Welcome to the web pages of Studies in Second Language Acquisition
A publication of Cambridge University Press
Each issue of
Clark, A., & Lappin, S. (2011). Linguistic nativism and the poverty of the stimulus. New York: Wiley. Pp. xi + 248. $99.95 cloth. de Groot, A. M. B. (2011). Language and cognition in bilinguals and multilinguals: An introduction. New York: Psychology Press. Pp. xiii + 514. $55.00 cloth.
Hall, C. J., Smith, P. H., & Wicaksono, R. (2011). Mapping applied linguistics: A guide for students and practitioners. London: Routledge. Pp. xxiii + 411. $41.95 paper.
Li, G. (2010). Phonological processing abilities and reading competence: Theory and evidence. Bern: Peter Lang. Pp. 265. $69.95 paper. Pérez Tattam, R. (2011). Second language competence: The acquisition of complex syntax in Spanish. Newcastle, UK: Cambridge Scholars Publishing. Pp. viii + 139. £34.99 cloth.
Salvisberg, J. A. (2010). Diagnostic oral skills assessment: Developing flexible guidelines for formative speaking tests in EFL classrooms worldwide. Bern: Peter Lang. Pp. 227. $62.95 paper.
Simon-Maeda, A. (2011). Being and becoming a speaker of Japanese: An autoethnographic account. Clevedon, UK: Multilingual Matters. Pp. vii + 166. $39.95 paper.
Smith, N., Tsimpli, I., Morgan, G., & Woll, B. (2011). The signs of a savant: Language against the odds. New York: Cambridge University Press. Pp. xiv + 219. $34.99 paper.
Abraham, L. B., & Williams, L. (Eds.). (2011). Electronic discourse in language learning and language teaching. Amsterdam: Benjamins. Pp. x + 346. $54.00 paper. Abraham, L. B., & Williams, L. "Introduction: Analyzing and exploring electronic discourse" (1-8); Lotherington, H., Neville-Verardi, D., & Sinitskaya Ronda, N. "English in cyberspace: Negotiating digital literacies in a climate of educational accountability" (11-41); Williams, L. "Navigating and interpreting hypertext in French: New literacies and new challenges" (43-64); Abraham, L. B. "Web-based translation for promoting language awareness: Evidence from Spanish" (65-83); Sotillo, S. M. "Learner noticing, negative feedback, and uptake in synchronous computer-mediated environments" (87-110); van Compernolle, R. A., & Pierozak, I. "Teaching language variation in French through authentic chat discourse" (111-126); Lee, L. "Exploring native and nonnative interactive discourse in text-based chat beyond classroom settings" (127-150); McBride, K. "Podcasts and second language learning: Promoting listening comprehension and intercultural competence" (153-167); Pettes Guikema, J. "Discourse analysis of podcasts in French: Implications for foreign language listening development" (169-189); van Compernolle, R. A., & Abraham, L. B. "Interactional and discursive features of English-language weblogs for language learning and teaching" (193-211); Douglas, K. "Second-person pronoun use in French-language blogs: Developing L2 sociopragmatic competence" (213-239); Negueruela-Azarola, E. "Blogs in Spanish beyond the classroom: Sociocultural opportunities for second language development" (241-259); Blattner, G., & Williams, L. "Linguistic and social dimensions of French-language discussion forums" (263-289); Farrell Whitworth, K. "The discussion forum as a locus for developing L2 pragmatic awareness" (291-317); Abraham, L. B., & Williams, L. "The discussion forum as a component of a technology-enhanced integrated performance assessment" (319-343).
Atkinson, D. (Ed.). (2011). Alternative approaches to second language acquisition. London: Routledge. Pp. xii + 190. $36.95 paper. Atkinson, D. "Introduction: Cognitivism and second language acquisition" (1-23); Lantolf, J. P. "The sociocultural approach to second language acquisition: Sociocultural theory, second language acquisition, and artificial L2 development" (24-47); Larsen-Freeman, D. "A complexity theory approach to second language development/acquisition" (48-72); Norton, B., & McKinney, C. "An identity approach to second language acquisition" (73-94); Duff, P. A., & Talmy, S. "Language socialization approaches to second language acquisition: Social, cultural, and linguistic development in additional languages" (95-116); Kasper, G., & Wagner, J. "A conversation-analytic approach to second language acquisition" (117-142); Atkinson, D. "A sociocognitive approach to second language acquisition: How mind, body, and world work together in learning additional languages" (143-166); Ortega, L. "SLA after the social turn: Where cognitivism and its alternatives stand" (167-180).
Batstone, R. (Ed.). (2010). Sociocognitive perspectives on language use and language learning. Oxford: Oxford University Press. Pp. xiv + 252. $33.95 paper. Batstone, R. "Issues and options in sociocognition" (3-23); Atkinson, D. "Sociocognition: What it can mean for second language acquisition" (24-39); Larsen-Freeman, D. "The dynamic co-adaptation of cognitive and social views: A complexity theory perspective" (40-53); Tarone, E. "Social context and cognition in SLA: A variationist perspective" (54-72); Duff, P. A., & Kobayashi, M. "The intersection of social, cognitive, and cultural processes in language learning: A second language socialization approach" (75-93); Yates, L., Nicholas, H., & De Courcy, M. "The social and cognitive influences on the English language development of three age groups of Iraqi refugees" (94-111); Swain, M. "'Talking-it-through': Languaging as a source of learning" (112-130); Lantolf, J. P. "Minding your hands: The function of gesture in L2 learning" (131-147); Ellis, R. "Cognitive, social, and psychological dimensions of corrective feedback" (151-165); Storch, N., & Wigglesworth, G. "Students' engagement with feedback on writing: The role of learner agency/beliefs" (166-185); Toth, P. D. "Relevance, cohesion, and the sociocognition of form-focused, teacher-led L2 discourse" (186-209); Philp, J., & Mackey, A. "Interaction research: What can socially informed approaches offer to cognitivists (and vice versa)?" (210-227).
Cook, V., & Bassetti, B. (Eds.). (2011). Language and bilingual cognition. London: Routledge. Pp. xiii + 591. $75.00 cloth. Cook, V. "Relating language and cognition: The speaker of one language" (3-22); Swoyer, C. "How does language affect thought?" (23-42); Lucy, J. "Language and cognition: The view from anthropology" (43-68); Evans, V. "Language and cognition: The view from cognitive linguistics" (69-107); Mueller Gathercole, V. C. "Interactive influences of language and cognition" (109-130); Tversky, B. "Tools for thinking" (131-139); Bassetti, B., & Cook, V. "Relating language and cognition: The second language user" (143-190); Wierzbicka, A. "Bilingualism and cognition: The perspective from semantics" (191-218); Ervin-Tripp, S. "Advances in the study of bilingualism: A personal view" (219-228); Green, D. W. "Bilingual worlds" (229-240); Athanasopoulos, P. "Color and bilingual cognition" (241-261); Coventry, K. R., Guijarro-Fuentes, P., & Valdés, B. "Spatial language and second language acquisition" (263-286); Czechowska, N., & Ewert, A. "Perception of motion by Polish-English bilinguals" (287-314); Hendriks, H., & Hickmann, M. "Expressing voluntary motion in a second language: English learners of French" (315-339); Chen, J.-Y., & Su, J.-J. "Chinese-English bilinguals' sensitivity to the temporal phase of an action event is related to the extent of their experience with English" (341-356); Bassetti, B. "The grammatical and conceptual gender of animals in second language users" (357-384); Salvato, G. "The interpretation of emblematic gestures in second language users of Italian" (385-405); Cunningham, D. S., Vaid, J., & Chin Chen, H. "Yo no lo tiré, se cayó solito, 'I did not throw it, it just fell down': Interpreting and recounting accidental events in Spanish and English" (407-429); Siegal, M., Kobayashi Frank, C., Surian, L., & Hjelmquist, E. "Theory of mind and bilingual cognition" (431-452); Knickerbocker, H., & Altarriba, J. "Bilingualism and the impact of emotion: The role of experience, memory, and sociolinguistic factors" (453-477); Besemeres, M. "Emotion in bilingual life narratives" (479-506); Cook, V. "Linguistic relativity and language teaching" (509-518); House, J. "Translation and bilingual cognition" (519-527); Sercombe, P., & Young, T. "Culture and cognition in the study of intercultural communication" (529-542); Luna, D. "Advertising to the buy-lingual consumer" (543-558); Brooke, K. "Epilogue: Bilinguals save the world" (559-564).
Hult, F. M., & King, K. A. (Eds.). (2011). Educational linguistics in practice: Applying the local globally and the global locally. Clevedon, UK: Multilingual Matters. Pp. xxvi + 183. $49.95 paper. Martin-Jones, M. "Thematic overview I: Language policies, multilingual classrooms: Resonance across continents" (3-15); Varghese, M. "Language teacher education and teacher identity" (16-26); Vaish, V. "Terrorism, nationalism and westernization: Code switching and identity in Bollywood" (27-40); Creese, A. "Making local practices globally relevant in researching multilingual education" (41-55); Street, B. "Thematic overview II: New literacy studies and the continua of biliteracy" (59-67); Skilton-Sylvester, E. "Continuing the continua: Why content matters in biliterate citizenship education" (68-80); Gordon, D. "Literacy in two lands: Refugee women.s shifting practices of literacy and labor" (81-94); Cahnmann-Taylor, M. "Poetic anthropology and the lyric continua between science and art" (95-106); McCarty, T. L. "Thematic overview III: Unpeeling, slicing and stirring the onion--Questions and certitudes in policy and planning for linguistic diversity in education" (109-125); Johnson, D. C. "Implementational and ideological spaces in bilingual education policy, practice, and research" (126-139); Coronel-Molina, S. M. "Quechua language and education policy in the Peruvian highlands" (140-153); Wang, S. C. "An ecological perspective for planning Chinese language in the United States" (154-172); Ruiz, R. "Afterword: Cooking with Nancy" (173-178).
Piattelli-Palmarini, M., Uriagereka, J., & Salaburu, P. (Eds.). (2011). Of minds and language: A dialogue with Noam Chomsky in the Basque country. Oxford: Oxford University Press. Pp. xii + 459. $35.00 paper. Piattelli-Palmarini, M., Salaburu, P., & Uriagereka, J. "Introduction" (1-9); Chomsky, N. "Opening remarks" (13-43); Boeckx, C. "The nature of merge: Consequences for language, mind, and biology" (44-57); Gallistel, C. R. "The foundational abstractions" (58-73); Hauser, M. D. "Evolingo: The nature of the language faculty" (74-84); Dover, G. "Pointers to a biology of language?" (85-96); Vercelli, D. "Language in an epigenetic framework" (97-107); Cherniak, C. "Brain wiring optimization and non-genomic nativism" (108-119); Hinzen, W. "Hierarchy, merge, and truth" (123-141); Higginbotham, J. "Two interfaces" (142-154); Rizzi, L. "Movement and concepts of locality" (155-168); Uriagereka, J. "Uninterpretable features in syntactic evolution" (169-183); Friederici, A. D. "The brain differentiates hierarchical and probabilistic grammars" (184-194); Boeckx, C., Fodor, J. D., Gleitman, L., Rizzi, L. "Round table: Language universals: Yesterday, today, and tomorrow" (195-220); Gelman, R. "Innate learning and beyond" (223-238); Gleitman, L. "The learned component of language learning" (239-255); Fodor, J. D. "Syntax acquisition: An evaluation measure after all?" (256-277); Bever, T. G. "Remarks on the individual basis for linguistic structures" (278-295); Hauser, M. D. "The illusion of biological variation: A minimalist approach to the mind" (299-328); Laka, I. "What is there in universal grammar? On innate and specific aspects of language" (329-343); Sebastian-Gallés, N. "Individual differences in foreign sound perception: Perceptual or linguistic differences?" (344-351); Friederici, A. D. "Language and the brain" (352-377); Chomsky, N. "Conclusion" (379-409).
Potowski, K., & Rothman, J. (Eds.). (2011). Bilingual youth: Spanish in English-speaking societies. Amsterdam: Benjamins. Pp. vi + 371. $143.00 cloth. Potowski, K., & Rothman, J. "Bilingual youth: Spanish in English-speaking societies" (3-6); Romaine, S. "Identity and multilingualism" (7-30); García, O. "The translanguaging of Latino kindergarteners" (33-55); Potowski, K., & Gorman, L. "Hybridized tradition, language use, and identity in the U.S. Latina quinceañera ritual" (57-87); Reyes, I. "Literacy practices and language ideologies of first generation Mexican parents" (89-111); Valdés, G. "Ethnolinguistic identity: The challenge of maintaining Spanish-English bilingualism in American schools" (113-146); Pérez-Leroux, A. T., Cuza, A., & Thomas, D. "From parental attitudes to input conditions: Spanish-English bilingual development in Toronto" (149-176); Guardado, M. "Language and literacy socialization as resistance in Western Canada" (177-198); Cazzoli-Goeta, M., & Young-Scholten, M. "Yo gusto... Expanding choice or syntactic attrition?" (201-226); Guijarro-Fuentes, P., & Marinis, T. "Voicing language dominance: Acquiring Spanish by British English/Spanish bilingual children" (227-248); Jones Díaz, C. "Children's voices: Spanish in urban multilingual and multicultural Australia" (251-281); Martín, M. D. "Reactions to the overt display of Spanish language maintenance in Australia" (283-307); Poyatos Mata, C., CuatroNochez, L. "Reluctant migrants: Socialization patterns among Salvadorian children" (309-330); Walker, U. "The role of community in preserving Spanish in New Zealand: A Latin American parent perspective" (331-354); Klee, C. A. "Migration, ethnic identity and heritage language maintenance of Spanish-speaking youth in English-speaking societies: A reexamination" (355-368).
Sanz, C., & Leow, R. P. (Eds.). (2011). Implicit and explicit language learning: Conditions, processes, and knowledge in SLA and bilingualism. Washington, DC: Georgetown University Press. Pp. xii + 229. $49.95 paper. Sanz, C., & Leow, R. P. "Introduction" (1-6); VanPatten, B. "Stubborn syntax: How it resists explicit teaching and learning" (9-21); Reber, A. S. "An epitaph for grammar: An abridged history" (23-34); Ellis, N. C. "Implicit and explicit SLA and their interface" (35-47); Bialystok, E. "How analysis and control lead to advantages and disadvantages in bilingual processing" (49-58); Leow, R. P., Johnson, E., & Zárate-Sández, G. "Getting a grip on the slippery construct of awareness: Toward a finer-grained methodological perspective" (61-72); Lenet, A. E., Sanz, C., Lado, B., Howard J. H. Jr., & Howard, D. V. "Aging, pedagogical conditions, and differential success in SLA: An empirical study" (73-84); Henshaw, F. "Effects of feedback timing in SLA: A computer-assisted study of the Spanish subjunctive" (85-99); Linck, J. A., & Weiss, D. J. "Working memory predicts the acquisition of explicit L2 knowledge" (101-113); Pérez-Vidal, C., Juan-Garau, M., & Mora, J. C. "The effects of formal instruction and study abroad contexts on foreign language development: The SALA project" (115-127); Rast, R. "Input processing principles: A contribution from first-exposure data" (129-141); Hilton, H. E. "What is implicit and what is explicit in L2 speech? Findings from an oral corpus" (145-157); Eckman, F. R., Iverson, G. K., Fox, R. A., Jacewicz, E., & Lee, S. A. "Explicit training and implicit learning of L2 phonemic contrasts" (159-174); Gordon, L. S., "English speakers' perception of Spanish vowels: Evidence for multiple-category assimilation" (177-193); Ingram, D., Dubasik, V., Liceras, J., & Fernández Fuertes, R. "Early phonological acquisition in a set of English-Spanish bilingual twins" (195-205); Lin, H.-J. "Language learning strategies in adult L3 acquisition: Relationship between L3 development, strategy use, L2 levels, and gender" (207-217); Finger, I., Dagort Billing, J., & Scholl, A. P. "Effects of bilingualism on inhibitory control in elderly Brazil bilinguals" (219-229).
Schmid, M. S., & Lowie, W. (Eds.). (2011). Modeling bilingualism: From structure to chaos. Amsterdam: Benjamins. Pp. vi + 308. $135.00 cloth. Larsen-Freeman, D., Schmid, M. S., & Lowie, W. "From structure to chaos: Twenty years of modeling bilingualism" (1-11); Kroll, J., & Hermans, D. "Psycholinguistic perspectives on language processing in bilinguals" (15-36); Broersma, M. "Triggered code-switching: Evidence from picture naming experiments" (37-57); Gass, S., & Lee, J. "Working memory capacity, inhibitory control, and proficiency in a second language" (59-84); Hulstijn, J. H. "Explanations of associations between L1 and L2 literacy skills" (85-111); Hansen, L. "The acquisition, attrition, and relearning of mission vocabulary" (115-134); Murtagh, L. "Second language attrition: Theory, research and challenges" (135-154); Schmid, M. S. "Contact x time: External factors and variability in L1 attrition" (155-176); Schrauf, R. W., & Sanchez, J. "The shifting structure of emotion semantics across immigrant generations: Effects of the second culture on the first language" (177-197); Clyne, M. "Bilingualism, code-switching and aging: A myth of attrition and a tale of collaboration" (201-220); Keijzer, M. "Language reversion versus general cognitive decline: Towards a new taxonomy of language change in elderly bilingual immigrants" (221-232); van Geert, P., Steenbeek, H., & van Dijk, M. "A dynamic model of expert-novice co-adaptation during language learning and acquisition" (235-266); Lowie, W., & Verspoor, M. "The dynamics of multilingualism: Levelt's speaking model revisited" (267-287); Weltens, B. "Twenty years of modeling bilingualism: From chaos to structure.and back again" (289-302).
Trofimovich, P., & McDonough, K. (Eds.). (2011). Applying priming methods to L2 learning, teaching and research: Insights from Psycholinguistics. Amsterdam: Benjamins. Pp. viii + 254. $54.00 paper. Trofimovich, P., & McDonough, K. "Using priming methods to study L2 learning and teaching" (3-17); Altarriba, J., & Knickerbocker, H. "Acquiring second language vocabulary through the use of images and words" (21-48); Barcroft, J., Sommers, M. S., & Sunderman, G. "Some costs of fooling Mother Nature: A priming study on the Keyword Method and the quality of developing L2 lexical representations" (49-72); Williams, J. N., & Cheung, A. "Using priming to explore early word learning" (73-103); Trofimovich, P., & John, P. "When three equals tree: Examining the nature of phonological entries in L2 lexicons of Quebec speakers of English" (105-129); McDonough, K. "Eliciting wh-questions through collaborative syntactic priming activities during peer interaction" (131-151); Segalowitz, N., Lacroix, G. L., & Job, J. "The L2 semantic attentional blink: Implications for L2 learning" (155-178); Leeser, M. J., Brandl, A., & Weissglass, C. "Task effects in second language sentence processing research" (179-198); Hu, G., & Jiang, N. "Semantic integration in listening comprehension in a second language: Evidence from cross-modal priming" (199-218); Sunderman, G. "Conceptual mediation in second language learners: Evidence from false memories" (219-237); McDonough, K., & Trofimovich, P. "Expanding the scope of priming research" (241-249).
Verspoor, M. H., de Bot, K., & Lowie, W. (Eds.). (2011). A dynamic approach to second language development: Methods and techniques. Amsterdam: Benjamins. Pp. viii + 211. $49.95 paper. de Bot, K., Lowie, W., & Verspoor, M. "Introduction" (1-4); de Bot, K., & Larsen-Freeman, D. "Researching second language development from a dynamic systems theory perspective" (5-23); Verspoor, M., & Behrens, H. "Dynamic systems theory and a usage-based approach to second language development" (25-38); Schmid, M. S., Verspoor, M., & MacWhinney, B. "Coding and extracting data" (39-54); van Dijk, M., Verspoor, M., & Lowie, W. "Variability and DST" (55-84); Verspoor, M., & van Dijk, M. "Visualizing interaction between variables" (85-98); Lowie, W., Caspi, T., van Geert, P., & Steenbeek, H. "Modeling development and change" (99-121); de Bot, K. "Epilogue" (123-127); Verspoor, M. Lowie, W., van Geert, P., van Dijk, M., & Schmid, M. S. "How-to sections" (129-199).