, 292
Tarone, E., 37, 41, 71, 208, 295, 296 Wright, D., 198
Wu, W., 161
247, 251, 262 Waddle, C., 255 Wunder, E.-M., 258
Taylor, B., 260 Wagner, J., 219, 295
Terrell, T., 74, 268 Wagner-Gough, J., 218 Xiao, R., 229, 230, 231
Thomas, L., 196 Wakamoto, N., 154, 155, 157
Thomas, M., 17 Walker, B., 230, 231 Yang, J., 237
Thompson, A., 268 Walsh, T., 57 Yashima, T., 147
Thompson, I., 98, 110, 135, 150 Walter, A., 181, 181n Yorio, C., 282–283, 282n
Thorndike, E. L., 80, 81 Wanner, E., 31 Young, D., 151, 152
Thorne, S., 295 Warden, C., 161, 163 Young, R., 216, 247
Tiedemann, D., 21 Wardhaugh, R., 45, 95, 183, Yu, M.-C., 258
Tieger, P., 156 Yule, G., 208
Ting-Toomey, S., 198, 231 223, 256, 257, 291
Todesco, A, 110, 115, 118, Waring, H., 221 Zangwill, O., 55
Watkins, D., 145 Zenuk-Nishide, L., 147
124, 154, 155 Watson, J. B., 80 Zhaoi, Y., 162
Tollefson, J., 192, 193, 196 Watson-Gegeo, K., 13, 206, 297 Zhou, Y., 162
Tomiyama, M., 87 Weaver, S., 132 Ziahosseiny, S., 256–257
Toogood, S., 122 Weiner, B., 145–146, 158 Zimmerman, B., 111, 123, 124
Toohey, K., 111, 175, 186 Weinreich, U., 243 Zobl, H., 68
Torrance, E., 116 Weir, R., 44 Zuengler, J., 206, 297
Trager, E., 255
Triandis, H., 176
Trier, A., 103
Trost, M., 233
SUBJECT INDEX
Numbers followed by n refer to a figure or table caption or source note.
Accents, 54, 291 Affective feedback, 265, 265n, Amotivation, 164. See also
age and, 57–60 267, 268 Motivation
inability to define “native,”
59 Affective Filter Hypothesis Amygdala, 166
significance of, 58–60 (Krashen), 289 Anomie, 188
Anxiety
Acculturation, 187–188, Affective strategies, 126,
190. See also Culture 127n debilitative vs. facilitative,
acquisition 151
Age, 287n, 292. See also
Acquisition-Learning Language acquisition explanation of, 150
Hypothesis (Krashen), language, 150–152
288–289 affective considerations Apologizing conventions, 227
and, 63–65 Appeal to authority, 129–130,
Action focus, 177
Addition, errors of, 252 anthropological evidence 129n
Address forms, 227 and, 57–58 Approximative system, 243
Adults Aptitude, language,
biological timetables and,
first language acquisition 56–57 98–100
in, 53 Army Specialized Training
cognitive considerations
hemispheric lateralization and, 60–63 Program (ASTP), 104
and, 61–62 Artifacts, 234
Critical Period Hypothesis Art of Learning and Studying
linguistic processes in, 67 and, 54
second language acquisition Foreign Languages, The
hemispheric lateralization (Gouin), 47
in, 53 and, 55–56, 61–62 Assimilative orientation, 164
Affect, 142 Attention, 270
inhibitions and, 63–65 focal and peripheral,
neurobiology of, 166–167 language acquisition and, 292–293, 293n
Affective domain, 142–143 Attention getting, 219–220
Affective factors, 69n, 141–173 3, 53 Attention-processing model,
linguistic considerations 292–293
measurement of, 167–168 practical applications of,
motivation and, 158–166, and, 66–69 293n
right-hemispheric Attitude, 65, 191
169–170 Attitude/Motivation Test
neurobiology of affect and, participation and, 56 Battery (AMTB),
summary of possible age 167–168
166–167 Attribution theory, 145–146,
overview of, 141–142 effects, 69n 152
personality type and, Agency, 299 Attrition, language, 87
Alienation, language learning
156–158, 156n, 157n
in second language and, 149
ALM. See Audiolingual
acquisition, 63–65,
143–155 Method (ALM)
Ambiguity tolerance, 111, 112,
113, 117–118, 121n
Amelioration hypothesis, 291
391
392 Subject Index
Audiolingual Method (ALM), hemispheric lateralization CLI. See Cross-linguistic
10 and, 55–56, 61–62, influence (CLI)
116–117, 121n
characteristics of, 104 Client-Centered Therapy
explanation of, 17, 45, 88 right-hemispheric (Rogers), 89
use of, 82, 104 participation and, 56
Auditory learners, 120 CLT. See Communicative
Authentic pronunciation, CAH. See Contrastive Analysis Language Teaching
Hypothesis (CAH) (CLT)
58–60
Automaticity, 86 CALP (cognitive/academic Code-switching, 66,
Automatic processing, 292, language proficiency), 129, 129n
206–207
293n Cognition
Autonomy, learner, 121–123 CANAL-F test (Cognitive language-thought
Ability for Novelty relationship, 180–184
from classroom action to, in Acquisition of situated, 299
136–137 Language-Foreign),
99–100 Cognitive/academic language
self-regulation and, 123–124 proficiency (CALP),
strategies-based instruction Capability continuum 206–207
paradigm, 247
as key to, 132 Cognitive factors, 69n
Avoidance strategies, 128, Casual style, 222 motivation and, 159, 160n
CC. See Communicative Piagetian stages
129n, 251 of intellectual
Awareness, form-focused competence (CC) development, 60–61
Chaining, 93 relationship between
instruction and, 270 Chaos: Making a New Science language and, 31–32,
Awareness-raising, 123, 133 41–42, 71
(Gleick), 303 second language acquisition
Backsliding, 245, 266 Chaos/complexity theory, 280, and, 60–63, 141
Basic interpersonal
303 Cognitive feedback, 265,
communicative skills Children. See also Language 265n, 267–268
(BICS), 206–207
Behavioral approaches, 79–82 acquisition; Language Cognitive linguistics, 88–89
benefits and drawbacks acquisition theories Cognitive models, 292–295
to, 82 affective domain and, 63–65
challenges to, 25–26 bilingual, 66–67 attention-processing model,
classical conditioning, 80 cognitive development in, 292–293, 293n
explanation of, 23–24, 92 60–61
motivation and, 159, 160n discourse analysis of, 46–47 implicit and explicit
Behavioral psychology, 10 imitation by, 42–44, 72 processing, 294
focus of, 11, 24 input and language
themes in, 14n acquisition in, 45–46 systematicity and variability,
Behaviorism, 80 language acquisition in, 295
Behavior of Organisms, The 21–23
(Skinner), 80 language acquisition Cognitive perspectives, 82–89,
Bilingual education, 196 insights from, 47–48 92n
Bilingualism, 66–67 language competence in,
subtractive, 87 33–34, 36 Cognitive pruning, 86
Biological appraisal system, peer pressure and, 65 Cognitive psychology, 11
166 practice in, 44
Biological timetables, 56–57 systematic linguistic themes in, 14n
Body language. See Nonverbal development, 27 Cognitive strategies, 125–126,
communication universal principles and, 40
Boundaries, 217 Circumlocution, 129n 126n
ego, 148, 153 Clarification requests, 272 Cognitive styles, 113. See also
Brain function Classical conditioning, 80
affect and, 166–167 Classical Method, 15 Learning styles
Collectivism, 176
Communication
empathy and, 153
explanation of, 211–212
nonverbal, 231–235
willingness for,
146–147
Subject Index 393
Communication or output grammatical, 208, 209 strong and weak versions
strategies, 126–127, heterogeneous, 37 of, 256–258
130–131 illocutionary, 209, 211
interactional, 216–217 Contrastive rhetoric, 224
errors and, 262 intercultural, teaching, Controlled processing,
Communicative competence
196–199 292, 293n
(CC), 205–241, 287n. intrinsic motivation and, 160 Conversation
See also Competence linguistic vs. communicative,
in classroom, 235–238 analysis of, 46–47, 219–221
components of, 206–210, 205–206 attention getting in, 219–220
210n organizational, 209 cultural diversity and, 182
conversation analysis and, performance vs., 34–36, 70 topic nomination in, 220
219–221 production vs. Cooperation principles, 227
corpus analysis and, Cooperative dialogue,
229–231 comprehension, 38
discourse analysis and, sociolinguistic, 208, 209 306–307
217–225 strategic, 208–209, 210 Coordinate bilinguals, 66
discourse styles and, Competition Model, 259 Corpus analysis (corpus
221–223 Complimenting conventions,
explanation of, 206–207 linguistics), 229–231
functional approaches to 227 Corrective feedback, 272
language teaching and, Compound bilinguals, 66 “Counseling-learning” model
214–215 Comprehension, 37–38, 70
interactional competence Computer analyses of of education, 105
and, 216–217 Covert errors, 251–252
intercultural rhetoric and, language, 229–231 CPH. See Critical Period
224 Concept learning, 93
language functions and, Conceptual universe, framing Hypothesis (CPH)
211–214 Critical period, 56–57, 69n
modifications in views on, our, 180–183
209–210 Conditioned response, 80 culturally-based, 189
nonverbal communication Connectionism, 29–30 sociobiological, 57
and, 231–235 Consciousness, 270, 292 Critical Period Hypothesis
overview of, 205–206
pragmatics and, 225–229 grammar consciousness (CPH)
Communicative Language raising, 271, 294 for accent, 58–59
Teaching (CLT), 18, explanation of, 54
235–237 Constructivism Piagetian development
characteristics of, 236 cognitive version of, 12
explanation of, 18, 235–237 culture and, 175–176 stages and, 61
tasks and, 237 motivation and, 159, Cross-cultural issues, 131
Communities of practice 160n, 166 Cross-cultural research,
(CoP), 176, 177, 184–185 second language acquisition
characteristics of, 184–185 and, 12–15 186–190
Community Language social, 12–13, 89–92, Cross-linguistic influence
Learning (CLL), 104–106 92n, 297
Compensatory strategies, themes in, 14n (CLI), 257
128–130 Culture. See also Sociocultural
Competence, 33–37. See Consultative style, 222
also Communicative Context-embedded factors
competence (CC) cultural parameters, 176–178
discourse, 208, 209 communication, 99, 207 defining, 174–175
explanation of, 34 Context of learning, errors fluidity of, 175
function of, 175
and, 260–261 intercultural rhetoric,
Context-reduced
223–225
communication, 99, 207 language and, 180–184
Contextual variability, 247–248 in language classroom,
Contrastive Analysis
200–201
Hypothesis (CAH), 291 second language acquisition
claims made of, 255–256
explanation of, 254–256 and, 194
teaching intercultural
competence, 196–199
tips for teaching, 200–201
394 Subject Index
Culture acquisition, 186–190 Ego, language, 64–65, 148, levels or domain of
acculturation, 187–188, 190 297 language, 253
anomie and, 188
culture shock and, 187–188 Ego boundaries, 148 mistakes vs., 249–250, 254
second culture learning, empathy and transcending, overt vs. covert, 251–252
186–190 153 random, 244
teaching intercultural sources of, 254–266
competence and, Egocentricity, 63–64 stages of learner language
196–200 Elicitation, 272
Emergentism, 30, 291 development and,
Culture shock, 187–188 Emergent stage, 245 244–246
Emotional factors. See treatment of, 267–276, 284
Debilitative anxiety, 151 categories of feedback,
Deductive reasoning, 97–98 Affective factors 271–273
Deep-structure imitation, Emotional intelligence, 102 form-focused instruction
Empathy, 217 (FFI), 269–271,
43–44 274–276, 293
Defense Language Aptitude explanation of, 153 history of, 267–269
extroversion and responses to feedback,
Battery (DLAB), 99 273
Deliberative style, 222 introversion and, 155 as windows of opportunity,
Demotivation, 163–164. See second language acquisition 254
Ethnocentrism of tests
also Motivation and, 153–154 measuring affective
Descriptive adequacy, 11 English as a foreign language factors, 168
Descriptive linguistics, 9–10 Euphemisms, 180–181
Determinism, linguistic, 183 (EFL), 193 European Charter for
Dialect, 223 English as a native language Regional and Minority
Languages (Council of
idiosyncratic, 243, 261 (ENL), 193 Europe), 195
Direct Method English as an international Explanatory level of
adequacy, 11
explanation of, 17 language (EIL) Explicit correction, 272
use of, 48 consequences of, 194 Explicit knowledge, 294
Discourse explanation of, 192 Explicit learning, 61
analysis of, 46–47, 72–73, as lingua franca, 192–193 Extent of error, 253
linguistic imperialism and, Extrinsic motivation, 160–162,
217–225 169
conversation, 46–47, 219–221 195 Extroversion, 156
styles, 221–223 English as a second language explanation of, 154
written, 223–225 second language acquisition
cultural diversity and, 182 (ESL), 193 and, 154–155
function of language in, 32 English for Academic Eye contact, 233
styles of, 221–223
Discourse competence, Purposes (EAP), 96 Face-saving conventions, 227
“English Only” debate, 196 Facial expressions, 233
208, 209 Entry behavior, 78, 79, 111 Facilitative anxiety, 151
Discrimination, multiple, 93 Environmental factors, 39 Facilitators, teachers as, 90
Domain of error, 253 EQ (Emotional Quotient), 102, Feedback
Dynamic systems theory, 100,
103 affective and cognitive, 265,
165–166, 303–305 Equilibration, 62 265n, 267–268
Error analysis
Echoing, 43 categories of, 271–272
Ecological viewpoints, errors in, 250–251 extrinsic, 266
explanation of, 250 responses to, 273
298–303, 302n Errors
horticultural metaphor of of addition, omission,
SLA, 300–303, 302n substitution, and
skill acquisition theory, 300 permutation, 252
sociocognitive approaches, in error analysis, 250–251
extent of, 253
299 global and local, 252, 254
identification and
description of, 251–254
induced, 261
Subject Index 395
Feeling, 156n, 157n. See also Fluency, 293 explanation of, 96
Affective factors Focal attention, 292–293, 293n overgeneralization, 96–97,
Focus on form (FonF), 269.
Femininity, 177 260
FFI. See Form-focused See also Form-focused Generative theories
instruction (FFI)
instruction (FFI) Foreign Language Classroom challenges to, 28
Field dependence, 114 Anxiety Scale (FLCAS), of language acquisition,
Field independence, 114 167–168
Field independent (FI) style, Forgetting, systematic, 85–88 26, 28
Form-focused instruction Generative-transformational
114–115, 121n (FFI), 98
Field sensitive (FS) style, approaches to, 271 linguistics
effectiveness of, 274–276 explanation of, 10–12
114–115, 121n error treatment and, 271 themes in, 14n
Field sensitivity, 114 explanation of, 269–271 Genres, 229
First language, effects of psychological processes and Gestalt learning, 98
constructs invoked, 270 Global errors, 252, 254
learner, 257 ultimate goal of, 293 Global self-esteem, 144
First language acquisition, Forms of language, 211 Grammar consciousness
selection of, in modes of
287n. See also Language meaning, 216 raising, 271, 294
acquisition; Learner Fossilization, 284 Grammars
language explanation of, 246,
in adults, 53 264–265 hypothetical, 28
comparison of second views on, 266 pivot, 28, 31
and, 53 Framing, 180–183 Grammar Translation
competence and Frequency, 84
performance and, form-focused instruction Method, 17
33–37, 70 effectiveness and, explanation of, 15–16
comprehension and 275–276 Grammatical competence, 208
production and, practice and, 44–45, 72 Gratitude, expressing, 227
37–38, 70 research on, 263–264 Group Embedded Figures
discourse and, 46–47, 72–73 type vs. token, 263
imitation and, 42–44, 72 Functional approaches Test (GEFT), 115
input and, 45–46, 72 cognition and language
issues in, 33–47 development and, Haptics (kinesthetics), 234
language and thought and, 31–32 Hemispheric lateralization,
41–42, 71 explanation of, 31
methods inspired by, 47 social interaction and 69n
nature vs. nurture and, language development explanation of, 55–56,
38–39, 70 and, 32–33
practice and frequency and, Functional syllabus, 215 61–62
44–45, 72 Functions second language learning
relationship between explanation of, 211
second and, 51–53 of language, 211–214 and, 116–117, 121n
research on, 21–22, 51–53 Heritage language acquisition,
systematicity and variability Gender
and, 41, 71 identity theory and, 298 67
theories of. See Language language and, 227–229 Hermeneutic tradition, 308
acquisition theories Herodotus, 298–299
universals and, 39–41, 71 Gender role differentiation, Heterogeneous competence,
First language acquisition 177
theories. See Language 37
acquisition theories Generalization Heuristic function of
First language transfer, 95,
254–256 language, 213
Flow theory, 161 Hierarchy of difficulty,
255–256
High Input Generators
(HIGs), 290
Horticultural metaphor of
SLA, 300–303, 302n
Humanistic psychology,
89–90
Hypothetical grammars, 28
396 Subject Index
Identity second language acquisition error treatment, 267–276
acculturation and creation and, 147–149 learner language and
of new, 187
ideology and construction self-identity and, 63–64 analysis of, 243–248
of, 191 Innateness Hypothesis, 38–39 learners’ errors and,
second language acquisition Inner circle (of English), 193
and, 185–186 Input 248–254
self-identity, 63–64 sources of difficulty,
sociocultural, 206 in children, 45–46
errors and, 262–263 254–265
Identity approaches, 297–298 interaction hypothesis and, systematicity and variability,
Ideology, language and,
296 295
191–196 relationship between output Interlingual transfer
Idiosyncratic dialect, 243, 261
Illocutionary competence, and, 290 (interference), 67, 69n,
Input Hypothesis (Krashen), 95, 97, 254–256, 260
209, 211 Interruptions, 220
Illocutionary force, 212 288–290 Intersubjectivity, 217
Imaginative function of criticisms of, 289–290 Intimate/personal style, 222
Instruction, 287n Intolerance, ambiguity,
language, 213 Instrumental function of 117–118, 121n
Imitation Intralingual transfer, 260
language, 213 Intrinsic motivation
function of, 43–44 Instrumental orientation to in classroom, 169–170
types of, 43–44 explanation of, 160–162
I’m OK, You’re OK (Harris), motivation, Introversion, 154–155, 156
162–163 Intuition, 156n, 157n, 308–310
156 Intake, 262–263, 290 Intuitive style. See Impulsivity
Imperialism, linguistic, 195 Integrative orientation to
Implicit/explicit dichotomy, motivation, 162–163 Joint enterprise, 185
Intelligence Judging vs. perceiving, 156n,
270 explanation of, 101–102
Implicit knowledge, 294 language learning and, 157n
Implicit learning, 61 101–103
Impulsivity, 113, 119, 121n theories of, 101–103 Keeping the floor (strategy),
Incidental learning, 294 Intelligence Quotient (IQ), 129n
Individual differences, 100, 101
Intentional learning, 294 Kennedy, John F., 209
109, 287n. See also Interactional competence, Kinesics, 232
Learning (input) 216–217 Kinesthetic learners, 120
strategies; Learning Interactional function of Kinesthetics, 234
styles language, 213 Knowledge
characteristics of Interaction Hypothesis,
“successful” language 296–297 analyzed and unanalyzed,
learners, 110 Intercultural competence, 294
importance of, 137 teaching, 196–199
multiplicity of, 111 positive effects of, 198–199 declarative vs. procedural,
Myers-Briggs model and, Intercultural language 294
158 learning, 198–199
strategy research and, Intercultural rhetoric, 223–225 implicit and explicit, 294
110–111 Interdependency, in dynamic Krashen’s hypotheses
Individualism, 176 systems theory, 304
Induced errors, 261 Interference, 97, 254–256, 260 criticisms of, 289–290
Inductive reasoning, explanation of, 67, 95 explanation of, 288–289
97–98 in language learning, 67, Kuuk Thaayorre (Aboriginal
Inhibitions 69n
age and, 63–65 Interlanguage, 242–278, 284 community), 182
proactive and retroactive, defined, 243
85 L1 interference models, 291.
See also Interference
Labels, verbal, 181–182
LAD. See Language acquisition
device (LAD)
Subject Index 397
Language practice and frequency and, kinesthetic, 120
aptitude for, 98–100 44–45, 72 strategically self-regulated,
computer analysis of,
229–231 relationship between first 124
definitions of, 6–8, 7n and second, 51–53 visual, 120
forms of, 211, 216 zone of proximal
framing our conceptual systematicity and variability
universe, 180–183 and, 41, 71 development and, 13
functions of, 32, 211–214 Language policy, 192, 196
gender and, 227–229 universals and, 39–41, 71 Language rights, 195
genres, 229 Language acquisition device Language socialization, 206
integrated understanding Language teachers. See also
of, 5 (LAD), 288
mediating role of, 295 explanation of, 26 Teachers
performance level of, 32 function of, 38–39, 70 as facilitators, 90
relationship between Language acquisition theories, native (and nonnative)
cognition and,
31–32, 41–42, 71 33n. See also Theories English-speaking, 193
relationship between of SLA Language teaching
thought and, 180–184 behavioral approaches and,
relationship of ideology to, 23–26 applying theory to,
191–196 functional approaches and, 305–310
sexist, 228 30–33
worldview and, 183–184 nativist approach and, audiolingual, 17, 104
26–30 characteristics of current, 18
Language acquisition. See overview of, 22–23 classical, 15
also Second language Language anxiety. See also communicative (CLT), 18,
acquisition Anxiety
explanation of, 150–151 235–237
affective factors in, 63–65, research on, 150–152 Community Language
143–155 Language attrition, 87
Language Awareness journal, Learning (CLL),
classroom as community of 123 104–106
practice, 184–185 Language development corpus analysis and,
cognition and, 31–32 230–231
competence and social interaction and, culture and, 200–201
performance and, 32–33 direct, 17
33–37, 70 Language ego, 297 functional approaches to,
explanation of, 64–65 214–215
comprehension and function of, 148 grammar translation,
production and, Language Instinct, The 15–16, 17
37–38, 70 (Pinker), 6 historical background of,
Language learners 15–16
critical period for, 54 action-taking by, 124, intercultural competence
discourse and, 46–47, 72–73 133–135 and, 196–200
identity and, 185–186 auditory, 120 intrinsic motivation and,
imitation and, 42–44, 72 autonomy in, 121–123 169–170
input and, 45–46, 72 awareness in, 123, 133 language acquisition
insights from children, 47–48 characteristics of, 2, 110, 124 insights applied to,
language and thought and, classification of variables in, 47–48
282–283, 282n Natural Approach, 74
41–42, 71 constructivism and, 12 task-based, 237–238
language teaching and, effects of first language on, teaching intercultural
257 competence and,
47–48 form-focused instruction 196–199
nature vs. nurture and, effectiveness and type tips for teaching culture,
of, 276 200–201
38–39, 70 total physical response, 73
order of, 67–69 in twentieth century,
personality factors and, 16–18
156–158
398 Subject Index
Lateralization. See U-shaped, 245 Lingua franca, English as an
Hemispheric variability in, 41 international, 192–193
lateralization Learning (input) strategies, 130
effectiveness of instruction Linguistic context, 260–261
Law of Effect (Thorndike), 80 Linguistic Deficit Coding
Learner-centered approaches, in, 132
explanation of, 124–125 Hypothesis (LCDH), 152
122 historical background of, Linguistic determinism, 183
Learner language, Linguistic factors
125
243–248, 287n identifying types of, 130–131 acquisition order and, 67–69
explanation of, 243–244 measuring use of, 131–132 for adults, 67
fossilization and, research on, 125, 130–132 bilingualism and, 66–67
types of, 125–130 interference, 67, 95, 97
264–267 Learning Style Inventory (LSI), of second language
stages of development and,
120 acquisition, 3, 66–69
244–246 Learning styles Linguistic imperialism, 195
variation in, 246–248 Linguistic relativity, 183–184
Learners. See Language ambiguity tolerance and, 111,
112, 113, 117–118, 121n Whorfian hypothesis, 42,
learners 183, 224
Learning, 185, 287n. See autonomy and awareness,
121–123 Linguistics
also Second language cognitive, 88–89
acquisition brain dominance and, 112, corpus, 229–231
behavioral perspectives on, 113, 116–117 descriptive, 9–10
79–82, 92n structural, 9–10, 11, 14
cognitive perspectives on, explanation of, 111–113
82–89, 92n field independent (FI) and Linguistics across Cultures
concept, 93 (Lado), 255
errors and context of, field sensitive (FS),
260–261 114–115, 121n Local errors, 252, 254
explanation of, 8–9, 79, 248 measurement of, 120–121 Locutionary meaning, 212
explicit and implicit, 61 reflectivity and impulsivity Long-term memory, 84
gestalt, 98 and, 113, 119, 121n Lost in Translation
humanistic theory of, 89–90 Styles Awareness Checklist,
inductive and deductive 120, 133, 134n (Hoffman), 224
reasoning and, 97–98 summary of possible style Low Input Generators (LIGs),
intelligence and language, advantages, 121n
101–103 types of, 113 290
intentional and incidental, visual, auditory, and
294 kinesthetic, 120 Markedness Differential
interference between first Learning Styles Indicator, 120 Hypothesis, 259
and second languages, Learning theories, 92n
67, 69n, 95, 97, classical behaviorism Masculinity, 177
254–256, 260 and, 80 Maturation-based approaches,
language aptitude and, cognitive, 82–89, 92n
98–100 humanistic psychology and, 288–292
meaningful, 62–63, 83–85 89–90 Meaningful learning. See also
principles of, 78 operant conditioning and,
rote, 62–63, 83–85 80–82 Subsumption
social-constructivist social-constructivist, 89–91, explanation of, 84
perspectives on, 92n rote vs., 62–63, 83–84, 85
89–92, 92n subsumption theory and, Meaningfulness, 84, 284
transfer, interference, and 83–86 Mediation, language and,
overgeneralization and, Left-brain dominance, 116,
94–97 116n, 117, 121n 91, 295
types of, 93–94 Levels of language, error and, Mediation theory, 25
253 Memory
long-term, 84
structure of questions and,
182
systematic forgetting, 85–88
Mentalistic approach, 10
Metalinguistic feedback, 272
Subject Index 399
Metalinguistic knowledge, 284 Native English-speaking Organizational competence,
Metaphor, use of, 88 teachers (NESTs), 193 209
Meta-strategies, 125–128, 130
Micro-Momentary Expression Nativist approach Orientations
challenges to, 28–30 instrumental and
(MME) Test, 154 explanation of, 26–28 integrative, 162–163
Mistakes focus of, 38 motivational intensity and,
163–164
errors vs., 249–250, 254 Nativization, of English, 193 other, 164
explanation of, 249 Natural Approach, 74
Mnemonic devices, 84 Natural Order Hypothesis Outer circle (of English), 193
Modern Language Aptitude Output, 290
(Krashen), 289 Output (communication)
Test (MLAT), 98–99 Needs, 159. See also
Modified interaction, 296 strategies, 126–127,
Monitor Hypothesis Motivation 130–131
Negative transfer, 95, 97n Output Hypothesis, 290
(Krashen), 289 Neobehaviorism, 80 Overgeneralization, 96–97, 260
Motivation, 158–166 Neurobiology of affect, 166–167 Overt errors, 251–252
Neurolinguistics, 287n, 292
assimilative orientation Neurological development, Paradigm, 5
to, 164 Parallel distributed processing
55–58
in classroom, 169–170 Neurophysiological (PDP), 28–29
instrumental and integrative Parameters, in Universal
development, 69n
orientations to, 162–163 Nomothetic tradition, 308 Grammar, 40
intensity of, 163–164 Nonnative English-speaking Participation framework, 216
intrinsic and extrinsic, Pedagogical tasks, 237
teachers (non-NESTs), Pedagogy of the Oppressed
160–162, 169–170 193
neurobiological bases of, Nonverbal communication, 299 (Freire), 90
artifacts and, 234 Peer pressure, 65
166–167 explanation of, 231–232 Peer repair, 273
perspectives on, 159–160 eye contact and, 233 Perceived social distance, 189
social-psychological facial expressions, 233 Perceiving, 156n, 157n
functions of, 231–232 Performance, 33–37
perspectives, 162–164 importance of, 235
sociodynamic and kinesics and, 232 competence vs., 34–36, 70
kinesthetics and, 234 explanation of, 34
constructivist olfactory modality and, Performance analysis, 251
approaches, 159, 160n, 234–235 Peripheral attention, 292–293,
164–166 proxemics and, 233–234
Multicultural Manners signals, 129n 293n
(Dresser), 231, 232 styles of, 222 Perlocutionary force, 212
Multilinguals, cross-linguistic Notional-functional syllabuses, Permutation, errors of, 252
influence and, 258 214 Personal function of language,
Multiple discrimination, 93
Multiple intelligences theory, Oculesics, 233 213
101, 103 Olfactory modality, 234–235 Personality factors
Musical intelligence, 103 Omission, errors of, 252
Mutual engagement, 184 Operant conditioning affective domain and, 63–65,
Myers-Briggs Type Indicator 142–143. See also
(MBTI) explanation of, 24, 80–82 Affective factors
assets and liabilities of language learning and, 82
types, 157n Operants, 80–81 language acquisition and,
character types, 156n Optimal distance model, 143–155, 156–158
explanation of, 156–158
shortcomings of, 158 189, 190 measurement of, 167–168
spin-offs of, 167–168 Oratorical style, 222 motivation and, 158–166,
Order of acquisition, 67–69, 284
“Native” and “nonnative” 169–170. See also
speakers, 298 Motivation
neurobiology and, 166–167
overview of, 141–142
400 Subject Index
Personality type, 156–158, in second language Second identity, 64
156n, 157n acquisition, 3, 100 Second language learners. See
Phatic communion, 143 Production, 37–38, 70 Language learners
Piagetian developmental Professed Difference in Self-actualization, 160
Self-efficacy, 144, 146, 297
stages, 60–61 Attitude Questionnaire
Piagetian notion of (PDAQ), 189 attribution theory and,
Prompts, 272 145–146, 152
equilibration, 62 Proxemics, 233–234
Pimsleur Language Aptitude Pruning, cognitive, 86 Self-esteem, 297
Psycholinguistics, 88 explanation of, 144–145
Battery (PLAB), 99 Punishment, 81 inhibition and, 148
Pivot grammars, 28, 31 second language acquisition
Politeness conventions, 227 Rational approach, 11 and, 144–145
Politics Reasoning, inductive and
Self-flattery syndrome, 168
English as a second deductive, 97–98 Self-identity, 63–64
language and English Reflectivity, 113, 119, 121n Self-rating tests, shortcomings
as a foreign language Register, 216, 223
and, 194 Regulatory function of of, 158, 168
Self-regulation, 111, 123–124,
ideology and, 191–196 language, 213
language policy and, 196 Reinforcers, 81 186, 295
linguistic imperialism and, Relativity, linguistic, 42, 183–184 Self-repair, 273
Repair, 217, 220, 273 Sensing vs. intuition, 156n,
195 Repetition, 272, 273
world Englishes and, 192, Representational function of 157n
Series Method, 16, 21, 48
194 language, 213 Sexist language, 228
Positive transfer, 94–96, 97n Respondent conditioning, 80 Shared repertoire, 185
Post-structuralism, 12 Response, conditioned and Signal learning, 93
Postsystematic stage, 246 Situated cognition, 299
Power distance, 176 unconditioned, 80 Situated learning, 185
Practice, 44–45, 72, 284 Retention Situational self-esteem, 144
Skill acquisition theory, 300
communities of (CoP), 176, influences on, 85 SLA. See Second language
177, 184–185 meaningful learning and,
acquisition
relationship between theory 84, 84n Social constructivism, 12–13,
and, 306 rote and, 83, 83n
Retroactive inhibition, 85 297
Pragmalinguistics, 226–227 Retroactive transfer, 94, 96 perspectives on learning,
Pragmatics, 225–229 Rhetoric
contrastive, 224 89–92, 92n
explanation of, 225–226 intercultural, 223–225 Social distance, 297
language and gender and, Right-brain dominance, 116,
explanation of, 188–189
227–229 116n, 117, 121n measurement of, 189
sociopragmatics and Rights, language, 195 optimal distance model
Risk taking, 148, 149–150
pragmalinguistics and, Rote learning, 62–63, 83–84, and, 189, 190
226–227 perceived, 189
Preadolescents, 63, 65 85 second language learning
Prefabricated patterns, 129,
129n S2R model, 124 and, 189–190
Presystematic stage, 244 SBI. See Strategies-based Social interaction, 32–33
Principle learning, 93 Socialization, language, 206
Principles, in Universal instruction (SBI) Socially grounded framework,
Grammar, 40–41 Scaffolding, 295–296
Proactive inhibition, 85 Scientific method, 10 225
Problem solving, 93–94 Second culture learning. See Social-psychological
Processes
automatic, 292, 293n Culture acquisition perspectives, 162–164
controlled, 292, 293n Social support, 147
implicit and explicit, 294 Socioaffective strategies,
126–127
Subject Index 401
Sociobiological critical period, Strategic competence, cognitive, 125, 126n
57 208–209, 210 compensatory, 128–130,
Sociocognitive approaches, Strategic self-regulation (S2R), 129n
299 124 sociocultural-interactive,
Sociocultural factors. See also Strategies, 110–111, 287n. See 127n
Culture also Learning (input) Target tasks, 237
strategies Task, 237
attitudes and, 191
extroversion and, 155 explanation of, 124–125 complexity of, 237–238
ideology, policy and politics Strategies-based instruction Task-based language teaching,
of language and, (SBI), 110 237–238
191–196 building strategic Task self-esteem, 144
in language classroom, Teacher-centered approaches,
200–201 techniques, 136n
relationship between use of, 132–137 122
language and thought Strategy Inventory for Teachers. See also Language
and, 180–184
second culture acquisition Language Learning teachers
and, 186–190 (SILL), 131, 132 corpus analysis and,
social distance and, Structural linguistics
188–190 explanation of, 9–10 230–231
stereotypes and, 178–179 interest in description, 11 as facilitators, 90
teaching intercultural themes in, 14n intuition in, 309–310
competence and, Structural syllabus, 214 native and nonnative
196–199 Structure dependency, 40–41
Whorfian Hypothesis and, Style Analysis Survey, 120 English-speaking, 193
183 Styles. See also Learning styles preservation of diversity,
Sociocultural identity, 206 discourse, 221–223
Sociocultural-interactive (S-I) explanation of, 111 195
strategies, 126–127, Styles Awareness Checklist Teaching, 8–9. See also
127n (SAC), 120, 133, 134n
Sociocultural viewpoints, Substitution, errors of, 252 Language teaching
295–296 Subsumption theory The Technology of Teaching
Sociodynamic approach, 165 explanation of, 83
Sociolinguistic competence, rote vs. meaningful learning (Skinner), 81–82
208, 209 and, 83–84, 85 Telegraphic speech, 31
Sociolinguistic context, 261 systematic forgetting and,
Sociolinguistics, 287n 85–88 in children, 45
Sociopragmatics, 226–227 Subtractive bilingualism, 87 explanation of, 22
Space distance, 177 Surface-structure imitation, Tension, 151, 152
Specific self-esteem, 144 43–44 Test of English as a Foreign
Speech acts, 211–212, 216 Sustained deep learning
Stabilization, 246, 264, 266 (SDL), 166–167 Language (TOEFL), 119
Stanford-Binet Intelligence Sympathy, 153 Theories of SLA. See also
Scales, 101 Systematic forgetting, 85–88
State anxiety, 150, 151 Systematicity, 41, 71 Language acquisition
Stereotypes interlanguage, 295 theories
elements of, 178–179 Systematic linguistic attention-processing model
formation of, 179 development, 27 and, 292–294, 293n
Stimulus, 80 Systematic stage, 245 cognitive models, 292–295
Stimulus-response learning, 93 conditions for conforming
Stimulus-response (S-R) Tabula rasa, children as, 23 to traditional logic,
theory, limitations of, 26 Tactics, 125. See also Learning 283
criteria for building, 280
(input) strategies dynamic systems theory,
affective, 127n 100,
165–166, 303–305
ecological viewpoints,
298–303, 302n
hypotheses and claims and,
283–284
identity approaches,
297–298
402 Subject Index
Theories of SLA (continued) termination of, 220 Variability
implicit and explicit Top Notch 1 (Saslow & contextual, 247–248
processing, 294 explanation of, 41
maturation-based Ascher), 215 interlanguage, 295
approaches, 288–292 Total Physical Response systematicity and, 41, 71
relationship between
practice and, 306–307 (TPR), 73 Variable competence model,
social constructivist views, Trait anxiety, 150 247
297 Transaction, 153
sociocultural viewpoints, Transdisciplinary approach, Variation in learner language,
295–297 246–248
weaving tapestry of 304
“perspectives,” 281–286 Transfer, 94–96, 97n Verbal association, 93
Verbal Behavior (Skinner), 24,
Theory, 6. See also Language first language, 95, 254–256
acquisition theories intralingual, 260 32, 82
Triarchic view of intelligence, Visual learners, 120
relationship between
practice and, 306 102 Weasel words, 180
Truth-seeking, believing game Whorfian Hypothesis, 42, 183,
Thick/thin ego boundaries,
148 and doubting game of, 224
307 Willingness to communicate
Thinking vs. feeling, 156n, Tukano culture, 57
157n Turn-taking, 217, 220 (WTC), 146–147
Word coinage, 129n
Thought and Language UG. See Universal Grammar World Englishes, 59,
(Vygotsky), 91 (UG)
192, 194
Tightness, 177 Uncertainty avoidance, 177 Worldview, 179
Time orientation, 177 Unconditioned response, 80
Tips for Teaching Culture Universal Declaration of language and,
183–184
(Wintergerst and Linguistic Rights
McVeigh), 200, 231 (United Nations), 195 Written discourse
Tolerance, ambiguity, Universal Grammar (UG), 59, form-focused instruction
111, 112, 113, 258, 290 effectiveness for, 275
117–118, 121n applicability of, 259 intercultural rhetoric,
Topics explanation of, 26–27 223–225
avoidance of, 220 research on, 39–41, 71 styles of, 222
clarification of, 220 Uptake, 273, 275
development of, 220 U-shaped learning, 245 Zone of proximal
nomination of, 220 development (ZPD),
shifting of, 220 Value, biological concept of, 13, 42, 289,
167 295–296