Second Language Learning and Language Teaching

155, 156–7
Learner English (2001)
217
learning strategies
113, 113–19
see also
L1 learning; L2 learning
research into
105–6, 113–17
teaching materials
118
vocabulary
51–2, 57–62
Learning to Learn English (1989)
41, 118
Leather, J.
83
Lee, D.J.
27
left-corner parsing
128
Levenston, E.
63
lexical relations
54–5, 60, 63–4
Lexical Semantics (1986)
54–5
Libben, G.
60
Libre Echange (1995)
173
Lightbown, P.
60, 227
linguistic archistrategy
110
linguistic competence
see competence
linguistic imperialism
191, 195, 199,
200–1
Linguistic Minorities Project (UK)
141
linguistic relativity
56–7
listening
125–33
teaching materials
129, 130, 131
teaching techniques
129–33, 162
Listening File, The (1989)
130
literature, and language teaching
240, 255
Little, David
159
Live Action English (2000)
131, 253
Living with People (1983)
139, 248, 255
local languages
190, 191
locality principle
34, 35, 215
location, absolute
57
Long, John
124
Long, Mike
39–40, 42, 163, 225, 227
Lozanov, G.
267, 268
Lyster, Roy
226, 227
Macaro, Ernesto
62, 105, 115, 116, 117,
182, 227
MacWhinney, Brian
219
mainstreaming
206
Major, Roy
77
Making Sense of Spelling and Pronunciation
(1993)
100–1
Makino, T.
27
Malaysia, language curriculum
101–2, 210
Mandarin
see Chinese
mands
221, 251
marginalization
141, 142
Marks, J.
80
Marton, W.
235, 265
Matombo, A.R.
122
matrix language frame model
177
Mayo, Garcia
226
McArthur, T.
171
McCarthy, M.
61, 139, 248, 253, 261
McClelland, J.L.
221
McDonough, Steve
115, 132
McLaughlin, B.
221
Mead, M.
164
meaning
51, 53–7
components
53, 54
prototype theory
53, 55–6
schema theory
121–2
scripts
122–5
teaching techniques
62–4
meaning-based writing systems
87, 88,
89, 90
Medgyes, P.
186, 187
Meeting People (1982)
118, 139, 255
memory
145
and background knowledge
122, 124
declarative vs. procedural
218, 221
learning strategies
116
mnemnotechnics
57, 62
processability model
128, 221–2
word retrieval
126
word-storage
52–3, 61–2
Mennen, I.
84
metacognitive strategies
113, 115, 116,
118
metaphors
54
Miller, L.
130
Index 301

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miming, as communication strategy
107
‘minimal pairs’ technique
70, 82
Minimalist Program
214, 217
minority languages
190, 191, 207
MLF model (matrix language frame)
177
mnemnotechnics
57, 62
Modern Languages Aptitude Test (MLAT)
144–5
Mohamed, S.
139, 173
monolingual mode
174, 175
monolingualism, attitudes to
142–3
Montague, N.S.
183
moral values
10
Morgan, James
42, 216
Morizumi, E.
179
morphemes
24, 25–7, 177, 217
morphology
24, 25–8
Morrow, Keith
252
motherese
161, 225
motivation
136, 136–40, 159, 223
Move (2007)
37, 173, 264
movement
28, 29–30, 34
multi-competence
11, 15–16, 211–12,
231, 231–3
multidimensional model see processability
model
multilingualism
190–1, 194, 195, 197–9
India
201–2
Murphy, R.
20, 239
music, and language learning
137, 267,
268
Myers, J.
100–1
Myers-Scotton, Carol
177
Myhill, M.
201, 211
Naiman, N.
113–14
NASA Manual
20
Nation, Paul
54
National Curriculum (UK)
209, 210
native speakers
2, 170–4, 171 see also L1
as models for L2 learners
5, 38, 64,
78–80, 172–3, 186–7, 188–9
as teachers
185–9
Natural Approach, The (1983)
162
negation
156
negotiation for meaning
225, 225–6, 
227
Nelson, K.E.
225
Nemser, William
71
Neufeld, G.
148
New Concurrent Method
179, 183
New Crown English (2002)
179
New Cutting Edge (2005)
249
New English File (2004)
55, 81, 100, 158,
173, 184
New Headway Beginners (2002)
70, 150,
243, 265
Newport, E.L.
148
Newson, M.
217
Northern Territory (Australia)
211
notions
247
nouns, grammatical properties
50, 51
nuclear tone
83
number
44
see also plurals
Nunan, D.
32, 184, 259–60
official languages
195, 197, 206–7
Ohta, Amy
230
O’Malley, J.M.
115–16, 118, 128, 221
ontology phylogeny model
77
opposites
55
order of acquisition
see sequence of 
acquisition
order of difficulty
24, 27–8
orthographic regularities
90, 91
Oxenden, C.
55, 81, 100, 158, 173, 184
Oxford, R.
113, 116, 118, 119, 152
Palmer, Harold
40, 264
Panorama (1996)
184
parameters, language
33, 34, 35–6, 40,
214, 215, 216, 217
paraphrasing
107
Parminter, S.
37, 264
parsing
125, 126–8
passive sentences
44
pattern practice
22
Paulston, C.
199
pedagogy
see teaching
People and Places (1980)
63, 139, 166, 209,
255
periods (full stops)
96
peripheral languages
190, 191, 207
personality, effect on language learning
152
Peters, R.S.
136
Phillipson, Robert
200
phonemes
69, 69–73
English
68
and writing systems
70
phonemic coding ability
144, 145
phonetic alphabet
67, 67–8, 81
phonetics
67
phonology
67, 69–78
phrase structure
21, 25, 34, 44 see also
structural grammar
parsing
126–8
teaching materials
264
Pienemann, M.
31
Pike-Baky, M.
20, 32
Index
302

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plurals
20 see also number
politeness
166, 167, 178
politics, and language
10, 79, 191, 194–5,
199, 200–1, 210
Poplack, Shona
176–7
Porte, G.
188
Post, B.
83
post-listening stage
129
postfigurative culture
161, 164
Postovsky, V.
132
Poulisse, Nanda
109–10
Prabhu, N.S.
157–8, 163, 259, 263
practice
60–1, 70, 81–2, 222
Practice of English Language Teaching (2007)
265
pragmatic competence
23
pre-listening stage
129
prefigurative culture
161, 164
prefixes
51
prepositions
44
stranding
30
prescriptive grammar
19, 19–20, 24
Present-day English for Foreign Students
(1964)
239
presystemic stage, L2 learning
71
principles and parameters grammar
33–6
interlanguages
34, 35–6
principles of language
33, 34, 214, 215,
216
pro-drop parameter
35–6, 40, 214, 215,
216, 217
problem solving, communication strategies
107–9
procedural memory
218, 221
processability
28
processability model
28–33, 218–22
pronouns
44
pronunciation
50, 67–86
consonant clusters
74–5
and identity
7–8
teaching materials
70, 80, 81, 84–5
teaching techniques
80–5, 148, 246
and transfer
71, 76–7
Pronunciation Book, The (1992)
80
Pronunciation of English, The (2000)
70
prototype theory
53, 55–6
punctuation
19, 95–7
questions
29–30, 34, 45
quotation marks
96
Rampton, Ben
172
Ramsey, C.
148
Ranta, Leila
226, 227
reading
121–5
transfer from L1
93–4
Realistic English (1968)
243
recasts
225, 226, 227
Received Pronunciation (RP)
78, 78–9,
186–7
reciprocal language teaching
183, 187
refugees
141, 198
Regan, V.
171
Reibel, David
271
relative clauses
38
religion, supercentral languages
191,
196–7
repair
165, 167–8
repetition
60–1, 70, 81–2, 222, 244–5
response
155, 156
Rhodes, N.C.
183
Richards, J.
235
Richards, J.C.
20, 100, 173, 216
Riley, Philip
41, 194, 196
Ringbom, Hakan
60
Rivers, Wilga
41, 243, 245, 258–9
Robinson, Peter
146
Rodgers, T.
235
role plays
249
Roller, C.M.
122
Romijn, E.
131, 132, 253
Rosch, Eleanor
55
Rossier, J.
152
RP (Received Pronunciation)
78, 78–9,
186–7
Rudzka, B.
54
Rumelhart, D.E.
221
Sampson, G.P.
164
Sassoon, Rosemary
90
Saunders, George
196
Saussure, Ferdinand de
252
Sauveur, Lambert
160
scaffolding
227, 228, 229–30
Schank, R.
122–3
Schegloff, E.A.
166, 167–8
schema (schemata)
121, 121–2, 128
Schmidt, Norbert
59
Schmidt, R.W.
136
school grammar
see traditional grammar
scientific writing
200–1
script
121
scripts
122–5, 128
SeaSpeak (1988)
204
Secombe, M.
201
second language
2, 11, 12
see also L2
learners; L2 learning; L2 users
second language acquisition research see
SLA research
second language teaching
see teaching
Index 303

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Seedhouse, Paul
166, 168, 257
Seely, M.
131, 132, 253
Segalowitz, N.S.
124
Seidlhofer, Barbara
192–3
self-directed learning
118
Selinker, Larry
14
semantics
see meaning
semicolons
96
sensitization
39, 41
separation
141, 142
sequence of acquisition
24, 26–8
sequence of development
28, 29–31, 37–8
sex differences, in L2 learning ability
152
Sharwood-Smith, Mike
216
Shaw, George Bernard
171
Sheen, Ronald
152
Sheen, Younghee
227
Ship or Sheep? (1981)
70
silent letters
90, 92–3
Silent Way
267
simplification
74, 77
simulated learning experiments
221
Sinclair, B.
41, 118
Sinclair, J.
156, 240
Singleton, David
148–9
situation
263, 263–4
Situational English (1967)
264
situational learning
150
Skehan, Peter
145, 152, 260
skills, audio-lingual approach
242, 244
Skinner, B.F.
221
Skuttnab-Kangas, T.
206, 207, 210
SLA research
applications to teaching
8–10
background
1, 2, 6–16
bilingualism
182
independence from language teaching
11–12
key findings
7–8
learning strategies
105–6, 113–17
models of L2 learning
214–34, 250, 251
terminology
12
Slater, S.
124, 253
‘smile factor’
253
Smith, B.
217
Smolicz, J.J.
201
Snow, C.
147–8
Soars, L. & J.
70, 150, 243, 253, 265
social communicative teaching
252–3
social strategies
113, 115, 116, 119
socio-educational model
222–4
sociocultural SLA theory
228–30
sociolinguistic variation
38, 64–5, 83,
172–3
spelling
99–100
SOS teaching method
263–6
sound-based writing systems
87, 88–90
Spada, N.
227
Spanish-English language users
72
Sparks, Richard
145–6
Spell It Right (Write/Rite/Wright)
101
spelling
19, 50, 70, 90–5
importance
4
teaching materials
100–1
teaching techniques
98–102
Spolsky, B.
149–50, 234
Sridar, K.K. & S.N.
231
standardization
194
Stansfield, C.
151
status
19, 78–9, 196, 197
stereotyping
123, 138–9, 223
Stern, David
5, 171, 256
Strategy Inventory for Language Learning
(1990)
116
Streets, L.
195
structural grammar