Bibliografia

Adquisició de segones llengües



Adquisició i aprenentatge de segones llengües: manuals

✓ = Lectures recomanades

Baralo, M. (2018). La adquisición del español como lengua extranjera (4a ed.). Arco/Libros.

1.– ¿Cómo se adquiere la lengua materna (LM)?; 2.– La lengua materna y las lenguas no nativas; 3.– ¿Qué es la interlengua (IL)?; 4.– Las teorías de adquisición y la didáctica de una lengua extranjera.

Brown, H. D. (1980). Principles of language learning and teaching. Prentice-Hall.

1.– Language, learning and teaching; 2.– First language acquisition; 3.– Comparing and contrasting first and second language acquisition; 4.– Human learning; 5.– Cognitive variations in language learning; 6.– Personality and language learning; 7.– Sociocultural variables; 8.– Comparing and contrasting two languages; 9.– Error analysis - The study of learners’ interlanguage: 10- Discourse analysis - The study of the pragmatic functions of language; 11.– Foundations of measurement and research; 12.– From theory to practice.

Cook, V. (2016). Second language learning and language teaching (5a ed.). Routledge. https://doi.org/10.4324/9781315883113

1.– Background to second language acquisition research and language teaching; 2.– Learning and teaching different types of grammar; 3.– Learning and teaching vocabulary; 4.– Acquiring and teaching pronunciation; 5.– Acquiring and teaching a new writing system; 6.– Strategies for communicating and learning; 7.– Individual differences in L2 users and L2 learners; 8.– The L2 user and the native speaker; 9.– The goals of language teaching; 10.– General models of L2 learning; 11.– Second language learning and language.

Cook, V. (1993). Linguistics and second language acquisition. Macmillan.

1.– The background to current second language acquisition research; 2.– Sequences in second language acquisition; 3.– The Input Hypothesis model; 4.– Pidgins, creoles and variation; 6.– The Multidimensional Model and the Teachability Hypothesis; 6.– Learning and communication strategies; 7.– Relative clauses. beyond phrase structure syntax; 8.– Principles and parameters syntax; 9.– The Universal Grammar model and second language acquisition; 10.– Cognitive approaches to second language acquisition research.

Dulay, H., Burt, M. i Krashen, S. (1982). Language two. Oxford University Press.

1.– Overview; 2.– The language environment; 3.– Internal processing; 4.– Effects of personality and age on second language acquisition; 5.– The role of first language; 6.– Transitional constructions; 7.– Errors; 8.– Acquisition order; 9.– Special constructions; 10.– Aspects of L2 research methodology; 11.– From research to reality: Implications for the teacher.

van Els, T., Bongaerts, T., Extra, G., van Os, C. i Janssen-van Dieten, A.– M. (1984). Applied linguistics and the learning and teaching of foreign languages. Edward Arnold.

I.– The field of study; A first outline: 1.– Introduction; 2.– Applied linguistics. II.– Learning second and foreign languages: 3.– Language behaviour and language learning; 4.– Second language learning (1): Contrastive analysis and error analysis; 5.– Second language learning (2): Performance analysis and discourse analysis; 6.– Learner characteristics. III.– Teaching foreign languages: 7.– The relevance of source disciplines; 8.– Historical developments; 9.– Needs, educational policy, aims and objectives; 10.– Selection of course content; 11.– Gradation of course content; 12.– Didactic procedures; 13.– Media; 14.– Textbook selection; 15.– Language testing.

✓ Ellis, R. (1997). Second language acquisition. Oxford University Press.

1.– Introduction: Describing and explaining L2 acquisition; 2.– The nature of learner language; 3.– Interlanguage; 4.– Social aspects of interlanguage; 5.– Discourse aspects of interlanguage; 6.– Psycholinguistic aspects of interlanguage; 7.– Linguistic aspects of interlanguage; 8.– Individual differences in L2 acquisition; 9.– Instruction and L2 acquisition; 10.– Conclusion: Multiple perspectives in SLA.

Ellis, R. (1997). SLA research and language teaching (Oxford). Oxford University Press.

1.– Second language acquisition research and language pedagogy; 2.– Grammar teaching and grammar learning; 3.– Options in grammar teaching; 4.– A theory of instructed second language acquisition; 5.– The structural syllabus and second language acquisition; 6.– Acquisition-compatible grammar tasks; 7.– Learning to communicate in the classroom; 8.– Focused communication tasks; 9.– Micro-evaluation: Does a task work?; 10.– Mediation problems.

✓ Ellis, R. (2015). Understanding second language acquisition (2a ed.). Oxford University Press.

1.– Second language acquisition research: An overview; 2.– Age and second language acquisition; 3.– Psychological factors in second language acquisition; 4.– The development of a second language; 5.– Variability in learner language; 6.– The role of first language; 7.– Input and interaction: The cognitive-interactionist perspective; 8.– Cognitive aspects of second language acquisition; 9.– Social aspects of second language acquisition; 10.– The role of explicit instruction; 11.– The role of implicit instruction; 12.– Understanding and applying second language acquisition.

✓ Ellis, R. (2008). The study of second language acquisition (2a ed.). Oxford University Press.

I.– Background: 1.– Second language acquisition research: An overview. II.– The description of learner language: 2.– Learner errors and error analysis; 3.– Developmental patterns: Order and sequence in second language acquisition; 4.– Variability in learner language; 5.– Pragmatic aspects of learner language. III.– Explaining second language acquisition: External factors: 6.– Social factors and second language acquisition; 7.– Input and interaction and second language acquisition. IV.– Explaining second language acquisition: External factors: 8.– Language transfer; 9.– Cognitive accounts of second language acquisition; 10.– Linguistic universals and second language acquisition. V.– Explaining individual differences in second language acquisition: 11.– Individual learner differences; 12.– Learning strategies. VI.– Classroom second language acquisition: 13.– Classroom interaction and second language acquisition; 14.– Formal instruction and second language acquisition. VII.– Conclusion: 15.– Data, theory, and applications in second language research..

Gass, S. M., Behney, J. i Plonsky, L. (2013). Second language acquisition: An introductory course (4a ed.). Routledge. https://doi.org/10.4324/9780203137093

1.– Introduction; 2.– Second and foreign language data; 3.– Where do data come from?; 4.– The role of the native language: An historical overview; 5.– The transition period; 6.– Alternative approaches to the role of previously known languages; 7.– Formal approaches to SLA; 8.– The lexicon; 9- Typological and functional approaches; 10.– Looking at interlanguage processing; 11.– Interlanguage in context; 12.– Input, interaction, and output; 13.– Instructed second language learning; 14.– Non-language influences; 15.– Related disciplines; 16.– An integrated view of second language acquisition.

Gass, S. M. i Selinker, L. (2008). Second language acquisition: An introductory course (3a ed.). Routledge.

1.– Introduction; 2.– Related disciplines; 3.– Second and foreign language data; 4.– The role of native language: An historical overview; 5.– Recent perspectives on the role of previously known languages; 6.– Formal approaches to SLA; 7.– Typological and functional approaches; 8.– Looking at interlanguage processing; 9.– Interlanguage in context; 10.– Input, interaction, and output; 11.– Instructed second language learning; 12.– Beyond the domain of language; 13.– The lexicon; 14.– An integrated view of second language acquisition.

Johnson, K. (2017). An introduction to foreign language learning and teaching (3a ed.). Routledge. https://doi.org/10.4324/9781351213868

I.– Background: 1.– Five learners and five methods; 2.– What is there to learn?; 3.– Some views of language and language learning; II.– Learning: 4.– Learners and their errors; 5.– Input, interaction, and output; 6.– Some learning processes; 7.– Individual language learners: Some differences; 8.– Good language learners and what they do; III.– Teaching: 9.– Language teaching: A brisk walk through recent times; 10.– Contexts; 11.– Plans and programmes; 12.– Ways and means; 13.– Skills; 14.– Tests; 15.– When all has been said: Preparing and managing lessons.

Klein, W. (1986). Second language acquisition. Cambridge University Press. https://doi.org/10.1017/CBO9780511815058

I.– The process of language acquisition: 1.– Some forms of language acquisition, some fundamental facts, some focal issues, some well-known theories; 2.– Six dimensions of language acquisition; 3.– Some consequences for foreign language instruction; II.– From the learner’s point of view: 4.– The learner’s four tasks; 5.– The problem of analysis; 6.– The problem of synthesis; 7.– The embedding problem; 8.– The matching problem; Conclusion.

Littlewood, W. (1984). Foreign and second language learning: Language acquisition research and its implication for the classroom. Cambridge University Press.

Introduction; 1.– First language acquisition; 2.– Behaviourism and second language learning; 3.– Errors and learning strategies; 4.– The internal syllabus of language learner; 5.– Accounting for differences between learners; 6.– Models of second language learning; 7.– Using a second language; 8.– Learning and teaching; Postscript.

McLaughlin, B. (1987). Theories of second-language learning. Edward Arnold.

1.– Introduction; 2.– The monitor model; 3.– Interlanguage theory; 4.– Linguistic universals; 5.– Acculturation / Pidgnization theory; 6.– Cognitive theory.

Mitchell, R., Myles, F. i Marsden, E. (2013). Second language learning theories (4a ed.). Routledge. https://doi.org/10.4324/9781315617046

1.– Second language learning: Key concepts and issues; 2.– The recent history of second language learning research; 3.– Linguistics and language learning: The universal grammar approach; 4.– Cognitive approaches to second language learning (1): General learning mechanisms; 5.– Cognitive approaches to second language learning (2): Memory systems, explicit knowledge and skill learning; 6.– Interaction in second language learning; 7.– Meaning-based perspectives on second language learning; 8.– Sociocultural perspectives on second language learning; 9.– Sociolinguistic perspectives; 10.– Ntegrating theoretical perspectives on second language learning; 11.– Conclusion.

Ortega, L. (2008). Understanding second language acquisition. Routledge. https://doi.org/10.4324/9780203777282

1.– Introduction; 2.– Age; 3.– Crosslinguistic influences; 4.– The linguistic environment; 5.– Cognition; 6.– Development of learner language; 7.– Foreign language aptitude; 8.– Motivation; 9.– Affect and other individual differences; 10.– Social dimensions of L2 learning.

Saville-Troike, M. i Barto, K. (2016). Introducing second language acquisition (3a ed.). Cambridge University Press. https://doi.org/10.1017/9781316569832

1.– Introducing second language acquisition; 2.– Foundations of second language acquisition; 3.– The linguistics of second language acquisition; 4.– The psychology of second language acquisition; 5.– Social contexts of second language acquisition; 6.– Acquiring knowledge for L2 use; 7.– L2 learning and teaching; Answer guide to questions for self-study; Glossary.

Scovel, T. (2001). Learning new languages: A guide to second language acquisition. Heinle & Heinle.

1.– Introduction; 2.– People; 3.– Languages; 4.– Attention; 5.– Cognition; 6.– Emotion; 7.– Epilogue.

Sharwood Smith, M. (1994). Second language learning: Theoretical foundations. Longman. https://doi.org/10.4324/9781315843933

I.– Towards theory: 1.– A quick round tour; 2.– Learner systems; 3.– Creative construction; 4.– Analysing interlanguage. II.– Revisions and alternatives: 5.– Early refinements; 6.– Theoretical developments. III.– The coming of age: 7.– Theoretical applications of linguistics; 8.– The role of UG in second language learning; 9.– Implications and applications.

Wilkins, D. A. (1974). Second-language learning and teaching. Edward Arnold.

1.– The nature of language; 2.– Language aquisition and language learning; 3.– Environmental factors in learning; 4.– Methodological principles of foreign-language teaching. tornar al principi

Adquisició i aprenentatge de segones llengües: reculls

Cook, V. (Ed.). (2002). Portraits of the L2 user. Multilingual Matters. https://doi.org/10.21832/9781853595851

1.– Background to the L2 User (V. Cook); 2.– Lexical representation and lexical processing in the L2 user (A. de Groot ); 3.– The phonology of the L2 user (R. Major); 4.– A Minimalist approach to L2 solves a dilemma of UG (S. Flynn, B. Lust); 5.– Development of L2 functional use (C. Perdue); 6.– Cognitive processes of L2 users (E. Bialystok); 7.– Portrait of the bilingual child (F. Genesee); 8.– The neurolinguistics of L2 users (F. Fabbro ); 9.– Individual differences in L2 fluency: The effect of neurobiological correlates (J.– M. Dewaele); 10.– Language attrition: Tests, self-assessments and perceptions (K. de Bot, M. Hulsen); 11.– Poststructuralist approaches to the study of social factors in second language learning and use (A. Pavlenko); 12.– Second language learners’ rights (F. Gomes de Matos); 13.– Language teaching methodology and the L2 user perspective (V. Cook).

Derwing, T. M., Munro, M. J. i Thomson, R. I. (Ed.). (2022). The Routledge handbook of second language acquisition and speaking. Routledge. https://doi.org/10.4324/9781003022497

Editors’ introduction (T. M. Derwing, M. J. Munro, R. I. Thomson); Part I.– Theoretical foundations and processes underlying speaking: 1.– Bilingual models of speaking (K. de Bot, S. Bátyi); 2.– Psycholinguistic processes in L2 oral production (D. Simard); 3.– A complex dynamic systems theory perspective on speaking in second language development (W. Lowie, M. Verspoor); 4.– Sociocultural approaches to speaking in SLA (V. Surtees, P. Duff); 5.– Aptitude and individual differences (J. C. Mora); 6.– Language anxiety (M. Baran-Łucarz); Part II.– Research issues: 7.– Speaking research methodologies (C. Nagle, T. M. Derwing, M. J. Munro); 8.– Spoken corpora (A. Huensch, S. Staples); 9.– Speaking assessment (N. Iwashita); Part III.– Core topics: 10.– Pronunciation learning and teaching (T. M. Derwing, M. J. Munro); 11.– Speech intelligibility (J. M. Levis, A. O. Silpachai); 12.– Speech comprehensibility (P. Trofimovich, T. Isaacs, S. Kennedy, A. Tsunemoto); 13.– Fluency (J. Kahng); 14.– The role of prosody across languages (Y. Zhu, P. Mok); 15.– Grammar for speaking (J. Ruivivar, L. Collins); 16.– Conversational interaction studies (J. Goo); 17.– Pragmatics: Speaking as a pragmalinguistic resource (K. Bardovi-Harlig); Part IV.– Teaching speaking: 18.– Second language speaking strategies (S. Kennedy); 19.– Teaching vocabulary (M. Horst); 20.– The role of formulaic sequences in L2 speaking (D. Van Vu, E. Peters); 21.– Technology for speaking development (W. Cardoso); 22.– Curriculum issues in teaching L2 speaking (J. Newton, T. Le Diem Bui, B. Trang Thi Nguyen, T. Phuong T. Tran); 23.– Oral language development in immersion and dual language classrooms (R. Lyster, D. J. Tedick); 24.– Speaking and English as a Lingua Franca (E. Llurda); Part VI.– Emerging issues: 25.– Workplace communication (L. Yates); 26.– The relationship between L2 speech perception and production (R. I. Thomson); 27.– The relationship between gestures and speaking in L2 learning (M. Gullberg); 28.– Speech-language pathologists and L2 speakers (M. Nader); 29.– Child L2 speakers with language and communication disorders (J. Paradis); 30.– Training interpreters (J. Hlavac); 31.– First language attrition (M. Schmid).

Doughty, C. J. i Long, M. H. (Ed.). (2003). The handbook of second language acquisition. Blackwell. https://doi.org/10.1002/9780470756492

1.– The scope of inquiry and goals of SLA (C. J. Doughty, M. H. Long); 2.– On the nature of interlanguage representation: Universal grammar in the second language (L. White); 3.– The radical middle: Nativism without universal grammar (W. O’Grady); 4.– Constructions, chunking, and connectionism: The emergence of second language structure (N. C. Ellis); 5.– Cognitive processes in second language learners and bilinguals: The development of lexical and conceptual representations (J. F. Kroll, G. Sunderman); 6.– Near-nativeness (A. Sorace); 7.– Language socialization in SLA (K. A. Watson-Gegeo, S. Nielsen); 8.– Social context (J. Siegel); 9.– Input and interaction (S. M. Gass); 10.– Instructed SLA: Constraints, compensation, and enhancement (C. J. Doughty); 11.– Implicit and explicit learning (R. DeKeyser); 12.– Incidental and intentional learning (J. H. Hulstijn); 13.– Automaticity and second languages (N. Segalowitz); 14.– Variation (S. Romaine); 15.– Cross-linguistic influence (T. Odlin); 16.– Stabilization and fossilization in interlanguage development (M. H. Long); 17.– Maturational constraints in SLA (K. Hyltenstam, N. Abrahamsson); 18.– Individual differences in second language learning (Z. Dörnyei, P. Skehan); 19.– Attention and memory during SLA (P. Robinson); 20.– Language processing capacity (M. Pienemann); 21.– Defining and measuring SLA (J. Norris, L. Ortega); 22.– Data collection in SLA research (C. Chaudron); 23.– SLA theory: Construction and assessment (K. R. Gregg); 24.– SLA and cognitive science (M. H. Long, C. J. Doughty).

Gass, S. M. i Mackey, A. (Ed.). (2012). The Routledge handbook of second language acquisition. Routledge. https://doi.org/10.4324/9780203808184

Introduction (S. M. Gass, A. Mackey); I.– Language in context: 1.– Interactionist approach (A. Mackey, R. Abbuhl, S. M. Gass); 2.– The role of feedback (S. Loewen); 3.– Variationist perspectives (R. Bayley, E. Tarone); 4.– Sociocultural theory: A dialectical approach to L2 research (J. P. Lantolf); 5.– Complexity theory (D. Larsen-Freeman); II.– Linguistic perspectives: 6.– Second language phonology (F. R. Eckman); 7.– Linguistic approaches to second language morphosyntax (D. Lardiere); 8.– L2 semantics (R. Slabakova); 9.– Pragmatics in second language acquisition (K. Bardovi-Harlig); 10.– Vocabulary (B. Laufer, I. S. P. Nation); III.– Psycholinguistic and neurolinguistic perspectives: 11.– Second language processing (N. Segalowitz, P. Trofimovich); 12.– Frequency-based accounts of second language acquisition (N. C. Ellis); 13.– The logic of the unified model (B. MacWhinney); 14.– Processability theory (M. Pienemann, J.– U. Keßler); 15.– Attention and awareness in second language acquisition (P. Robinson, A. Mackey, S. M. Gass, R. Schmidt); 16.– Input processing (B. VanPatten); 17.– The neurocognition of second language (K. Morgan-Short, M. T. Ullman); V.– Skill learning: 18.– Development of second language reading skills: Cross-linguistic perspectives (K. Koda); 19.– The acquisition of second language writing (C. Polio); 20.– Second language speech production (L. Pickering); 21.– Second language speech perception: A cross-disciplinary perspective on challenges and accomplishments (D. M. Hardison); 22.– Speaking and writing tasks and their effects on second language performance (F. Kuiken, I. Vedder); V.– Individual differences: 23.– Language aptitude (P. Skehan); 24.– Motivation (E. Ushioda, Z. Dörnyei); 25.– Identity, agency, and second language acquisition (P. A. Duff); 26.– Working memory and SLA (J. N. Williams); 27.– Age effects in second language learning (R. DeKeyser); 28.– The role of educational level, literacy, and orality in L2 learning (M. Bigelow, J. Watson); 29.– Fossilization – A classic concern of SLA research (Z. H. Han); 30.– Heritage languages and L2 learning (O. Kagan, K. Dillon); 31.– Advanced language proficiency (H. Byrnes); VI.– The setting for learning: 32.– Learning through immersion during study abroad (S. Sieloff Magnan, B. A. Lafford); 33.– Classroom research (J. Williams); 34.– Language learning through technology (T. Heift, C. A. Chapelle); VII.– Conclusion: Assessment of L2 knowledge: 35.– Assessing learner knowledge (J. M. Norris, L. Ortega).

Herschensohn, J. i Young-Scholten, M. (Ed.). (2013). The Cambridge handbook of second language acquisition. Cambridge University Press. https://doi.org/10.1017/CBO9781139051729

Introduction (J. Herschensohn, M. Young-Scholten); I.– Theory and practice: 1.– Theories of language from a critical perspective (J. Koster); 2.– History of the study of L2 acquisition (M. Thomas); 3.– Theoretical approaches (F. Myles); 4.– Scope and research methodologies (M. Whong, C. Wright); II.– Internal ingredients: 5.– The role of the native language (C. Foley, S. Flynn); 6.– Learning mechanisms and automatization (R. Towell); 7.– Generative approaches and the poverty of the stimulus (B. D. Schwartz, R. A. Sprouse); 8.– Learner internal psychological factors (J.– M. Dewaele); 9.– Alphabetic literacy and adult L2 acquisition (E. Tarone, K. Hansen, M. Bigelow); III.– External ingredients: 10.– Negotiated input and output interaction (M. del P. García Mayo, E. Alcón Soler); 11.– Second language identity construction (E. Miller, R. Kubota); 12.– Socialization (D. Véronique); 13.– Variation (V. Regan); 14.– Electronic interaction resources (A. Ensslin, C. Krummes); IV.– Biological factors: 15.– Age related effects (J. Herschensohn); 16.– Childhood L2 acquisition (B. Haznedar, E. Gavruseva); 17.– Incomplete L1 acquisition (S. Montrul); 18.– Third language acquisition (J. Rothman, J. Cabrelli Amaro, K. de Bot); 19.– Language processing (A. Foucart, C. Frenck-Mestre); 20.– Affect and the brain (A. Mates, A. Joaquin); V.– Properties of interlanguage systems: 21.– The lexicon (J. Milton, G. Donzelli); 22.– Semantics (L. Dekydtspotter); 23.– Discourse and pragmatics (R. Slabakova); 24.– Morphosyntax (T. Ionin); 25.– Phonology and speech (E. Broselow, Y. Kang); VI.– Models of development: 26.– Explaining change in transition grammars (M. Sharwood Smith, J. Truscott, R. Hawkins); 27.– Stage-like development and organic grammar (A. Vainikka, M. Young-Scholten); 28.– Emergentism, connectionism and complexity models (R. Holme); 29.– Input, input processing and focus on form (J. Barcroft, W. Wong); 30.– Sociocultural theory and the zone of proximal development (A. Snyder Ohta); 31.– Nativelike and non-nativelike attainment (D. Lardiere).

Ritchie, W. C. i Bhatia, T. K. (Ed.). (2009). The new handbook of second language acquisition (2a ed.). Emerald.

I.– History and research methodology: 1.– A historical survey of SLA research (S. Gass); 2.– Research methodology in second language acquisition from a linguistic perspective (S. Flynn, C. Foley); II.– Approaches to the study of second language acquisition: 3.– Grammatical theory: Interfaces and L2 knowledge (L. White); 4.– Emergentism and second language acquisition (W. O’Grady, M. Lee, H.– Y. Kwak); 5.– Variationist linguistics and second language acquisition (D. R. Preston, R. Bayley); 6.– An information-processing approach to second language acquisition (J. Altarriba, D. M. Basnight-Brown); 7.– The artificial development of second language ability: A sociocultural approach (J. P. Lantolf, M. E. Poehner); 8.– Cognitive linguistics and second language learning (M. Verspoor, A. Tyler); III.– Components of linguistic representation and processing in second language acquisition: 9.– Second language acquisition of the lexicon (A. Juffs); 10.– Second language acquisition of morphosyntax (R. Hawkins); 11.– Second language phonology (J. Archibald); 12.– L2 pragmatic development (G. Kasper); 13.– Sentence parsing in L2 learners: Linguistic and experience-based factors (P. E. Dussias, P. Piñar); 14.– Implicit learning in second language acquisition (J. N. Williams); IV.– Neuropsychology and cognitive development: 15.– Neuropsychology and second language acquisition (C. Urgesi, F. Fabbro); 16.– Child second language acquisition (U. Lakshmanan); 17.– Age and end state of second language acquisition (D. Birdsong); 18.– Multilingualism and aging (K. de Bot); V.– Modality and the contribution from the environment: 19.– Input and second language processing (K. Gor, M. H. Long); 20.– Second language acquisition in the instructional environment (T. Pica); 21.– Untutored second language acquisition (W. Klein, C. Dimroth); 22.– The interlanguage development of deaf and hearing learners of L2 English: Parallelism via minimalism (G. P. Berent); 23.– Second language acquisition research and application in the information age (T. K. Bhatia, W. C. Ritchie); VI.– Social psychology and second language acquisition; 24.– Language contact and second language acquisition (J. Siegel); 25.– Language mixing, universal grammar and second language acquisition (T. K. Bhatia, W. C. Ritchie); 26.– Individual differences in second language acquisition (J.– M. Dewaele); 27.– Social identity and language learning (K. A. Noels, H. Giles).

VanPatten, B., Keating, G. D. i Wulff, S. (Ed.). (2020). Theories in second language acquisition: An introduction (3a ed.). Routledge. https://doi.org/10.4324/9780429503986

1.– Introduction: The nature of theories (B. VanPatten, J. Williams, G. D. Keating, S. Wulff); 2.– Linguistic theory, universal grammar, and second language acquisition (L. White); 3.– One functional approach to L2 acquisition: The concept-oriented approach (K. Bardovi-Harlig); 4.– Usage-based approaches to L2 acquisition (N. C. Ellis, S. Wulff); 5.– Skill acquisition theory (R. DeKeyser); 6.– Input processing in adult L2 acquisition (B. VanPatten); 7.– The declarative/procedural model: Neurobiologically motivated theory of first and second language (M. T. Ullman); 8.– Processability theory (M. Pienemann, A. Lenzing); 9.– Input, interaction, and output in L2 acquisition (S. M. Gass, A. Mackey); 10.– Sociocultural theory and L2 development (J. P. Lantolf, M. E. Poehner, S. L. Thorne); 11.– Complex dynamic systems theory (D. Larsen-Freeman); 12.– Theories and language teaching (B. VanPatten). tornar al principi

Adquisició i aprenentatge de segones llengües: treballs generals

Broselow, E. (1988). Second language acquisition. A F. J. Newmeyer (Ed.), Linguistics: The Cambridge survey: Vol. III. Language: Psychological and biological aspects (p. 194–209). Cambridge University Press. https://doi.org/10.1017/CBO9780511621062.008

Broselow, E. (1992). La adquisición de una segunda lengua (J. Llisterri, Trad.). A F. J. Newmeyer (Ed.), Panorama de la lingüística moderna de la Universidad de Cambridge: Vol. III. El lenguaje: aspectos psicológicos y biológicos (p. 225–243). Visor. (Obra original publicada el 1988)

Byram, M. i Hu, A. (Ed.). (2000). Routledge encyclopedia of language teaching and learning. Routledge. https://doi.org/10.4324/9780203101513

Cook, V. (s. d.). Second language acquisition (SLA) topics. http://www.viviancook.uk/SLA/

Cuenca, M. J. (2000). Lingüística teòrica i lingüística aplicada a l’ensenyament de llengües. A J. Julià (Ed.), L’ensenyament del català com a L2: de la teoria a la pràctica (p. 35–50). Edicions i Publicacions de la Universitat de Lleida.

Fernández González, J. (2003). Asombróse un portugués... los misterios de la adquisición de lenguas extranjeras. A M. Casas i C. Varo (Ed.), VII Jornadas de Lingüística (p. 91–108). Servicio de Publicaciones de la Universidad de Cádiz.

Johnson, K. i Johnson, H. (Ed.). (1999). Encyclopedic dictionary of applied linguistics: A handbook for language teaching. Wiley-Blackwell.

Serrat, E. (2005). L’adquisició de segones llengües. Llengua i immigració: diversitat lingüística i aprenentatge de llengües (2a ed., p. 55–77). Generalitat de Catalunya, Departament de Benestar i Família. https://dretssocials.gencat.cat/web/.content/01departament/08publicacions/coleccions/llengua_immigracio_i_ensenyament_catala/01llenguainmigracio05/llengua_immigracio_01.pdf

tornar al principi

Adquisició i aprenentatge de segones llengües: treballs sobre aspectes específics

Edat i adquisició de segones llengües

Asher, J. J. i García, R. (1969). The optimal age to learn a foreign language. The Modern Language Journal, 53(5), 334–341. https://doi.org/10.2307/323026

Bialystok, E. i Miller, B. (1999). The problem of age in second-language acquisition: Influences from language, structure, and task. Bilingualism: Language and Cognition, 2(2), 127–145. https://doi.org/10.1017/s1366728999000231

Birdsong, D. (2005). Nativelikeness and non-nativelikeness in L2A research. IRAL. International Review of Applied Linguistics in Language Teaching, 43(4), 319–328. https://doi.org/10.1515/iral.2005.43.4.319

Birdsong, D. (2006). Age and second language acquisition and processing: A selective overview. Language Learning, 56(s1), 9–49. https://doi.org/10.1111/j.1467-9922.2006.00353.x

Birdsong, D. (Ed.). (1999). Second language acquisition and the critical period hypothesis. Routledge. https://doi.org/10.4324/9781410601667

1.– Introduction; Whys and why nots of the critical period hypothesis for second language acquisition (D. Birdsong); 2.– Functional neural subsystems are differentially affected by delays in second language immersion: ERP and behavioral evidence in bilinguals (C. M. Weber-Fox, H. J. Neville); 3.– Co-evolution of language size and the critical period (J. R. Hurford, S. Kirby); 4.– Critical periods and (second) language acquisition: Divide et impera (L. Eubank, K. R. Gregg); 5.– Age of learning and second language speech (J. E. Flege); 6.– Ultimate attainment in L2 pronunciation: The case of very advanced late L2 learners (T. Bongaerts); 7.– Confounded age: Linguistic and cognitive factors in age differences for second language acquisition (E. Bialystok, K. Hakuta).

Bongaerts, T. (2005). Introduction: Ultimate attainment and the critical period hypothesis for second language acquisition. IRAL. International Review of Applied Linguistics in Language Teaching, 43(4), 259–267. https://doi.org/10.1515/iral.2005.43.4.259

Cenoz, J. (2002). Age differences in foreign language learning. ITL. International Journal of Applied Linguistics, 135–136, 125–142. https://doi.org/10.1075/itl.135-136.06cen

DeKeyser, R. M. (2013). Age effects in second language learning: Stepping stones toward better understanding. Language Learning, 63(s1), 52–67. https://doi.org/10.1111/j.1467-9922.2012.00737.x

DeKeyser, R. M., Alfi-Shabtai, I. i Ravid, D. (2010). Cross-linguistic evidence for the nature of age effects in second language acquisition. Applied Psycholinguistics, 31(3), 413–438. https://doi.org/10.1017/S0142716410000056

Guion, S. G., Flege, J. E., Liu, S. H. i Yeni-Komshian, G. H. (2000). Age of learning effects on the duration of sentences produced in a second language. Applied Psycholinguistics, 21(2), 205–228. https://doi.org/10.1017/S0142716400002034

Harley, B. (1986). Age in second language acquisition. Multilingual Matters.

Hartshorne, J. K., Tenenbaum, J. B. i Pinker, S. (2018). A critical period for second language acquisition: Evidence from 2/3 million English speakers. Cognition, 177, 263–277. https://doi.org/10.1016/j.cognition.2018.04.007

Hyltenstam, K. i Abrahamsson, N. (2000). Who can become native-like in a second language? All, some, or none? On the maturational constraints controversy in second language acquisition. Studia Linguistica, 54(2), 150–166. https://doi.org/10.1111/1467-9582.00056

Krashen, S. D. (1973). Lateralization, language learning and the critical period: Some new evidence. Language Learning, 23(1), 39–52. https://doi.org/10.1111/j.1467-1770.1973.tb00097.x

Krashen, S. D. (1979). Adult second language acquisition as post-critical period learning. ITL. International Journal of Applied Linguistics, 43, 39–52. https://doi.org/10.1075/itl.43.03kra

Long, M. H. (1990). Maturational constraints on language development. Studies on Second Language Acquisition, 12(3), 251–285. https://doi.org/10.1017/S0272263100009165

Long, M. H. (1994). Second language acquisition as a function of age: Research findings and methodological issues. A K. Hyltenstam i A. Viberg (Ed.), Progression and regression in language (p. 196–221). Cambridge University Press. https://doi.org/10.1017/CBO9780511627781.009

Long, M. (2005). Problems with supposed counter-evidence to the critical period hypothesis. IRAL. International Review of Applied Linguistics in Language Teaching, 43(4), 287–317. https://doi.org/10.1515/iral.2005.43.4.287

MacKay, I. R. A. i Flege, J. E. (2004). Effects of the age of second language learning on the duration of first and second language sentences: The role of suppression. Applied Psycholinguistics, 25(3), 373–396. https://doi.org/10.1017/S0142716404001171

Marinova-Todd, S. H., Bradford Marshall, D. i Snow, C. E. S. (2000). Three misconceptions about age and L2 learning. TESOL Quarterly, 34(1), 9–34. https://doi.org/10.2307/3588095

Moyer, A. (2004). Age, accent and experience in second language acquisition. Multilingual Matters. https://doi.org/10.21832/9781853597190

1.– Contextualizing critical period inquiry ; 2.– Accounting for universal and individual factors in ultimate attainment: Focus on phonology; 3.– Verifying the relative strength of maturation, L2 experience and psychological orientation: The quantitative findings; 4.– Understanding identity, intention, and opportunities for L2 contact: The qualitative findings; 5.– Conclusions and proposals for future research; Appendix 1.– Umfrage/survey; Appendix 2.– Linguistic tasks; Appendix 3.– Rater survey; Appendix 4.– Rating feedback sheet; Appendix 5.– Semi-structured participant interview.

Muñoz, C. (Ed.). (2006). Age and the rate of foreign language learning. Multilingual Matters. https://doi.org/10.21832/9781853598937

Introduction (C. Muñoz); 1.– The effects of age on foreign language learning: The BAF project (C. Muñoz); 2.– The development of English (FL) perception and production skills: Starting age and exposure effects (N. Fullana); 3.– Age effects on oral fluency development (J. C. Mora); 4.– Age and vocabulary acquisition in English as a Foreign Language (EFL) (I. Miralpeix); 5.– Accuracy orders, rate of learning and age in morphological acquisition (C. Muñoz); 6.– Rate and route of acquisition in EFL narrative development at different ages (E. Álvarez ); 7.– Age and IL development in writing (M. R. Torras, T. Navés, M. L. Celaya, C. Pérez-Vidal); 8.– Age proficiency level and interactional skills: Evidence from breakdowns in production (G. Grañena); 9.– Reported strategy use and age (E. Tragant, M. Victori); 10.– Language learning motivation and age (E. Tragant).

Muñoz, C. i Singleton, D. (2011). A critical review of age-related research on L2 ultimate attainment. Language Teaching, 44(1), 1–35. https://doi.org/10.1017/S0261444810000327

Scovel, T. (2000). A critical review of the critical period research. Annual Review of Applied Linguistics, 20, 213–223. https://doi.org/10.1017/s0267190500200135

Singleton, D. (2001). Age and second language acquisition. Annual Review of Applied Linguistics, 21, 77–89. https://doi.org/10.1017/s0267190501000058

Singleton, D. (2005). The critical period hypothesis: A coat of many colours. IRAL. International Review of Applied Linguistics in Language Teaching, 43(4), 269–285. https://doi.org/10.1515/iral.2005.43.4.269

Singleton, D. i Leśniewska, J. (2021). The Critical Period Hipothesis for L2 acquisition: An unfalsifiable embarrassment? Languages, 6(3), Article 149. https://doi.org/10.3390/languages6030149

Singleton, D. i Ryan, L. (2004). Language acquisition: The age factor (2a ed.). Multilingual Matters. https://doi.org/10.21832/9781853597596

1.– Introduction; 2.– Evidence of speech milestones ; 3.– The critical period hypothesis: L1-related evidence; 4.– The critical period hypothesis: L2-related evidence ; 5.– Theoretical perspectives; 6.– The L2 educational dimension; 7.– Concluding remarks.

Walsh, T. M. i Diller, K. C. (1979). Neurolinguistic considerations on the optimum age for second language learning. Proceedings of the Fifth Annual Meeeting of Berlekey Linguistics Society (p. 510–524). Berkeley Linguistics Society. https://doi.org/10.3765/bls.v5i0.2157

Adquisició del sistema fonètic d’una segona llengua: efectes de l’edat d’adquisició

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Factors psicològics en l’adquisició i l’aprenentatge de segones llengües

Arnold, J. (Ed.). (1999). Affect in language learning. Cambridge University Press.

I.– Introduction: 1.– A map of the terrain (J. Arnold, H. D. Brown); II.– Exploring the learner’s space: 2.– A neurobiological perspective on affect and methodology in second language learning (J. H. Schumann); 3.– Affect in learning and memory: From alchemy to chemistry (E. W. Stevick); 4.– Anxiety and the language learner: New insights (R. L. Oxford); 5.– Ego boundaries and tolerance of ambiguity in second language learning (M. Ehrman); 6.– Self-esteem in the classroom or the metamorphosis of butterflies (V. de Andrés); III.– Exploring the teacher’s space: 7.– Learning to think, feel and teach reflectively (C. Stanley); 8.– Facilitation in language teaching (A. Underhill); 9.– Affect and the role of teachers in the development of learner autonomy (N. Aoki); 10.– The role of group dynamics in foreign language learning and teaching (Z. Dörnyei​, A. Malderez); IV.– Exploring the interactional space: 11.– Enhancing personal development: Humanistic activities at work (G. Moskowitz); 12.– The humanistic exercise (M. Rinvolucri); 13.– Learning by heart: A Lozanov perspective (G. Hooper Hansen); 14.– Cooperative language learning and affective factors (J. Crandall); 15.– Creating a learning culture to which students want to belong: The application of Neuro-Linguistic Programming to language teaching (H. Puchta); 16.– Visualization: Language learning with the mind’s eye (J. Arnold); 17.– Authentic assessment in affective foreign language education (V. Kohonen); V.– Epilogue: 18.– Affect in the classroom: Problems, politics and pragmatics (J. Reid).

Arnold, J. (Ed.). (2000). La dimensión afectiva en el aprendizaje de idiomas (A. Valero, Trad.). Cambridge University Press. (Obra original publicada el 1999)

Atienza, J. L. (2002). Emociones y aprendizaje de lenguas. Boletín de la Asociación para la Enseñanza del Español como Lengua Extranjera (ASELE), 26, 9–20.

de Bot, K. (2000). Psycholinguistics in applied linguistics: Trends and perspectives. Annual Review of Applied Linguistics, 20, 224–237. https://doi.org/10.1017/s0267190500200147

Brown, H. D. (1973). Affective variables in second language acquisition. Language Learning, 23(2), 231–244. https://doi.org/10.1111/j.1467-1770.1973.tb00658.x

Gardner, R. C. i MacIntyre, P. D. (1992). A student’s contributions to second language learning: Part I. Cognitive variables. Language Teaching, 25(4), 211–220. https://doi.org/10.1017/s026144480000700x

Gardner, R. C. i MacIntyre, P. D. (1993). A student’s contributions to second-language learning: Part II. Affective variables. Language Teaching, 26(1), 1–11. https://doi.org/10.1017/s0261444800000045

MacIntyre, P. D. i Gardner, R. C. (1991). Methods and results in the study of anxiety and language learning: A review of the literature. Language Learning, 41(1), 85–117. https://doi.org/10.1111/j.1467-1770.1991.tb00677.x

Skehan, P. (1989). Individual differences in second-language learning. Routledge. https://doi.org/10.4324/9781315831664

1.– Theoretical foundations; 2.– Methodological considerations; 3.– Language aptitude; 4.– Motivation; 5.– Language learning strategies; 6.– Additional cognitive and affective influences on language learning; 7.– Interactions; 8.– Conclusions and implications.

Skehan, P. (1991). Individual differences in second language learning. Studies in Second Language Acquisition, 13(2), 275–298. https://doi.org/10.1017/s0272263100009979

Sparks, R. i Ganschow, L. (2001). Aptitude for learning a foreign language. Annual Review of Applied Linguistics, 21, 90–111. https://doi.org/10.1017/s026719050100006x

Spolsky, B. (2000). Anniversary article: Language motivation revisited. Applied Linguistics, 21(2), 157–169. https://doi.org/10.1093/applin/21.2.157

Wakamoto, N. (2000). Language learning strategy and personality variables: Focusing on extroversion and introversion. IRAL. International Review of Applied Linguistics in Language Teaching, 38(1), 71–81. https://doi.org/10.1515/iral.2000.38.1.71

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Factors biològics en l’adquisició de segones llengües

Gullberg, M. i Indefrey, P. (Ed.). (2006). The cognitive neuroscience of second language acquisition. Wiley-Blackwell.

1.– Age and second language acquisition: A selective overview; 2.– L2 acquisition, age and generativist reasoning. Commentary on Birdsong; 3.– Development of the human cortex and the concept of «critical» or «sensitive» periods; 4.– What we cannot learn from neuroanatomy about language learning and language processing. Commentary on Uylings; 5.– Convergence, degeneracy and control; 6.– The plastic bilingual brain: Synaptic pruning or growth? Commentary on Green, et al.; 7.– Executive control in bilingual language processing; 8.– On language and the brain – Or on (psycho)linguists and neuroscientists? Commentary on Rodriguez-Fornells et al.; 9.– Novice learners, longitudinal designs, and event-related potentials: A means for exploring the neurocognition of second-language processing; 10.– Strategies for longitudinal neurophysiology. Commentary on Osterhout et al.; 11.– L2 in a nutshell – The investigation of second language processing in the miniature language model; 12.– Cracking the nutshell differently. Commentary on Mueller; 13.– A meta-analysis of hemodynamic studies on first and second language processing: Which suggested differences can we trust and what do they mean?; 14.– When does the neurological basis of first and second language processing differ? Commentary on Indefrey; 15.– Summing up: Some themes in the cognitive neuroscience of second language acquisition.

Morgan-Short, K. (2014). Electrophysiological approaches to understanding second language acquisition: A field reaching its potential. Annual Review of Applied Linguistics, 34, 15–36. https://doi.org/10.1017/S026719051400004X

Morgan-Short, K. i Ullman, M. T. (2012). The neurocognition of second language. A S. M. Gass i A. Mackey (Ed.), The Routledge handbook of second language acquisition (p. 282–300). Routledge. https://doi.org/10.4324/9780203808184

Pallier, C., Dehaene, S., Poline, J. B., Le Bihan, D., Argenti, A. M., Dupoux, E. i Mehler, J. (2003). Brain imaging of language plasticity in adopted adults: Can a second language replace the first? Cerebral Cortex, 13(2), 155–161. https://doi.org/10.1093/cercor/13.2.155

Perani, D. i Abutalebi, J. (2005). The neural basis of first and second language processing. Current Opinion in Neurobiology, 15(2), 202–206. https://doi.org/10.1016/j.conb.2005.03.007

Sabourin, L. (2009). Neuroimaging and research into second language acquisition. Second Language Research, 25(1), 5–11. https://doi.org/10.1177/0267658308098994

Sabourin, L. i Stowe, L. A. (2008). Second language processing: When are first and second languages processed similarly? Second Language Research, 24(3), 397–430. https://doi.org/10.1177/0267658308090186

Stowe, L. A. i Sabourin, L. (2005). Imaging the processing of a second language: Effects of maturation and proficiency on the neural processes involved. IRAL. International Review of Applied Linguistics in Language Teaching, 43(4), 329–353. https://doi.org/10.1515/iral.2005.43.4.329

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Factors socials en l’adquisició de segones llengües

Loveday, L. (1982). The sociolinguistics of learning and using a non-native language. Pergamon.

1.– What is sociolinguistics?; 2.– The social dynamics of becoming and being bilingual; 3.– The cultural dimension of a non-native language and its study; 4.– Ways of meaning. Communicative competence in a non-native language; 5.– The confection and demise of the institutional norms for learning a non-native language; 6.– Summary: The sociolinguistics of non-native language learning.

Preston, D. R. i Young, R. (2000). Adquisición de segundas lenguas: variación y contexto social (F. Moreno Fernández, Ed. i Trad.). Arco/Libros.

Preston, D. R. (1989). Sociolinguistics and second language acquisition. Basil Blackwell.

Pride, J. B. (Ed.). (1979). Sociolinguistic aspects of language learning and teaching. Oxford University Press.

Siegel, J. (2003). Social context. A C. J. Doughty i M. H. Long (Ed.), The handbook of second language acquisition (p. 178–223). Blackwell. https://doi.org/https://doi.org/10.1002/9780470756492.ch8

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Transferència en l’adquisició de segones llengües

✓ = Lectures recomanades

✓ Alonso Alonso, R. (2020). La transferencia lingüística: perspectivas actuales. Comares.

1.– La transferencia lingüística; 2.– Hallazgos principales; 3.– Avances teóricos; 4.– Nuevos instrumentos metodológicos; 5.– Adquisición múltiple de lenguas; 6.– Implicaciones pedagógicas.

Dechert, H. W., Brüggemeier, M. i Fütterer, D. (Ed.). (1984). Transfer and interference in language: A selected bibliography. John Benjamins. https://doi.org/10.1075/lisl.14

Gass, S. M. i Selinker, L. (Ed.). (1992). Language transfer in language learning (Ed. rev.). John Benjamins. https://doi.org/10.1075/lald.5

Introduction (S. M. Gass, L. Selinker); A role for the mother tongue (S. Pit Corder); A new account of language transfer (J. Schachter); Verification of language transfer (J. Ard, T. Homburg); Nonobvious transfer: On predicting epenthesis errors (E. Broselow); Language transfer and the acquisition of pronominal anaphora (J. K. Gundel, E. Tarone); Transfer and variability of rhetorical redundancy in Apachean English interlanguage (H. G. Bartelt); Discourse accent in second language performance (R. C. Scarcella); Discourse functions in interlanguage morphology (P. Jordens); Prior linguistic knowledge and the conversation of the learning procedure: Grammaticality judgments of unilingual and multilingual learners (H. Zobl); Language transfer and fossilization: The «Multiple Effects Principle» (L. Selinker, U. Lakshmanan); Universal Grammar: Is it just a new name for old problems?; Afterword.

Kellerman, E. i Sharwood Smith, M. (Ed.). (1986). Crosslinguistic influence in second language acquisition. Pergamon.

Crosslinguistic influence in second language acquisition: An introduction (M. Sharwood Smith, E. Kellerman); The competence/control model, crosslinguistic influence and the creation of new grammars (M. Sharwood Smith); The analysis of transfer (K. Kohn); An eye for an eye: Crosslinguistic constraints on the development of the L2 lexicon (E. Kellerman); Cognitive dimensions of language transfer (C. Faerch, G. Kasper); Transfer and second language speech processing (K. Sajavaara); Core issues in transfer (M.– L. Kean); Production rules in interlanguage: Evidence from case errors in L2 German (P. Jordens); The transfer of intonation and the missing data base (K. de Bot); Crosslinguistic influence in second language phonology: Speech rhythms (B. Wenk); Phonic transfer and phonological explanations: Some theoretical and methodological issues (A. James); Crosslinguistic influence and the foreign language learning process (H. Ringbom); Native language attrition among migrant workers: Towards an extension of the concept of interlanguage (B. Py); Language transfer: A cognitive, functional and developmental view (H. Wode); Is it transferable, topicalization? (A. Trévise).

✓ Odlin, T. (1989). Language transfer: Cross-linguistic influence in language learning. Cambridge University Press.

1.– Introduction; 2.– Earlier thinking of transfer; 3.– Some fundamental problems in the study of transfer; 4.– Discourse; 5.– Semantics; 6.– Syntax; 7.– Phonetics, phonology and writing systems; 8.– Nonstructural factors in transfer; 9.– Looking back and looking ahead; 10.– Implications for teaching.

Osborne, J. (2015). Transfer and learner corpus research. A S. Granger, G. Gilquin i F. Meunier (Ed.), The Cambridge handbook of learner corpus research (p. 333–356). Cambridge University Press. https://doi.org/10.1017/CBO9781139649414.015

Payrató, L. (1985). La interferència lingüística: comentaris i exemples català-castellà. Publicacions de l’Abadia de Montserrat; Curial.

Ringbom, H. (1987). The role of the first language in foreign language learning. Multilingual Matters.

1.– Introduction; 2.– Finnish, Swedish and English in Finland. 3.– Knowledge and control: foreign language learning and second language acquisition; 4.– The importance of similarity; 5.– Cross-linguistic influence; 6.– Error analysis; 7.– The difference between Finns and Swedish-speaking Finns learning English; 8.– Vocabulary: Influence from non-native languages; 9.– Cross-linguistics similarity and L2 processing.

Ringbom, H. (2006). Cross-linguistic similarity in foreign language learning. Multilingual Matters. https://doi.org/10.21832/9781853599361

1.– Introduction; 2.– Different types of cross-linguistic similarities; 3.– Learner expectations, on-line comprehension and receptive learning; 4.– Cross-linguistic similarities in comprehension and production: The mental lexicon; 5.– Transfer: The use of cross-linguistic similarities. The Finnish scene; 6.– Tests of English comparing Finnish and Swedish speakers in Finland; 7.– Levels of transfer: Items and procedures (systems); 8.– Item transfer in production: Areas of language; 9.– Skill theory, automaticity and foreign language learning; 10.– Development of foreign language learning ; 11.– Consequences for teaching; 12.– Further research needed; 13.– Conclusion. tornar al principi

Anàlisi contrastiva

✓ = Lectures recomanades

Cots, J. M. (2000). Anàlisi contrastiva i ensenyament d’una L2. A J. Julià (Ed.), L’ensenyament del català com a L2: de la teoria a la pràctica (p. 51–71). Edicions i Publicacions de la Universitat de Lleida.

Gràcia, L. (2005). Lingüística contrastiva. Articles. Revista de didàctica de la llengua i de la literatura, 38, 39–50.

✓ James, C. (1980). Contrastive analysis. Longman.

1.– What is contrastive analysis?; 2.– The pyschological basis of contrastive analysis; 3.– The linguistic components of contrastive analysis; 4.– Microlinguistic contrastive analysis; 5.– Macrolinguistics and contrastive analysis; 6.– Pedagogical exploitation of contrastive analysis; 7.– Some issues of contention.

Lado, R. (1957). Linguistics across cultures: Applied linguistics for language teachers. University of Michigan Press.

1.– The necessity for systematic comparison of languages and cultures; 2.– How to compare two sound systems; 3.– How to compare two grammatical structures; 4.– How to compare two vocabulary systems; 5.– How to compare two writing systems; 6.– How to compare two cultures; Table of phonetic and phonemic symbols; General bibliographical information; Selected bibliography.

Lado, R. (1973). Lingüística contrastiva: lenguas y culturas (J. A. Fernández, Trad.). Ediciones Alcalá. (Obra original publicada el 1957)

Santos Gargallo, I. (1993). Análisis contrastivo, análisis de errores e interlengua en el marco de la lingüística contrastiva. Síntesis.

1.– La lingüística aplicada y la lingüística contrastiva. 2.– Modelo de análisis contrastivo. 3.– Modelo de análisis de errores. 4.– Modelo de interlengua. 5.– La lingüística contrastiva en nuestros días.

Wardhaugh, R. (1970). The contrastive analysis hypothesis. TESOL Quarterly, 4(2), 123–130. https://doi.org/10.2307/3586182

Valero, C., Cots, J. M., García, I. i Llurda, E. (1999). La lingüística contrastiva no es un fósil: análisis y discusión de las últimas tendencias, aplicaciones y perspectivas. A J. de las Cuevas i D. Fasla (Ed.), Contribuciones al estudio de la lingüística aplicada (p. 295–308). Asociación Española de Lingüística Aplicada (AESLA).

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Anàlisi d’errors

✓ = Lectures recomanades

Corder, S. P. (1967). The significance of learner’s errors. IRAL. International Review of Applied Linguistics in Language Teaching, 5(1–4), 161–170. https://doi.org/10.1515/iral.1967.5.1-4.161

Corder, S. P. (1992). La importancia de los errores del que aprende una lengua segunda (M. Marcos, Trad.). A J. M. Liceras (Comp.), La adquisición de las lenguas extranjeras: hacia un modelo de análisis de la interlengua (p. 31–40). Visor. (Obra original publicada el 1967)

Corder, S. P. (1971). Idiosyncratic dialects and error analysis. IRAL. International Review of Applied Linguistics in Language Teaching, 9(2), 147–160. https://doi.org/10.1515/iral.1971.9.2.147

Corder, S. P. (1992). Dialectos idiosincrásicos y análisis de errores (M. Marcos, Trad.). A J. M. Liceras (Comp.), La adquisición de las lenguas extranjeras: hacia un modelo de análisis de la interlengua (p. 63–78). Visor. (Obra original publicada el 1971)

Corder, S. P. (1975). Error analysis, interlanguage and second language acquisition. Language Teaching, 8(4), 201–218. https://doi.org/10.1017/s0261444800002822

✓ Corder, S. P. (1981). Error analysis and interlanguage. Oxford University Press.

1.– The significance of learner’s errors; 2.– Idiosyncratic dialects and error analysis; 3.– Describing the language learner’s language; 4.– The role of interpretation in the study of learner’s errors; 5.– Error analysis and remedial teaching; 6.– The elicitation of interlanguage; 7.– The study of interlanguage; 8.– Simple codes and the source of the second language learner’s initial heuristic hypothesis; 10.– Language distance and the magnitude of the language learning task; 11.– Strategies of communication; 12.– Formal simplicity and functional simplification.

✓ James, C. (1998). Errors in language learning and use: Exploring error analysis. Routledge. https://doi.org/10.4324/9781315842912

1.– Definition and delimitation; 2.– The scope of error analysis; 3.– Defining ‘error’; 4.– The description of errors; 5.– Levels of error; 6.– Diagnosing error; 7.– Error gravity and error evaluation; 8.– Error correction; 9.– A case study.

✓ Richards, J. C. (Ed.). (1974). Error analysis: Perspectives on second language acquisition. Longman. https://doi.org/10.4324/9781315836003

I.– Introductory: 1.– The study of learner English (J. C. Richards, G. P. Sampson); 2.– The significance of learners’ errors (S. P. Corder); II.– Towards theories and models: 3.– Interlanguage (L. Selinker); 4.– Approximative systems of foreign language learners (W. Nemser); 5.– Social factors, interlanguage and language learning (J. C. Richards); III.– Developmental studies of second language acquisition in children: 6.– You can’t learn without goofing (H. C. Dulay, M. K. Burt); 7.– Language acquisition in a second language environment (R. Ravem); 8.– The development of wh-questions in first and second language learners (R. Ravem); IV.– Error analyses of adult language learning: 9.– Idiosyncratic dialects and error analysis (S. P. Corder): 10.– A non-contrastive approach to error analysis (J. C. Richards); 11.– Error analysis: Source, cause and significance (M. P. Jain).

Santos Gargallo, I. (1993). Análisis contrastivo, análisis de errores e interlengua en el marco de la lingüística contrastiva. Síntesis.

1.– La lingüística aplicada y la lingüística contrastiva. 2.– Modelo de análisis contrastivo. 3.– Modelo de análisis de errores. 4.– Modelo de interlengua. 5.– La lingüística contrastiva en nuestros días.

Spillner, B. (1991). Error analysis: A comprehensive bibliography. John Benjamins. https://doi.org/10.1075/lisl.12

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La interllengua

✓ = Lectures recomanades

Corder, S. P. (1975). Error analysis, interlanguage and second language acquisition. Language Teaching, 8(4), 201–218. https://doi.org/10.1017/s0261444800002822

Corder, S. P. (1981). Error analysis and interlanguage. Oxford University Press.

1.– The significance of learner’s errors; 2.– Idiosyncratic dialects and error analysis; 3.– Describing the language learner’s language; 4.– The role of interpretation in the study of learner’s errors; 5.– Error analysis and remedial teaching; 6.– The elicitation of interlanguage; 7.– The study of interlanguage; 8.– Simple codes and the source of the second language learner’s initial heuristic hypothesis; 10.– Language distance and the magnitude of the language learning task; 11.– Strategies of communication; 12.– Formal simplicity and functional simplification.

Ellis, R. (1985). Sources of variability in interlanguage. Applied Linguistics, 6(2), 118–131. https://doi.org/10.1093/applin/6.2.118

Liceras, J. M. (Comp.). (1992). La adquisición de las lenguas extranjeras: hacia un modelo de análisis de la interlengua (M. Marcos, Trad.). Visor.

Introducción. Hacia un modelo de análisis de la interlengua (J. M. Liceras); I.– El estatuto de lenguaje de los sistemas no nativos: 1.– La importancia de los errores del que aprende una lengua segunda (S. P. Corder); 2.– La hipótesis del análisis contrastivo (R. Wardhaugh); 3.– Los sistemas aproximados de los que aprenden lenguas segundas (W. Nemser); 4.– Dialectos idiosincrásicos y análisis de errors (S. P. Corder); 5.– La interlengua (L. Selinker); II.– La adquisición de la interlengua: 6.– Secuencias naturales en la adquisición de lenguas segundas por niños (H. Dulay, M. K. Burt); 7.– La adquisición de segundas lenguas: la hipótesis de la pidginización (J. Schumann); 8.– El modelo del monitor y la actuación de los adultos en las lenguas segundas (S. Krashen); 9.– Algunas consideraciones metodológicas sobre el modelo del monitor (B. McLaughlin); 10.– Un modelo teórico de la adquisición de lenguas segundas (E. Bialystok); III.– El análisis de la interlengua: 11.– Un error en el análisis de errors (J. Schachter); 12.– El análisis contrastivo y la teoría de lo marcado (F. Eckman); 13.– El análisis de la interlangua: ¿interpretación o explicación? (P. Jordens); 14.– La especificidad de la interlengua y la idealización en el análisis de segundas lenguas (C. Adjémian); 15.– La variabilidad de la interlengua (E. Tarone).

Mallart, J. (2000). La interllengua en l’aprenentatge d’una L2. A J. Julià (Ed.), L’ensenyament del català com a L2: de la teoria a la pràctica (p. 73–91). Edicions i Publicacions de la Universitat de Lleida.

Manchón, R. M. (1985). Estudios de interlengua: análisis de errores, estrategias de aprendizaje y estrategias de comunicacion. Revista Española de Lingüística Aplicada, 1, 55–75. https://dialnet.unirioja.es/servlet/articulo?codigo=1962912

Nemser, W. (1971). Approximative systems of foreign language learners. IRAL. International Review of Applied Linguistics in Language Teaching, 9(2), 115–124. https://doi.org/10.1515/iral.1971.9.2.115

Nemser, W. (1992). Los sistemas aproximados de los que aprenden lenguas segundas (M. Marcos, Trad.). A J. M. Liceras (Comp.), La adquisición de las lenguas extranjeras: hacia un modelo de análisis de la interlengua (p. 51–62). Visor. (Obra original publicada el 1971)

Richards, J. C. (1972). Social factors, interlanguage and language learning. Language Learning, 22(2), 159–188. https://doi.org/10.1111/j.1467-1770.1972.tb00081.x

Santos Gargallo, I. (1993). Análisis contrastivo, análisis de errores e interlengua en el marco de la lingüística contrastiva. Síntesis.

1.– La lingüística aplicada y la lingüística contrastiva. 2.– Modelo de análisis contrastivo. 3.– Modelo de análisis de errores. 4.– Modelo de interlengua. 5.– La lingüística contrastiva en nuestros días.

✓ Selinker, L. (1972). Interlanguage. IRAL. International Review of Applied Linguistics in Language Teaching, 10(1–4), 209–232. https://doi.org/10.1515/iral.1972.10.1-4.209

Selinker, L. (1992). La interlengua (M. Marcos, Trad.). A J. M. Liceras (Comp.), La adquisición de las lenguas extranjeras: hacia un modelo de análisis de la interlengua (p. 79–101). Visor. (Obra original publicada el 1972)

Selinker, L. (1992). Rediscovering interlanguage. Longman. https://doi.org/10.4324/9781315845685

Introduction: Scope of the study; 1.– Beginnings: Fries/Lado; 2.– Towards interlanguage: Uriel Weinreich; 3.– Units and equivalence across linguistic systems: Some bilingual data; 4.– Some problems of comparison: The CA literature; 5.– Some CA and EA (and possibly IL) data; 6.– Theoretical advances: Corder and Van Buren; 7.– The quintessential CA/IL notion: Language transfer; 8.– The continual discovery of IL; 9.– The reality of possilization: An allegorical account; 10.– Reframing interlanguage: Where we are; Appendix: Sample set of obtained English sentences.

Tarone, E. (1983). On the variability of interlanguage systems. Applied Linguistics, 4(2), 142–164. https://doi.org/10.1093/applin/4.2.142

Tarone, E. (1992). La variabilidad de la interlengua (M. Marcos, Trad.). A J. M. Liceras (Comp.), La adquisición de las lenguas extranjeras: hacia un modelo de análisis de la interlengua (p. 263–292). Visor. (Obra original publicada el 1983)

Tarone, E. (1988). Variation in interlanguage. Edward Arnold.

1.– Introduction; 2.– Theoretical positions on variation in interlanguage; 3.– Empirical evidence of variation in interlanguage; 4.– Methodological guidelines for the study of variation in interlanguage; 5.– Summary and conclusions.

✓ Tarone, E. (2018). Interlanguage. A C. A. Chapelle (Ed.), The encyclopedia of applied linguistics. Wiley. https://doi.org/10.1002/9781405198431.wbeal0561.pub2

Tarone, E. (2000). Still wrestling with ‘context’ in interlanguage theory. Annual Review of Applied Linguistics, 20, 182–198. https://doi.org/10.1017/s0267190500200111

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Mètodes de recerca en adquisició i aprenentatge de segones llengües

Barkaoui, K. (2014). Quantitative approaches for analyzing longitudinal data in second language research. Annual Review of Applied Linguistics, 34, 65–101. https://doi.org/10.1017/S0267190514000105

Blom, E. i Unsworth, S. (Ed.). (2010). Experimental methods in language acquisition research. John Benjamins. https://doi.org/10.1075/lllt.27

1.– Production methods in language acquisition research (S. Eisenbeiss); 2.– Using comprehension methods in language acquisition research (C. Schmitt, K. Miller); 3.– Using Magnitude Estimation in developmental linguistic research (A. Sorace); 4.– Using infant and toddler testing methods in language acquisition research (E. Johnson, T. Zamuner); 5.– Using Event-Related Potentials in language acquisition research (J. Rispens, E. Krikhaar); 6.– Using eyetracking in language acquisition research (J. C. Sedivy); 7.– Using on-line processing methods in language acquisition research (T. Marinis); 8.– Using computational modeling in language acquisition research (L. Pearl); 9.– Measuring second language proficiency (J. H. Hulstijn); 10.– Comparing L1 children, L2 children and L2 adults (S. Unsworth, E. Blom); 11.– Comparing typically-developing children and children with specific language impairment (J. Paradis); 12.– Measuring the linguistic development of deaf learners (A. Baker, B. van den Bogaerde); 13.– How to design and analyze language acquisition studies (H. Quené).

Brown, J. D. (1988). Understanding research in second language learning: A teacher’s guide to statistics and research design. Cambridge University Press.

1.– What is research?; 2.– Variables; 3.– Data organization; 4.– Controlling extraneous variables; 5.– Critiquing statistical studies; 6.– The group and the individuals; 7.– Patterns in human behavior; 8.– Statistics for testing; 9.– Statistical logic; 10.– Correlation; 11.– Comparing meand; 12.– Comparing frequencies; 13.– Hands-on critique and posttest.

Brown, J. D. (1991). Statistics as a foreign language – Part 1: What to look for in reading statistical language studies. TESOL Quarterly, 25(4), 569–586. https://doi.org/10.2307/3587077

Brown, J. D. i Rodgers, T. S. (2002). Doing second language research. Oxford University Press.

I.– Introduction: 1.– The nature of research; II.– Qualitative research: 2.– Case study research: Developmental research; 3.– Introspection research: Verbal protocols; 4.– Classroom research: Interaction analysis; III.– Quantitative research: 5.– Descriptive statistics research: Survey analysis; 6.– Correlational research: Language learning/teaching attitudes; 7.– Quasi-experimental research: Vocabulary learning techniques; IV.– Conclusion: Course evaluation: Combining research types.

Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford University Press.

1.– Introduction: What is research and how does this book approach it?; 2.– Qualitative, quantitative, and mixed methods research; 3.– Quality criteria, research ethics, and other research issues; 4.– Longitudinal versus cross-sectional research; 5.– Quantitative data collection; 6.– Qualitative data collection; 7.– Mixed methods research: purpose and design; 8.– Classroom research; 9.– Quantitative data analysis; 10.– Qualitative data analysis; 11.– Data analysis in mixed methods research; 12.– Writing a quantitative report; 13.– Writing qualitative and mixed methods reports; 14.– How to choose the appropriate research method.

Dörnyei, Z. i Taguchi, T. (2009). Questionnaires in second language research: Construction, administration, and processing (2a ed.). Routledge. https://doi.org/10.4324/9780203864739

1.– Questionnaires in second language research; 2.– Constructing the questionnaire; 3.– Administering the questionnaire; 4.– Processing questionnaire data; 5.– Illustration: Developing a motivation questionnaire.

Gass, S. M. i Mackey, A. (2007). Data elicitation for second and foreign language research. Routledge. https://doi.org/10.4324/9780203826102

1.– Introduction; 2.– Psycholinguistics-based research; 3.– Cognitive processes, capacities, and strategies-based research; 4.– Linguistics-based research; 5.– Interaction-based research; 6.– Sociolinguistics and pragmatics-based research; 7.– Survey-based research; 8.– Classroom-based research.

Gass, S. M., Sorace, A. i Selinker, L. (1999). Second language learning data analysis (2a ed.). Lawrence Erlbaum. https://doi.org/10.4324/9780203821930

1.– Research methodology; 2.– Lexicon; 3.– Syntax and semantics; 4.– Phonology; 5.– Variation; 6.– Oral language; 7.– Communication strategies.

Gries, S. T. (2013). Statistical tests for the analysis of learner corpus data. A A. Díaz-Negrillo, N. Ballier i P. Thompson (Ed.), Automatic treatment and analysis of learner corpus data (p. 287–310). John Benjamins. https://doi.org/10.1075/scl.59.17gri

Gudmestad, A. i Edmonds, A. (Ed.). (2018). Critical reflections on data in second language acquisition. John Benjamins. https://doi.org/10.1075/lllt.51

Introduction (A. Gudmestad, A. Edmonds); 1.– Data collection and analysis in developmental L2 pragmatics research: Discourse completion test, role play, and naturalistic recording (N. Taguchi); 2.– Data collection in the research on the effectiveness of corrective feedback: A synthetic and critical review (S. Li); 3.– Data analysis and sampling: Methodological issues concerning proficiency in SLA research (T. Leal); 4.– Novel sounds: What L2 phonetic data might be telling us that we do not always hear (M. Solon); 5.– Operationalizing variables: The case of future-time expression in additional-language French (A. Edmonds, A. Gudmestad); 6.– The potential of publicly shared longitudinal learner corpora in SLA research (N. Tracy-Ventura, A. Huensch); 7.– Concept-oriented analysis: A reflection on one approach to studying interlanguage development (K. Bardovi-Harlig); 8.– Naturalistic data in L2 pragmatics research: Challenges and opportunities (R. L. Shively); Conclusion: Data, open science, and methodological reform in second language acquisition research (E. Marsden, L. Plonsky).

Hatch, E. M. i Farhady, H. (1982). Research design and statistics for applied linguistics. Newbury House.

1.– What is research?; 2.– What is a variable?; 3.– Constructing research designs; 4.– The research report format; 5.– Sorting and displaying data; 6.– Describing the data; 7.– Standardized scores; 8.– Probability and hypothesis testing; 9.– Distribution of means and difference between means; 10.– t-tests – Comparing two means; 11.– Comparing means – ANOVA; 12.– Factorials designs and ANOVA; 13.– Statistical tests of nominal data – Chi-square; 14.– Implicational scaling; 15.– Correlational analyses; 16.– Simple linear regression; 17.– Reliability and validity; 18.– Factor analysis.

Hatch, E. M. i Lazaraton, A. (1991). The research manual: Design and statistics for applied linguistics. Newbury House.

1.– Defining the research question; 2.– Describing variables; 3.– Constructing research designs; 4.– Writing the research proposal and report; 5.– Coding and displaying frequency data; 6.– Describing interval and ordinal values; 7.– Locating scores and finding scales in a distribution; 8.– Probability and hypothesis testing procedures, 9.– Comparing two groups: Between-gropus design; 10.– Comparing two groups: Repeated measures; 11.– Comparison between three or more groups; 12.– Repeated-measures comparison of three or more groups; 13.– Comparison of means in factorial designs; 14.– Relationships in nominal data; 15.– Correlation; 16.– Regression; 17.– Other statistical tests used in applied linguistics; 18.– Assumptions of statistical tests.

Johnson, D. M. (1992). Approaches to research in second language learning. Longman.

I.– Contexts for L2 research: 1.– Introduction to L2 research; 2.– Some developments in L2 research; II.– Approaches to research: 3.– Correlational approaches; 4.– Case-study approaches; 5.– Survey research; 6.– Ethnographic research; 7.– Experimental research; 8.– Multisite, multimethod, and large-scale research; 9.– Researchers, teachers, and inquiry; 10.– Concluding remarks; Appendix: Resources for L2 research.

Larsen-Freeman, D. i Long, M. H. (1991). Introduction to second language acquisition research. Longman.

1.– Introduction; 2.– Second language acquisition research methodology; 3.– SLA: Types of data analysis; 4.– Interlanguage studies: Substantive findings; 5.– The linguistic environment for language acquisition; 6.– Explanations for differential success among second language learners; 7.– Theories in second language acquisition; 8.– Instructed second language acquisition.

Larsen-Freeman, D. i Long, M. H. (1994). Introducción al estudio de la adquisición de segundas lenguas (I. Molina Martos i P. Benítez Pérez, Trad.). Gredos. (Obra original publicada el 1991)

1.– Introducción; 2.– Metodología de la investigación de adquisición de segundas lenguas; 3.– ASL: tipos de análisis de datos; 4.– Estudios de interlengua: logros importantes; 5.– El entorno lingüístico en la adquisición de lenguas; 6.– Explicaciones de la diferencia de resultados entre aprendices de segundas lenguas; 7.– Teorías sobre la adquisición de segundas lenguas; 8.– La adquisición de la segunda lengua a través de la enseñanza.

Larson-Hall, J. i Herrington, R. (2010). Improving data analysis in second language acquisition by utilizing modern developments in applied statistics. Applied Linguistics, 31(3), 368–390. https://doi.org/10.1093/applin/amp038

Lightbown, P. M. (2000). Classroom SLA research and second language teaching. Applied Linguistics, 21(4), 431–462. https://doi.org/10.1093/applin/21.4.431

Loewen, S. i Gass, S. (2009). The use of statistics in L2 acquisition research. Language Teaching, 42(2), 181–196. https://doi.org/10.1017/S0261444808005624

Loewen, S. i Plonsky, L. (2016). An A - Z of applied linguistics research methods. Palgrave.

Mackey, A. i Gass, S. M. (2016). Second language research: Methodology and design (2a ed.). Routledge. https://doi.org/10.4324/9781315750606

1.– Introduction to research; 2.– Issues related to data gathering; 3.– Common data collection measures; 4.– Coding; 5.– Research variables, validity, and reliability; 6.– Designing a quantitative study; 7.– Qualitative research; 8.– Classroom research; 9.– Mixed methods; 10.– Analyzing quantitative data; 11.– Concluding and reporting research.

Mackey, A. i Gass, S. M. (Ed.). (2012). Research methods in second language acquisition: A practical guide. Wiley-Blackwell. https://doi.org/10.1002/9781444347340

1.– Introduction (A. Mackey, S. M. Gass); 2.– How to use foreign and second language learner corpora (S. Granger); 3.– Formal theory-based methodologies (T. Ionin); 4.– Instructed second language acquisition (S. Loewen, J. Philp); 5.– How to design and analyze surveys in second language acquisition research (Z. Dörnyei, K. Csizér); 6.– How to carry out case study research (P. A. Duff); 7.– How to use psycholinguistic methodologies for comprehension and production (K. McDonough, P. Trofimovich); 8.– How to research second language writing (C. Polio); 9.– How to do research on second language reading (K. Koda); 10.– How to collect and analyze qualitative data (D. A. Friedman); 11.– Coding second language data validly and reliably (A. Révész); 12.– Coding qualitative data (M. Baralt): 13.– How to run statistical analyses (J. Larson-Hall); 14.– How to do a meta-analysis (L. Plonsky, F. L. Oswald); 15.– Why, when, and how to replicate research (R. Abbuhl).

Norris, J. M. (2015). Statistical significance testing in second language research: Basic problems and suggestions for reform. Language Learning, 65(S1), 97–126. https://doi.org/10.1111/lang.12114

Norris, J. i Ortega, L. (2003). Defining and measuring SLA. A C. J. Doughty i M. H. Long (Ed.), The handbook of second language acquisition (p. 716–761). Blackwell. https://doi.org/10.1002/9780470756492.ch21

Nunan, D. (1991). Methods in second language classroom-oriented research: A critical review. Studies in Second Language Acquisition, 13(2), 249–274. https://doi.org/10.1017/s0272263100009967

Nunan, D. (1992). Research methods in language learning. Cambridge University Press.

1.– An introduction to research methods and traditions; 2.– The experimental method; 3.– Ethnography; 4.– Case study; 5.– Classroom observation and research; 6.– Introspective methods; 7.– Elicitation techniques; 8.– Interaction analysis; 9.– Program evaluation; 10.– Doing research; Glossary of key terms in research.

Paltridge, B. i Phakiti, A. (Ed.). (2010). Continuum companion to research methods in applied linguistics. Continuum.

1.– Introduction (B. Paltridge, A. Phakiti); I.– Research methods and approaches: 2.– Experimental research (S. Gass); 2.– Survey research (E. Wagner); 4.– Analysing quantitative data (A. Phakiti); 5.– Ethnographies (S. Starfield); 6.– Case studies (C. Pearson Casanave); 7.– Action research (A. Burns); 8.– Analysing qualitative data (A. Holliday); 9.– Research synthesis (L. Ortega); 10.– Critical research in applied linguistics (S. Talmy); II.– Areas of research: 11.– Researching speaking (R. Hughes); 12.– Researching listening (L. Vandergrift); 13.– Researching reading (M. Stevenson); 14.– Researching writing (K. Hyland); 15.– Researching grammar (N. Storch); 16.– Researching vocabulary (D. Hirsh); 17.– Researching pragmatics (C. Roever); 18.– Researching discourse (B. Paltridge, W. Wang); 19.– Researching language classrooms (L. Harbon, H. Shen); 20.– Researching language testing and assessment (J. Read); 21.– Researching motivation (L. Woodrow); 22.– Researching language and gender (J. Sunderland); 23.– Researching language and identity (D. Block); Glossary of key research terms.

Plonsky, L. (Ed.). (2015). Advancing quantitative methods in second language research. Routledge. https://doi.org/10.4324/9781315870908

I.– Introduction: 1.– Introduction (L. Plonsky); 2.– Why bother learning advanced quantitative methods in L2 research? (J. D. Brown); II.– Enhancing existing quantitative methods: 3.– Statistical power, p values, descriptive statistics, and effect sizes: A «back-to-basics» approach to advancing quantitative methods in L2 research (L. Plonsky); 4.– A practical guide to bootstrapping descriptive statistics, correlations, t tests, and ANOVAs (G. T. LaFlair, J. Egbert, L. lonsky); 5.– Presenting quantitative data visually (T. Hudson); 6.– Meta-analyzing second language research (L. Plonsky, F. L. Oswald); III.– Advanced and multivariate methods: 7.– Multiple regression (E. H. Jeon); 8.– Mixed effects modeling and longitudinal data analysis (B. Cunnings, I. Finlayson); 9.– Exploratory factor analysis and principal components analysis (S. Loewen, T. Gonulal); 10.– Structural equation modeling in L2 research (R. Schoonen); 11.– Cluster analysis (S. Staples, D. Biber), 12.– Rasch analysis (U. Knoch, T. McNamara); 13.– Discriminant analysis (J. M. Norris); 14.– Bayesian informative hypothesis testing (B. Mackey, S. J. Ross).

Rose, H., McKinley, J. i Briggs Baffoe-Djan, J. (2020). Data collection research methods in applied linguistics. Bloomsbury.

1.– An introduction to research methods; 2.– Data elicitation tasks; 3.– Introspective and retrospective protocols; 4.– Validated tests and measures; 5.– Observations; 6.– Interviews; 7.– Diaries, journals and logs; 8.– Questionnaires; 9.– Focus groups; 10.– Document data collection; 11.– Constructing and using corpora; 12.– Strengthening data collection: Triangulation, replication, and realities; Glossary: A-Z of key terms and concepts.

Scholfield, P. (1995). Quantifying language: A researcher’s and teacher’s guide to gathering language data and reducing it to figures. Multilingual Matters.

Introduction; I.– Setting the scene: What is quantified and why?: 1.– Basic terms. What do people quantify?; 2.– Why do people quantify language? The teaching/therapy reason; 3.– Why do people quantify language? The research reason; II.– Data gathering for quantification: Kinds of instrument and technique: 4.– Overview of four general kinds of approach to data gathering for quantification; 5.– Data for quantification: Fully naturalistic; 6.– Data for quantification: Quasi-naturalistic interaction; 7.– Data for quantification: Opinion; 8.– Data for quantification: Manipulation; 9.– Maximising naturalness in the data-gathering phase of language quantification; 10.– The `referencing’ dimension of quantification; III.– Data analysis in quantifying: Scoring, counting and scale types: 11.– Overview of scale types: Simple sources of interval scales; 12.– Scoring on interval scales: Counts of various sorts; 13.– Scoring of interval scales: Totals from uniform set of dichotomous items; 14.– Scoring on interval scales: Scores involving rating and weighting; 15.– Scoring on interval scales: Combined scores of various sorts; 16.– Individual rank ordering; 17.– Ranking of ordered categories; 18.– Nominal categorisation; IV.– Good and bad quantification: 19.– Overview of quality issues and reliability: Measurer as a source of unreliability; 20.– Cases, circumstances and the measuring instrument itself; 21.– Overview of validity: Measures, cases, etc. as sources of invalidity; 22.– Specification of the nature of a variable and its operationalisation as a source of invalidity; 23.– Indicators as a source of invalidity; Conclusion.

Seliger, H. W. i Shohamy, E. (1989). Second language research methods. Oxford University Press.

1.– What is research?; 2.– A paradigm for second language research; 3.– The preparatory stages of research; 4.– Contextualization of research; 5.– The components of research; 6.– Research design: Qualitative and descriptive research; 7.– Research design: Experimental research; 8.– Data and data collection procedures; 9.– Analyzing the data; 10.– Putting it all together.

Tarone, E. E., Gass, S. M. i Cohen, A. D. (Ed.). (1994). Research methodology in second language acquisition. Routledge. https://doi.org/10.4324/9781315044774

Introduction (S. M. Gass, A. D. Cohen, E. E. Tarone); I.– Evaluating competing frameworks: 1.– The competence-performance issue in second-language acquisition theory: A debate (F. R. Eckman); 2.– The subset principle in second-language acquisition (G. P. Berent); 3.– Anecdote or evidence? Evaluating support for hypotheses concerning the development of tense and aspect (K. Bardovi-Harling); 4..– Constructs and measurement in parameter models of second-language acquisition (L. K. Hagen); 5.– Toward an ethnomethodological respecification of second-language acquisition studies (N. P. Markee); II.– Methodologies for eliciting and analyzing language in context: 6.– Research methodology in context-based second-language research (D. Douglas, L. Selinker); 7.– The role of language tests in the construction and validation of second-language acquisition theories (E. Shohamy); 8.– Researching the production of second-language speech acts (A. D. Cohen, E. Olshtain); 9.– Interlanguage variation and the quantitative paradigm: Past tense marking in Chinese-English (R. Bayley); III.– Methodologies for eliciting and analyzing sentence-level data: 10.– Preferences versus grammaticality judgments: Some methodological issues concerning the governing category parameter in second-language acquisition (U. Lakshmanan, K. Teranishi); 10.– Local and long-distance anaphora in second-language acquisition (F. R. Eckman); 12.– Elicited imitation and grammaticality judgment tasks: What they measure and how they relate to each other (E. Munnich, S. Flynn, G. Martohardjono); 13.– Elicited imitation as a measure of second-language competence (R. Bley-Vroman, C. Chaudron); 14.– Two heads may be better than one: Mental activity in second-language grammaticality judgments (N. Gross, Z. Ying-Hua, J. P. Lantolf); 15.– Investigating the validity and reliability of native speaker and second-language learner judgments about sentences (R. Cowan, Y. Abe Hatasa); 16.– The reliability of second-language grammaticality judgments (S. M Gass); 17.– A summary: Research approaches in studying second- language acquisition or «If the shoe fits…» (E. E. Tarone). tornar al principi
Bibliografia – Adquisició de segones llengües
Joaquim Llisterri, Departament de Filologia Espanyola, Universitat Autònoma de Barcelona

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