1st Edition

The Routledge Handbook of Second Language Acquisition

Edited By Susan M. Gass, Alison Mackey Copyright 2012
    640 Pages
    by Routledge

    628 Pages
    by Routledge

    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.



    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



    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