The Routledge Handbook of Second Language Acquisition  book cover
1st Edition

The Routledge Handbook of Second Language Acquisition

ISBN 9780415709811
Published August 13, 2013 by Routledge
640 Pages

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Book Description

The Routledge Handbook of Second Language Acquisition brings together fifty leading international figures in the field to produce a state-of-the-art overview of Second Language Acquisition.

The Handbook covers a wide range of topics related to Second Language Acquisition: language in context, linguistic, psycholinguistic, and neurolinguistic theories and perspectives, skill learning, individual differences, L2 learning settings, and language assessment. All chapters introduce the reader to the topic, outline the core issues, then explore the pedagogical application of research in the area and possible future development.

The Routledge Handbook of Second Language Acquisition is an essential resource for all those studying and researching Second Language Acquisition.

Table of Contents



Susan M. Gass, Michigan State University

Alison Mackey, Georgetown University

Section 1: Language in Context

Chapter 1

Interactionist approach

Alison Mackey, Georgetown University

Rebekha Abbuhl, California State University, Long Beach

Susan Gass, Michigan State University

Chapter 2

The role of Feedback

Shawn Loewen, Michigan State University

Chapter 3

Variationist perspectives

Bob Bayley, University of California, Davis

Elaine Tarone, University of Minnesota

Chapter 4

Sociocultural theory

Jim Lantolf, Penn State University

Chapter 5

Complexity theory/emergentism

Diane Larsen-Freeman, University of Michigan at Ann Arbor

Section 2: Linguistic Perspectives

Part One: Language Form

Chapter 6


Fred Eckman, University of Wisconsin, Milwaukee

Chapter 7

L2 Morphosyntax/Syntax

Donna Lardiere, Georgetown University

Part Two: Meaning

Chapter 8


Roumyana Slabakova, University of Iowa

Chapter 9


Kathleen Bardovi-Harlig

Chapter 10


Batia Laufer – University of Haifa

I.S.P. Nation – Victoria University of Wellington


Section 3. Psycholinguistic and neurolinguistic perspectives

Chapter 11


Norman Segalowitz & Pavel Trofimovich Concordia University, Montreal

Chapter 12

Frequency-based accounts

Nick Ellis, University of Michigan at Ann Arbor

Chapter 13

Competition model

Brian MacWhinney, Carnegie Mellon University

Chapter 14

Processability theory

Manfred Pienemann, Paderborn University, Germany and Newcastle University, UK

Jörg-U. Keßler, Ludwigsburg University of Education, Germany

Chapter 15


Peter Robinson, Aoyama, Japan

Richard Schmidt, University of Hawai’i at Manoa

Chapter 16

Input processing

Bill Van Patten, Texas Tech University

Chapter 17


Kara Morgan-Short, University of Illinois-Chicago

Michael Ullman, Georgetown University


Section 4. Skill Learning

Chapter 18

L2 reading

Keiko Koda, Carnegie Mellon University

Chapter 19

L2 writing

Charlene Polio, Michigan State University

Chapter 20

L2 speech production

Lucy Pickering, Georgia State University

Chapter 21

L2 speech perception

Debra Hardison, Michigan State University

Chapter 22

Oral versus written production

Folkert Kuiken & Ineke Vedder, University of Amsterdam


Section 5. Individual Differences

Chapter 23


Peter Skehan, The Chinese University of Hong Kong, Hong Kong, China

Chapter 24


Ema Ushioda and Zoltán Dörnyei, University of Nottingham, United Kingdom

Chapter 25

Issues of identity

Patsy Duff, University of British Columbia

Chapter 26

Working memory

John Williams, University of Cambridge, United Kingdom

Chapter 27

Language learning across the lifespan

Robert DeKeyser, University of Maryland at College Park

Chapter 28

Educational level

Martha Bigelow and Jill Watson, University of Minnesota

Chapter 29


ZhaoHong Han, Columbia University

Chapter 30

Heritage language learners

Olga Kagan, University of California at Los Angeles

Kathleen Dillon, University of California, Davis

Chapter 31

Advanced language proficiency

Heidi Byrnes, Georgetown University


Section 6. The Setting for Learning

Chapter 32:

Learning in a second language setting (study abroad)

Sally Magnan, University of Wisconsin and Bobbie Lafford, Arizona State University

Chapter 33

Classroom research including SL and FL environments

Jessica Williams, University of Illinois-Chicago

Chapter 34

Learning through technology

Trude Heift, Simon Fraser University and Carol Chapelle, Iowa State University

Section 7. Conclusion: Assessment of L2 knowledge

Chapter 35

Assessing learner knowledge

Lourdes Ortega/John Norris, University of Hawai’i at Manoa



Author Index


Subject Index


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Susan Gass is University Distinguished Professor in the Department of Linguistics and Languages at Michigan State University. She is the author of many titles and co-author of Second Language Acquisition: An Introductory Course, Fourth Edition (Routledge, 2013).

Alison Mackey is Professor in the Department of Linguistics at Georgetown University. She is the author of many titles, and co-author of Data Elicitation for Second and Foreign Language Research (Routledge 2007), with Susan M. Gass.


A 2012 CHOICE Outstanding Academic Title

"This is an excellent collection of writings on traditional and developing areas of study in second-language acquisition learning and teaching. Summing Up: Essential." - CHOICE

"The editors, Susan M. Gass and Alison Mackey, have done a sterling job with this Handbook. The biggest names and rising stars in the fields of second language teaching and language learning have contributed to this "magnum opus". The chapters share a common structure and are highly accessible. I finished most chapters with a sudden ardent desire to plunge into that area and start working on the many unsolved questions in SLA." - Jean-Marc Dewaele, Birkbeck, University of London, UK

"Focusing specifically on second language learning, the 35 chapters that constitute this volume offer fundamental information about both traditional as well as emerging topics in SLA research." - Studies in Second Language Acquisition

"Case studies are presented in each case which further help the reader grasp a better understanding of the theoretical frameworks and claims. Moreover, the importance of this volume lies on the sections which bridge the gap between theory and its application to second language classroom. Possible future research and directions are also of great value." - Alexandra Galani, University of Ioannina