Innovative Research and Practices in Second Language Acquisition and Bilingualism

350 Pages·2013·1.97 MB·English

by  John W. Schwieter

Innovative Research and Practices
in Second Language Acquisition and Bilingualism
Language Learning & Language Teaching (LL&LT)
The LL&LT monograph series publishes monographs, edited volumes and
text books on applied and methodological issues in the field of language
pedagogy. The focus of the series is on subjects such as classroom discourse
and interaction; language diversity in educational settings; bilingual
education; language testing and language assessment; teaching methods and
teaching performance; learning trajectories in second language acquisition;
and written language learning in educational settings.
For an overview of all books published in this series, please see
http://benjamins.com/catalog/lllt
Editors
Nina Spada Nelleke Van Deusen-Scholl
Ontario Institute for Studies in Education Center for Language Study
University of Toronto Yale University
Volume 38
Innovative Research and Practices in Second Language Acquisition and
Bilingualism
Edited by John W. Schwieter
Innovative Research and Practices
in Second Language Acquisition
and Bilingualism
Edited by
John W. Schwieter
Wilfrid Laurier University
John Benjamins Publishing Company
Amsterdam / Philadelphia
TM The paper used in this publication meets the minimum requirements of
8
the American National Standard for Information Sciences – Permanence
of Paper for Printed Library Materials, ansi z39.48-1984.
Library of Congress Cataloging-in-Publication Data
Innovative Research and Practices in Second Language Acquisition and Bilingualism /
Edited by John W. Schwieter.
p. cm. (Language Learning & Language Teaching, issn 1569-9471 ; v. 38)
Includes bibliographical references and index.
1. Second language acquisition--Study and teaching. 2. Second language acquisition-
-Research. 3. Language and languages--Study and teaching. 4. Language
and languages--Research. 5. Education, Bilingual. 6. Language acquisition.
I. Schwieter, John W., 1979- editor of compilation.
P118.2.I54 2013
418.0071--dc23 2013020754
isbn 978 90 272 1317 4 (Hb ; alk. paper)
isbn 978 90 272 1318 1 (Pb ; alk. paper)
isbn 978 90 272 7166 2 (Eb)
© 2013 – John Benjamins B.V.
No part of this book may be reproduced in any form, by print, photoprint, microfilm, or any
other means, without written permission from the publisher.
John Benjamins Publishing Co. · P.O. Box 36224 · 1020 me Amsterdam · The Netherlands
John Benjamins North America · P.O. Box 27519 · Philadelphia pa 19118-0519 · usa
Table of contents
Acknowledgments i x
Preface x i
John W. Schwieter and Gabrielle Klassen
part i. Linguistic perspectives and implications for L2 pedagogy
chapter 1
Mental representation and skill in instructed SLA 3
Bill VanPatten
chapter 2
Input and output in SLA: Applying theories of mental
representation and skill 2 3
Wynne Wong
chapter 3
Interaction and the Noun Phrase Accessibility Hierarchy:
A study using syntactic priming 4 3
Jennifer Behney and Susan Gass
chapter 4
Generative approaches and the competing systems hypothesis:
Formal acquisition to pedagogical application 6 3
Drew Long and Jason Rothman
chapter 5
Why theory and research are important for the practice
of teaching: The case of mood choice in Spanish relative clauses 8 5
Joyce Bruhn de Garavito
 Innovative Research and Practices in Second Language Acquisition and Bilingualism
chapter 6
Input-based incremental vocabulary instruction for the L2 classroom 107
Joe Barcroft
chapter 7
Experimentalized CALL for adult second language learners 139
Nora Presson, Colleen Davy and Brian MacWhinney
chapter 8
Accounting for variability in L2 data: Type of knowledge,
task effects, and linguistic structure 165
Silvia Perpiñán
chapter 9
The development of tense and aspect morphology
in child and adult heritage speakers 193
Alejandro Cuza, Rocío Pérez-Tattam, Elizabeth Barajas,
Lauren Miller and Claudia Sadowski
part ii. Cognitive perspectives and implications for L2 pedagogy
chapter 10
Control and representation in bilingualism: Implications for pedagogy 223
Deanna Friesen and Ellen Bialystok
chapter 11
Language selection, control, and conceptual-lexical development
in bilinguals and multilinguals 241
John W. Schwieter and Aline Ferreira
chapter 12
Lexical access in bilinguals and second language learners 267
Gretchen Sunderman and Eileen Fancher
chapter 13
Cognitive foundations of crosslinguistic influence 287
Scott Jarvis, Michelle O’Malley, Linye Jing, Jing Zhang, Jessica Hill,
Curtis Chan and Nadezhda Sevostyanova
Table of contents 
part iii. Concluding remarks
chapter 14
Ideas for the practice of instructed SLA and their rationale:
A summary and commentary 311
James F. Lee
About the editor 329
About the contributors 331
Index 333

Acknowledgments
In addition to the internal review process by the editor, each of the chapters pre-
sented in this book were anonymously reviewed and evaluated by at least two in-
ternational scholars. It is without a doubt that the expertise and guidance of these
peer-reviewers has helped to diversify and strengthen the contents of this book. As
such, I would like to extend my sincere gratitude to the following researchers for
helping in this important process:
Panos Athanasopoulos, Newcastle University
Joe Barcroft, Washington University
Sara Beaudrie, University of Arizona
Jennifer Behney, Youngstown State University
Alessandro Benati, University of Greenwich
Joyce Bruhn de Garavito, Western University
Alejandro Cuza, Purdue University
Annette de Groot, University of Amsterdam
Eileen Fancher, Florida State University
Aline Ferreira, Wilfrid Laurier University
Fanny Forsberg Lundell, Stockholm University
Deanna Friesen, York University
Susan Gass, Michigan State University
Gregory Keating, San Diego State University
Oksana Laleko, State University of New York at New Paltz
James Lee, University of New South Wales
Juana Liceras, University of Ottawa
Jared Linck, Center for Advanced Study of Language, University of Maryland
Shawn Loewen, Michigan State University
Drew Long, University of Florida
Kim McDonough, Concordia University
Lourdes Ortega, University of Hawai’i at Mānoa
Silvia Perpiñán, Western University
Anat Prior, University of Haifa
Leila Ranta, University of Alberta
Jason Rothman, University of Reading