Research Methodology in Second-Language Acquisition

Edited by Elaine E. Tarone, Susan M. Gass, Andrew D. Cohen

© 1994 – Routledge

380 pages

Purchasing Options:
Paperback: 9780805814248
pub: 1994-05-31
US Dollars$63.95
Hardback: 9780805814231
pub: 1994-05-31
US Dollars$145.00

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About the Book

This volume addresses salient theoretical issues concerning the validity of research methods in second-language acquisition, and provides critical analysis of contextualized versus sentence-level production approaches. The contributors present their views of competence versus performance, the nature of language acquisition data, research design, the relevance of contextualized data collection and interpretation, and the desirability of a particularistic nomothetic theoretical paradigm versus more comprehensive consideration of multiple realities and complex influencing factors. This book presents varying and antithetical approaches to the issues, bringing together the thinking and approaches of leading researchers in language acquisition, language education, and sociolinguistics in an engaging debate of great currency in the field.

Table of Contents

Contents: Preface. S.M. Gass, A.D. Cohen, E.E. Tarone, Introduction. Part I: Evaluating Competing Frameworks. F.R. Eckman, The Competence-Performance Issue in Second-Language Acquisition Theory: A Debate. G.P. Berent, The Subset Principle in Second-Language Acquisition. K. Bardovi-Harlig, Anecdote or Evidence? Evaluating Support for Hypotheses Concerning the Development of Tense and Aspect. L.K. Hagen, Constructs and Measurement in Parameter Models of Second-Language Acquisition. N.P. Markee, Toward an Ethnomethodological Respecification of Second-Language Acquisition Studies. Part II: Methodologies for Eliciting and Analyzing Language in Context. D. Douglas, L. Selinker, Research Methodology in Context-Based Second-Language Research. E. Shohamy, The Role of Language Tests in the Construction and Validation of Second-Language Acquisition Theories. A.D. Cohen, E. Olshtain, Researching the Production of Second-Language Speech Acts. R. Bayley, Interlanguage Variation and the Quantitative Paradigm: Past Tense Marking in Chinese-English. Part III: Methodologies for Eliciting and Analyzing Sentence-Level Data. U. Lakshmanan, K. Teranishi, Preferences Versus Grammaticality Judgments: Some Methodological Issues Concerning the Governing Category Parameter in Second-Language Acquisition. F.R. Eckman, Local and Long-Distance Anaphora in Second-Language Acquisition. E. Munnich, S. Flynn, G. Martohardjono, Elicited Imitation and Grammaticality Judgment Tasks: What They Measure and How They Relate to Each Other. R. Bley-Vroman, C. Chaudron, Elicited Imitation as a Measure of Second-Language Competence. N. Goss, Z. Ying-Hua, J-P. Lantolf, Two Heads May Be Better Than One: Mental Activity in Second-Language Grammaticality Judgments. R. Cowan, Y.A. Hatasa, Investigating the Validity and Reliability of Native Speaker and Second-Language Learner Judgments About Sentences. S.M. Gass, The Reliability of Second-Language Grammaticality Judgments. E.E. Tarone, A Summary: Research Approaches in Studying Second-Language Acquisition or "If the Shoe Fits…"

About the Series

Second Language Acquisition Research Series

The Second Language Acquisition Research series presents and explores issues bearing directly on theory construction and/or research methods in the study of second language acquisition. Its titles (both authored and edited volumes) provide thorough and timely overviews of high-interest topics, and include key discussions of existing research findings and their implications. A special emphasis of the series is reflected in the monographs dealing with specific data collection methods or instruments.  Each of these monographs addresses the kinds of research questions for which the method/instrument is best suited, offers extended description of its use, and outlines the problems associated with its use. The volumes in this series will be invaluable to students and scholars alike, and perfect for use in courses on research methodology and in individual research.


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