Second Language Learning and Language Teaching

73, 74–5
equivalence constraint
176
Error Analysis
6
European Science Foundation Project
27–8
Eurydice network
197
Evans, Jacqueline
42
Eversley, J.
197–8
examinations see assessment
explicit grammar instruction
5, 39–43
exploitation activities
242, 243
see also
information gap exercises
extroverts
150, 251
Faerch, C.
107–9
Fairy E rule
92–3
false friends
57, 60
Faltis, C.
179
Favreau, M.
124
feedback
155, 156, 158, 225–8
Felix, S.
156
field-dependent vs. field-independent
150, 151–2, 251
Finnish
191
first language see L1; L1 learning
Firth, J.R.
171, 204
Fishman, Joshua
199
Flowerdew, J.
130
Flying Colours (1990)
31
focus on form (FonF)
39, 40, 42–3, 184,
257, 258–9
focus on FormS
39, 39–40
FonF see focus on form (FonF)
foreign language
11
foreign language teaching
12 see also L2
learning; teaching
foreigner talk
161
foreignerization
108
fortis/lenis contrast
72
Foster, Pauline
227
four M model
177
‘four skills’
242, 244
Franklin, Carole
182
free morpheme constraint
176
Freed, Barbara
161
Freire, Paulo
210
French-English language users
72
full stops
96
function words
see structure words
functions
247
Furnam, A.
152
Gaies, Steven
158
Galyean, B.
267
Garcia, R.
148, 149
Gardner, Robert
137, 138, 198, 223
Garton-Sprenger, J.
31
Gary, J. & N.
132, 253–4
Gattegno, C.
267
Genesee, F.
152, 178
German
72, 76
German-English learners
156
Girardet, J.
184
good language learner strategies
113,
113–15, 118
Gordon, R.G.
198
Grabe, E.
83
Graddol, D.
192, 204
Graded Intergenerational Disruption Scale
(GIDS)
199
Graf, G.
63
Grainger, J.
53
grammar
18–45
see also morphology;
syntax
constraints on codeswitching
176–7
explicit instruction
5, 39–43, 184
Index
298

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grammatical competence
22–3, 24
keywords
19
prescriptive grammar
19–20, 24
principles and parameters grammar
33–6
processability model
28–33
properties of words
50–1
structural grammar
21–2, 24
teaching materials
20, 21–2, 31–2, 37,
41, 264–5
teaching methods
5, 31, 32, 36–43,
40–1, 42–3
terminology
20–1
traditional grammar
20–1, 24, 240
Universal Grammar (UG)
33, 36, 214,
214–18, 233, 250
grammar-translation method
17, 180,
237–42, 238
grammatical competence
19, 22–3
grammatical morphemes
24, 25–7, 217
grammatical sensitivity
145
grammaticality judgements
22
Green, J.
152
Greenall, S.
31
Griffiths, Roger
152
Grosjean, François
175, 206
Gruneberg, M.
62
Guarnuccio, C. & E.
50, 173
guessing, as learning strategy
58–9
Guiora, A.
152
habit formation
244–5
Hakim, Zubaidah
174
Hakuta, K.
27
Halliday, Michael
4, 13, 240, 252
Hannan, Muhammad
27
Hansen, J.
151
Harding, E.
194, 196
Harding-Esch, Edith
124
Harmer, J.
4, 63, 130, 166, 265
Hasan, Ruqaiya
124
Hatch, Evelyn
165
Hawkins, Eric
41, 82, 183
Haynes, M.
93
Headway Elementary (1993)
253
Hebrew
191, 197, 206
Henner-Stanchina, C.
269
heritage language learners
203
heritage languages
199, 207
highlighting
42
Hindi
72
Hoefnagel-Höhle, M.
147–8
Hofstede, G.
251
Holec, Henri
269
Holliday, Adrian
164, 201
Hosenfeld, C.
257
Hotline (1992)
150, 173
Howatt, A.
3, 160
Howe, Christine
225
Hullen, W.
158
humanistic teaching styles
267–70
Hutchinson, T.
150, 173
Hyams, N.
35
hypercentral languages
189, 190, 191,
199–201, 204
see also English as lingua franca (ELF)
hyponyms
55
I Can Talk (1976)
195
identity
and language
211–12
identity, and language
7–8, 141, 142,
171–2, 199, 207
and language
203
imaginary content
254–5
see also
authenticity, teaching materials
immersion teaching
147, 148, 207
immigrants
141, 198, 206–7
independent language assumption
11,
14, 15 see also interlanguages
India, multilingualism
201–2
individual differences
135–54, 268–9
effect on learning
8–9, 119
and teaching
138–40, 146
information communicative teaching
253–6
information gap exercises
111–12, 247,
248–9, 261
initiation
155, 156
input
161–4, 215–16
optimization of
42, 132, 162–3, 216
instrumental motivation
136, 138
integrated pronunciation teaching
80
integration
141, 142
integrative motivation
136, 137–8
integrativeness
223
intelligence, and L2 learning ability
152
interaction approach
224–8
interaction hypothesis
225
intercultural differences
124–5
intergenerational language shift
199
interlanguages
13–15, 27–8, 32, 250
communication strategies
108
phonologies
74–5, 81
principles and parameters grammar
34,
35–6
internalization
228, 229
International Express (1996)
32, 51–2, 61
international languages
see hypercentral
languages
International Schools
196
interviews
131
Index 299

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intonation
42, 82–5, 83
intonation languages
83, 84, 85
introverts
150, 251
Ioup, G.
84
IRF interactions (initiation, response, 
feedback)
156–7
irregular forms
51
Israel
173, 199, 206, 211
Ivanne, S.
208
Jacobson, Rodolpho
179
Jake, J.
177
Japan
goals of language teaching
4, 173
JET programme
188
Japanese
35, 74, 220
writing system
89
Jenkins, Jenny
79–80, 192
Jespersen, Otto
3
Johnson, J.S.
148
Johnson, M.K.
121–2
Just Right (2004)
63, 166
Kanno, Y.
203
Kasper, G.
107–9
Keep Talking (1984)
110–11
Kellerman, Eric
109, 110, 204
Kenworthy, Joanne
70, 80, 84–5
key school two-way model
183
kinaesthetic learning
see total physical
response method
Kirsner, K.
53
Klippel, F.
110–11
knowledge, and vocabulary acquisition
49–52
knowledge, of language
see competence
knowledge, of words
see vocabulary
Kramsch, Claire
187
Krashen, S.
12, 41, 132, 133, 145, 162,
241
L1
2 see also native speakers
effect on perception
56–7, 151
effects of bilingualism on
7, 57, 220
as resource for L2 learning
4–5, 110,
152, 177–85, 233
L1 learning
35, 42, 135, 136, 156, 181
critical period hypothesis
147
interaction hypothesis
225
models
6
and prototype theory
55
sociocultural theory
228–9
universal processes
77, 215
L2 learners
11, 12
age-appropriate exercises
149–50
aptitude
144–6
attitudes to target language
137–8,
138–9, 140–3, 223
heritage languages
203
and identity
7–8
individual differences
8–9, 119,
135–54, 268–9
motivation
136, 136–40, 159
strategy training
117–19
and teaching styles
242, 247, 251, 256,
262, 263, 268–9
and writing systems
93–5, 97–8
L2 learning
135
see also cross-linguistic
differences; interlanguages; learning
strategies
autonomous learning
269–70
choice of model
5, 38, 64, 78–80, 99,
172–3, 186–7, 188–9
critical period hypothesis
147
effect on first language
7, 57, 72, 220,
232
effects of age
147–50
explicit grammar instruction
5, 39–43
goals
5, 9–10, 173, 194–213, 205–12,
260–1, 265
independence from first language
12–15, 215–16
interaction hypothesis
225
and internationalism
207–9
and mental word-stores
52–3, 61–2
ontology phylogeny model
77–8
phonology
69–78
primacy of spoken language
4, 244
and pro-drop parameter
35–6
and prototype theory
55–6
and SLA research
214–34
as social change
210, 267–8
transfer
13, 71, 76–7, 94–5
and use of first language
4–5, 110,
177–85
and variation in language
38
L2 users
11, 12, 171, 171, 201–5, 231,
231–3
see also bilingualism
careers
208
codeswitching
108, 174, 174–81, 184
individual differences
135–54
as role models
135, 143, 159, 173, 188,
208
tourists
203, 208–9
Lado, Robert
242, 245, 246, 251
Lambert, Wallace
137, 139, 140, 206, 
207
Landry, R.G.
9
language
as academic subject
157–8, 204, 210,
255–6
definitions
15–16
Index
300

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and identity
7–8, 141, 142, 171–2, 199,
203
and politics
10, 79, 191, 194–5, 199,
200–1, 210
principles and parameters
33, 33–6,
214, 215
and religion
191, 196–7
socio-educational model
222–4
language acquisition
see L1 learning
Language Acquisition Support System
229
language awareness
39, 41, 82
language communities
201–5
language hierarchy
190–1
language learning
see L1 learning; L2
learning
language learning ability
see aptitude
Language Learning Strategies (1990)
118
language maintenance
203, 205, 207
language shift
199
language switch
107, 110
see also
codeswitching
Language Teaching: A Scientific Approach
(1964)
242
language transfer
see transfer
Lapkin, S.
182
Larsen-Freeman, D.
27
Larson-Hall, J.
148
leader and follower