PU Second Language PCA S LAC pee Rod Ellis we Bea i PABU eC mre eC CS) This book serves as a comprehensive, up-to-date, and Pree ae eC RC Rc n Uraer cere stn research and as a reference book for this important field ORO AML See OR ee ace ic Lio for the study of second language acquisition. et ececnt mite citer keen Tita d Maitre COneCa ake ta ntti ts POU CUCU LUCE Ly mechanisms, explore individual differences in language TRAC Rest mutes Stn arte) classroom second language acqu Rod Ellis is Professor of Teaching English as a Second Language at College of Education, Temple University, Deana ML 1Cs Applied Linguistics Adviser: H. G. Widdowson ISBN 7-81046-579-1 | | | | ISBN 7-81046-579-1 9 7878109465793" > H-590 Eff}: 49.00 70+ERMBE ERS oe Ui a I PE The Study of Second Language Acquisition Rod Ellis —— rn, De NeaLHetLE TT AD FERS MBSE EF :09 - 1999-022 & +RAAB SERB The Snudy of Second Language Acquisition ROBART Rod Ellis ALPE PSE BY a AE AT Crash KE AD PIERS RS ECR) ARS SEB EME RAT FRM 18 KER STE 19805 4B LAK 198A 6 11H TED PH s000 ISBN 7 - 81046 - 579-1 H-590 Eft 49.00 7cHm WA RE-BHAR KER IAARAR MAM ERS SH, SCHR WR TAMA MK. a RRAMER RMI AER FERORR KASPAR ABPMRBRET HE. KE HG: BRS RRB E Bee FB. HOB ST oF 20 HH OOK AK 0 ERM, RAE 4 K-GRFRRRRAHAETA BARAT RARE. RA HOEPIRWARARERA-ABPH HR, LRBR T G KRG EPA RH. TT LRT ASH EMAFAWRSS OE PARP SSHAAARR. BE, BIE ATR RR LEAH ABE SEA RY A RE, WEESABELTUBAER-N EMSA, SERATORE H-TRA AAA RE -BE STWR MRR R. Alb, SSRRBHER AA RAY TRA-TEERAS HB SIA ROM SER FEKSR LER ARAL RARE SD RRR IA iE BAG FE Ah BP APHARRRLE-SRARRERA BAA LH. KER HF A CL) at a a aR” BA RD (QQHEER RRR RS AR UR BE To BEDIAM DS. S-BPEHENA LEHR OBR AE BYE DA AA eA A AE EER, HONDAS HE TARR ERAS ae RBSAAARRAK SAPHIRA REAR TE AP ER OTA DHS A A RT BR RRS TR BIEAMARAUE. PEO ABRANSAE AANA, ESM ME IEPA RPDS AMAR RET ESAAS RE AAMEHKOG TVA. HAPHPAREELHUAAR,BAB SHRARKRS ALAA A, Aa IRE RENEE EAU w aE ES RAB RS ISTE H OS PHCEAR FALHH ER TRIS AREA RR UPR BARRA FURR LNZA, ABA FASEB OBA HHEP HELA PARP ART EH MR Rit TRE MPOBO BEA, CREA TLE RARER ERE RP ARERSHE OE PIR RATA HHA DK BAERS, EBS Hi DAR Bab SE ab eK FLEW ORE YS RE th es Se, aE a RAR RNRREBREX, APARELS SSRN GHP RAE BARA PURER ALERT ALARA RE KB A IRAs PLEA RERER PRS ASH HR DRAPES REE EAA 5 TL AR AAT A BR ESE HM, HEB Ee Noe a Ha BCP YBN HE AS So A TF OF Ba Eh TE OE TT REGR REROBRRERRE, Aa tis EAAcknowledgements Many people have assisted me in the preparation of this book, but, of course, I alone am responsible for any shortcomings. I would like to give special thanks to Henry Widdowson and Gaby Kasper, both for their support and their critical acumen. Others who have commented on individual chapters are Leslie Beebe, Kevin Gregg, Eric Kellerman, Patsy Lightbown, Barry McLaughlin, Teresa Pica, Peter Skehan, Elaine Tarone, Leo van Lier, Lydia White, and Julia Sallabank of Oxford University Press, Above ail I am grate- ful for the support provided by Temple University Japan: both its students, who have been instrumental in shaping the contents of the book, and Ken Schaefer for helping me to maintain belief in its value and for ensuring that I had the time to write it. A special word of thanks is due to Andrew Jones for helping me to prepare the manuscript for publication and for providing a final—and crucial—‘test’ of its contents. The author and publisher are grateful to the following for permission to re- produce extracts and figures from copyright material: Abiex Publishing Corporation: extract from Blum-Kulka, S., House, J., and Kasper, G.: Cross Cultural Pragmatics (1989), and table from Pica, T. and Doughty C., ‘Variations in classroom interaction as a function of participa- tion pattern and task’ in Fine, J. (ed.): Second Language Discourse: A Textbook of Current Research (1988); Academic Press Inc: table fram Givon, T.: On Understanding Grammar (1979), and a figure from Wenk, B. and Wioland, F., ‘Is French really syllable-timed?’ in Journal of Phonetics: 10 (1982); John Benjamins Publishing Company, Amsterdam/Philadelphia: figures from Lydia White: Universal Grammar and Second Language Acquisition (1989), and table from Susan Gass and Josh Ard, ‘Second Language acquisition and the ontology of language universals’ in William E. Rutherford (ed.): Typological Universals and Second Language Acquisi- tion (1984); Blackwell Publishers and the author: figure from Preston, D.R.: Sociolinguis- tics and Second Language Acquisition (1989); Cambridge University Press and the authors: table from Bickerton, D.; Dy- namics of a Creole System (1975), table from Stern, H., ‘Analysis and ex- perience as variables in second language pedagogy’ in Harley, B. et al.: The Development of Second Language Proficiency (1990), figure from Ali- wright, D. and Bailey, K.: Focus on the Language Classroom: An Introdue-Acknowledgements tion to Classroom Research for Language Teachers (1991), table from Young, R., ‘Variation and the interlanguage hypothesis’ in Studies in Se- cond Language Acquisition 10 (1988), table from Kellerman, E., ‘Transfer and non-transfer: Where are we now?” in Studies in Second Language Ac- quisition 2 (1979), table from Gardner, R, and McIntyre, P., ‘An instru- mental motivation in language study: Who says it isn’teffective?” in Studies in Second Language Acquisition 13 (1991), and adapted figure from White, L., ‘Argument structure in second language acquisition’ in Journal of French Language Studies (1991); Edinburgh University Press: table from Long, M. and Sato, C., *Methodolo- gical issues in interlanguage studies: an interactionist perspective’ in Davies, A. et al.: Interlanguage (1984); Professor Robert C. Gardner: figure from Gardner, R.: Social Psychology and Second Language Learning: The Role of Attitude and Motivation (Edward-Arnold, 1985); Heinle and Heinle Publishers: table from Gass, S. and Varonis, E., ‘Task vari- ation and nonnative/nonnative negotiation of meaning’, and extract from Olshtain, E. and Blum-Kulka, ., ‘Degree of approximation: non- native reactions to native speech act behavior’, both in Gass, §. and Madden, C. (eds.): Input in Second Language Acquisition (Newbury House, 1985), and figure from Oxford, R.: Language Learning Strategies: What Every Teacher Should Know (Newbury House, 1990); ICG Publication: figure from Chomsky, N.: Lectures on Government and Binding (Foris, 1981} A, Jones: table from unpublished paper, ‘Review of studies on the acquisition of relative clauses in English’ (1991); Professor G. Kasper: diagram from Kasper, G., ‘Perspectives on language transfer’ in BAAL Newsletter 24 (1984); The Macmillan Press Led: table from Nunan, D., ‘The teacher as researcher’ in Brumfit, C. and Mitchell, R. (eds.): Research in the Language Class- room, ELT Documents No. 133 (Modern English Publications, in associ- ation with the British Council, 1990); Oxford University Press: figure from Pit Corder, S.: Error Analysis and Inter- language (1981), 2 tables from Ellis, R.; Understanding Second Language Acquisition (1985), figure from Tarone, E., ‘On the variability of inter- language systems’ in Applied Linguistics 4 (1983), figure from Bialystok, E. and Sharwood Smith, M., ‘Interlanguage is noc a state of mind: an evaluation of the construct for second language acquisition’ in Applied Linguistics 6 (1985), and table from Mangubhai, F., ‘The processing behaviours of adult second language learners and their relationship to second language proficiency’ ia Applied Linguistics 12 (1991) Prentice-Hall Inc., Englewood Cliffs, New Jersey: table from Chamot, A., ‘The learning strategies of ESL students’ in Wenden, A. and Rubin, J. (eds.): Learner Strategies in Language Learning © 1987;Acknowledgements The Research Club in Language Learning and the authors; table from Schach- ter, J., ‘An error in error analysis’ (1974), in Language Learning 27, extract from Eckman, F., ‘Markedness and the contrastive analysis hypothesis’ (1977), in Language Learning 27, figure from Bialystok, E., ‘A theoretical model of second language learning’ (1978), in Language Learning 29, fig- ure from Zobl, H., ‘Markedness and the projection problem’ (1983) in Language Learning 33; Sage Publications Inc.; figure from Gass, S. and Varonis, E., ‘Miscommun- ication in nonnative speaker discourse’ in Coupland, N., Giles, H., and Wiemann, J. (eds.): Miscommunication and Problematic Talk (1991); Teachers of English ro Speakers of Other Languages Inc. (TESOL) and the au- thors: figure from Krashen, 5., ‘Some issues relating to the monitor model’ (1977) and table from Tarone, E., ‘Typology of communication strategies in interlanguage: a progress report’ (1977), both in Brown, H., Yorio, C. and Crymes, R. (eds.): On TESOL ’77, table from Allen, |.P.B., Fréhlich, M. and Spada, N., ‘The communicative orientation of language teaching: an observation scheme’ (1984) in Handscome, J., Orem, R., and Taylor, B. (eds.): On TESOL ‘83: The Question of Control, and table from Long, M., ‘Does second language instruction make a difference? A review of the re- search’ (1983) in TESOL Quarterly 17. Despite every effort to trace and contact copyright holders before publica- tion, this has not always been possible. if notified, the publisher will be pleased to rectify any errors or omissions at the earliest opportunity.