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Second Language Acquisition:
- introduces the key areas in the field, including multilingualism, the role of teaching, the mental processing of multiple languages, and patterns of growth and decline
- explores the key theories and debates and elucidates areas of controversy
- gathers together influential readings from key names in the discipline, including: Vivian Cook, William E. Dunn and James P. Lantolf, S.P. Corder, and Nina Spada and Patsy Lightbown.
- Sales Rank: #958458 in Books
- Published on: 2006-01-22
- Released on: 2005-05-24
- Original language: English
- Number of items: 1
- Dimensions: 9.69" h x .73" w x 6.85" l, 1.31 pounds
- Binding: Paperback
- 320 pages
Review
'The book is characterized by an ambitious scope, a well-thought out structure, and a balanced approach. It follows a clear progression from fundamental concepts in linguistics to models of acquisition to practical applications in language teaching. Complex information is presented in an easily accessible format without resorting to oversimplification or generalizations and without losing sight of the intended audience.' – Studies in Language
'[De Bot, Lowie and Verspoor] have written a rare advanced SLA text: very readable, yet intriguing and challenging. This is a text for anyone with an interest in Second Language Acquisition, Applied Linguistics, or Dynamic Systems Theory, and undoubtedly is a text that can profitably be read numerous times.' – Teaching English as a Second or Foreign Language
Most helpful customer reviews
5 of 5 people found the following review helpful.
Marvelous, unique book!
By Wolf Finkbeiner
I had the opportunity to hear Kees de Bot speak at a national TESOL conference. His talk on second language acquisition being a Dynamic System (DST) was eye-opening. I was enthusiastic to order this book and I wasn't disappointed. DST is an exciting new paradigm of looking at second language acquisition. DST takes its roots from Chaos Theory (remember Jurrassic Park!) and is a relatively new way of looking at second language acquisition. This text also has a unique middle section. Kees de Bot has included several important journal articles into the middle section. However, de Bot, involves the reader by stopping the journal article to make relevant points, or to ask the reader to reflect on what the author of the journal article is trying to say. Instead of just reading the article, it's as if you're involved in a self-study session with de Bot as your guide. This is very valuable. De Bot writes clearly, despite it being a difficult topic, yet the book is one that will repay re-reading.
0 of 0 people found the following review helpful.
Well-designed to help students
By GermanStudent
What I like about this book:
I think the big highlight of this book are the tasks that are scattered throughout it to help you think about what you are reading. There’s almost 1 every page. The tasks are interesting and consistent throughout the book - Not stupid like many student textbooks.
The authors are all Dutch but the book is not wildly biased towards Dutch or German (see the introduction to section C2).
Unit B1 is on how to read SLA literature as a student. The authors are realistic about the overwhelming amount of material available. They give a good breakdown of how to assess an author’s argumentation. They remind us to be sceptical of unsupported generalisations and ‘black boxing’ (an overwhelming number of citations so that you think the author is particularly clever).
The book is well designed. It gives an overview of the field (section A) and then readings from the field (section B). Section C is a short appendix on doing the research yourself.
The book is also student friendly (though tough-going for English-learners – if you can get through this book, not much that you will read subsequently in the Applied Linguistics field will knock you over). The authors are not simply there to stroke their own egos - They really want to help students do better research in this field.
What I dislike about this book:
Occasionally there was some awkward phrasing that slipped past the proof-readers Eg: (p.55) “such more complex functions can be expressed” -> “more complex functions of this kind”.
Through no fault of its own, it only covers up to 2005, when it was published. As such, it tends to focus on studies done in the 1960s-mid 1990s. It quotes Tomasello and Lieven on a few usage-based/construction alternatives to Universal Grammar but only on the side. Not to say that it sides with Chomsky on things, many criticisms from history are presented but it doesn’t highlight positive alternatives very often.
Where to from here:
The book assumes you have at least one foreign language and implies it might be English. The authors set out to persuade you of the usefulness of Dynamic Systems Theory for SLA. You may come away with the perspective that learning a language is a very complex multi-interactional business and it is almost impossible to pin down what is going on at any one point. You will find some parts more relevant than others (as with almost all books that try to cover a wide field).
If you are a language teacher, there are more practical and accessible places to go (it is “An Advanced Resource Book” after all). If you are a student starting to work your way into the SLA field, this is a readable introduction, designed to help you do good research.
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