Further Reading

Chapter 1
Hummel, K.M. (2014). Introducing Second Language Acquisition: Perspectives and
Practices. Malden, MA: Wiley & Sons Ltd.

This text covers theories of second language acquisition, contexts of language

acquisition, language teaching methods and individual differences in learners. To
illustrate concepts throughout in an engaging manner, it includes stories of fictitious
language learners’ L2 acquisition.

Mackey, A. & Gass, S.M. (2016). Second Language Research: Methodology and Design
(Second Edition). London: Routledge (Taylor and Francis).

A basic guide to research, this new edition treats methodology and design,
including data collection, coding and write-up for qualitative and quantitative
studies, as well as mixed methods. It also includes sample consent forms and
information about common transcription practices, and an updated review of
fundamental topics in second language acquisition.

Chapter 2
Davies, A. (2003). The Native Speaker: Myth and Reality. Clevedon: Multilingual
Matters.

Davies explores in depth several complex issues related to the definition of native
speaker in relation to L2 learner. He includes not only theoretical discussion, but also
practical implications for teaching and assessment. A basic claim is that “common-sense”
definitions and assumptions used in SLA are inadequate.

Cunningham, U. (2011). Growing up with two languages: A practical guide for the
bilingual family (Third Edition). Abingdon, Oxon: Routledge.

This books treats practical questions and real-life situations and problems
associated with raising children bilingually, including how to plan before having
children and different paradigms (one person-one language or one language-one
location). Additionally, it includes information on language development, the
advantages and disadvantages of growing up bilingual, and case studies from adults
raised bilingually.

Lightbown, P. M. & Spada, N. (2006). How Languages Are Learned (Second Edition).
Oxford: Oxford University Press.

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 Lightbown and Spada present a highly accessible overview of second language
learning, with discussion of theories of learning and factors that affect second language
learning. Additionally, second language learning and teaching in the school setting are
treated, as are popular myths about language learning.

Bialystok, E. & Hakuta, K. (1994). In Other Words: The Science and Psychology of
Second-Language Acquisition. New York: Basic Books.

Chapter 1, “First word”, is a clear introduction to the important questions of second

language acquisition from psychological and social perspectives, such as why there are
learning differences among individuals who are different ages, are acquiring related
versus unrelated languages, or have different educational experiences.

Chapter 3
Pinker, S. (2007). The Language Instinct: How the Mind Creates Language (P.S.). New
York: Harper Perennial Modern Classics.

A highly readable explanation of modern linguistics, wherein chapters 4, 5, and 6

include discussion of syntax, morphology, phonology, and the arbitrariness of language.

Yaguello, M. (1981/1998). Language through the Looking Glass: Exploring Language

and Linguistics. Oxford: Oxford University Press.

Language through the Looking Glass provides explanation of the classical categories
of linguistic study (phonology, morphology, semantics, syntax) in addition to treating the
questions of arbitrariness and universality of language largely based upon literary
examples from Lewis Carroll’s “Alice” books.

Selinker, L. (1992). Rediscovering Interlanguage. New York: Longman.

Selinker treats contrastive analysis and error analysis as the beginnings that eventually
led to the concept of interlanguage. In addition, he presents work on fossilization and
how the concept of interlanguage is used today, as opposed to when it was coined in
1972. This is done with the overall goal of framing modern theory in the history of its
field.

Baker, M. (2001). The Atoms of Language. New York: Basic Books.

Baker explains the concepts of Chomsky’s Principles and Parameters theory in terms
appropriate for a general audience.

White, L. (2009). Grammatical theory: interfaces and L2 knowledge. In W. C. Ritchie &

T. K. Bhatia (eds.), The New Handbook of Second Language Acquisition (pp. 49–65).
Bingley: Emerald Group Publishing.

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 This book chapter treats linguistic interface in second language acquisition,
discussing both internal interfaces (e.g., between two levels of language, such as
syntax-morphology) and external interfaces (e.g. between the mental grammar and
the articulatory-perceptual system).

Slabakova, R. & García Mayo, M. del P. (2015). The L3 syntax-discourse interface.

Bilingualism: Language and Cognition, 18, 208-226.

Readers with some background or special interest in linguistic interfaces will find
this recent article useful. It reports on research done with Spanish-Basque
bilinguals learning English as an L3, studying their acquisition of specific syntax-
discourse interface structures.

Bialystok, E. & Hakuta, K. (1994). In Other Words: The Science and Psychology of
Second-Language Acquisition. New York: Basic Books.

In Chapter 2, “Language”, Bialystok and Hakuta clearly present much of the linguistic
background (discussing Chomskyan and Functionalist perspectives) needed to understand
the basic tenets of Second Language Acquisition as a field today.

Mitchell, R. & Myles, F. (2004). Functional/pragmatic perspectives on second language

learning. Second Language Learning Theories (Second Edition) (pp. 100–20). London:
Arnold.

This chapter offers an overview of several functionalist perspectives as they relate to

L1 development and L2 learning. It also includes a brief section outlining the
contributions of functionalism to the body of knowledge in the SLA field.

Chapter 4
Bialystok, E. & Hakuta, K. (1994). In Other Words: The Science and Psychology of
Second-Language Acquisition. New York: Basic Books.

Bialystok and Hakuta treat the Critical Period Hypothesis and different models of how
language is processed by the brain in Chapters 3 and 4.

Birdsong, D. (ed.) (1999). Second Language Acquisition and the Critical Period
Hypothesis. Mahwah, NJ: Lawrence Erlbaum.

A compilation of articles from various scholars, this book offers competing views on
the Critical Period Hypothesis, allowing readers to hear many sides of the argument
before judging for themselves.

Obler, L. K. & Gjerlow, K. (1999). Language and the Brain. Cambridge: Cambridge
University Press.

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 As foundational knowledge, Chapter 1 offers a useful overview of the history and
present-day state of neurolinguistics and Chapter 2 is an introduction to the brain and its
language-specific areas. More related to SLA, Chapter 10 focuses on bilingualism,
whereas Chapter 11 explores the relationship between linguistic theory and
neurolinguistics.

Pinker, S. (2007). The Language Instinct: How the Mind Creates Language (P.S.). New
York: Harper Perennial Modern Classics.

For clear discussion of various aspects of language acquisition, learning and

processing, see Chapters 1–3, 7, 10, and 13.

Larsen-Freeman, D. & Cameron, L. (2008). Complex Systems and Applied Linguistics.

Oxford: Oxford University Press.

The first introductory book on Complexity Theory and applied linguistics, this work
helps the reader define complex versus simple systems, explains the history of the study
of complex systems and then shows the application of Complexity Theory to different
areas of applied linguistics (e.g. first and second language acquisition, second language
teaching).

Ecke, P. (2015). Parasitic vocabulary acquisition, cross-linguistic influence, and

lexical retrieval in multilinguals. Bilingualism: Language and Cognition, 18, 145-
162.

This recent article, most suitable for readers with previous background in
psycholinguistics, treats crosslinguistic influence in multilingual lexical retrieval.
First, it discusses the influence of language typology of the languages involved, and
also presents a model for vocabulary acquisition.

Sanz, C. (ed.) (2005). Mind and Context in Adult Second Language Acquisition.
Washington, DC: Georgetown University Press.

As a compilation of articles by a variety of authors from an information processing

perspective, this book includes updated looks at the cognitive neuroscience of language
(Chapter 5), learning processes (Chapter 6) and individual differences in learners
(Chapter 4).

Skehan, P. (1998). A Cognitive Approach to Language Learning. Oxford: Oxford

University Press.

This volume contains discussion of psycholinguistics and learner differences with

respect to language learning, with emphasis on cognition rather than on linguistics or
sociolinguistics.

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Rebuschat, P. (ed.) (2015). Implicit and Explicit Learning of Languages. Amsterdam:
John Benjamins.

This edited volume focuses on implicit and explicit language learning as viewed
by researchers from multiple disciplines (cognitive psychology, linguistics,
education, cognitive neuroscience, developmental psychology). It contains sections
on theory, methodology, and practical applications.

Chapter 5
Saville-Troike, M. (2003). The Ethnography of Communication: An Introduction (Third
Edition). Oxford: Blackwell.

This text introduces the basic concepts of the ethnography of communication, one
important one being communicative competence. Chapter 2, “Basic terms, concepts and
issues” specifically defines and explains communicative competence (pp. 18–22), along
with other central ideas, such as communicative functions and units of analysis.

Bialystok, E. & Hakuta, K. (1994). In Other Words: The Science and Psychology of
Second-Language Acquisition. New York: Basic Books.

Chapter 5, “Self”, and Chapter 6, “Culture”, present discussion of social factors in

second language acquisition.

Ellis, R. (1999). Learning a Second Language through Interaction. Amsterdam: John

Benjamins.

Along with several former students, Ellis reports on the role of interaction in second
language learning. While some language learning may take place without interaction,
Ellis openly supports the notion that most learners get their input from interaction, and
that input from interaction will be more readily available to learners in the acquisition
process.

Sanz, C. (ed.) (2005). Mind and Context in Adult Second Language Acquisition.
Washington, DC: Georgetown University Press.

Chapter 7, Input and Interaction, offers basic theoretical explanation of the interaction
hypothesis as well as a look at specific studies.

Lantolf, J. P. (ed.) (2004). Sociocultural Theory and Second Language Learning. Oxford:
Oxford University Press.

This book contains many perspectives on using Vygotsky’s theories (i.e. private
speech, activity theory, scaffolding, and the zone of proximal development) in diverse
areas of second language learning.

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Blake, R. J. (2008). Brave New Digital Classroom: Technology and Foreign Language
Learning. Washington, DC: Georgetown University Press.

Written by a leading researcher and developer of digital curriculum, this volume gives
an overview of technology in second language acquisition, and has chapters dedicated to
evaluation of computer assisted language learning programs and computer mediated
communication.

Pinker, S. (2007). The Language Instinct: How the Mind Creates Language (P.S.). New
York: Harper Perennial Modern Classics.

Chapters 12 and 13 offer discussion of the social aspects of language acquisition and
language learning.

Pérez-Vidal, C. (ed.) (2014). Language Acquisition in Study Abroad and Formal

Instruction Contexts. Place of publication: John Benjamins.

An edited volume, this book reports results from the SALA Project, a longitudinal
research program about study abroad and language acquisition. It includes a
description of the SALA Project, as well as results from studies about a variety of
areas of language acquisition during study abroad, such as oral accuracy, L2 fluency
development, phonological development, listening, academic writing, and learners’
motivation and beliefs.

Doman, E. (2014). Insight into EFL Teaching and Issues in Asia. Newcastle upon
Tyne: Cambridge Scholars Publishing.

A collection by teachers and researchers alike, this book gives insight into issues
surrounding EFL teaching and learning in Asia. There are sections on action
research, successful teaching practices, innovative language programs, and issues of
students’ autonomy and identity.

Hornberger, N. H. & McKay, S. L. (eds.) (2010). Sociolinguistics and Language

Education. Cambridge: Cambridge University Press. Bristol: Multilingual Matters.

Part II, “Language and society”, discusses how aspects of society influence perception
of languages and language varieties and motivation to learn or not learn certain
languages, with chapters on multilingualism and language planning and policy.

Chapter 6
Hinkel, E. (ed.) (1999). Culture in Second Language Teaching and Learning. Cambridge:
Cambridge University Press.

Part I, “Culture, interaction and learning”, contains three chapters relevant to

competence and use of L2 in the classroom. Chapter 1 discusses some implications of


interaction between teachers and students of different cultural backgrounds. Chapter 2
treats the learning of a second culture from a cognitive perspective. Chapter 3 also
explores interactions between people of different cultural backgrounds, specifically
studying if and when L2 speakers understand certain implications of conversation in the
target language.

Rose, K. R. & Kasper, G. (eds.) (2001). Pragmatics in Language Teaching. Cambridge:

Cambridge University Press.

In this volume, Rose and Kasper have concentrated on the question of the viability of
teaching and testing pragmatics, with studies all relating to pragmatics in second
language teaching and testing (including sections on the theoretical and empirical
background of pragmatics, issues in classroom-based learning of pragmatics, the effects
of instruction in pragmatics, and testing pragmatics).

Saville-Troike, M. (1996). The ethnography of communication. In S. L. McKay & N. H.

Hornberger (eds.), Sociolinguistics and Language Teaching (pp. 351–82). Cambridge:
Cambridge University Press.

Saville-Troike presents Dell Hymes’ (1966) notion of the ethnography of

communication, including discussion of appropriate situations to use different registers
and features of language, and different areas of competence necessary for successful L2
communication.

Bialystok, E. & Hakuta, K. (1994). In Other Words: The Science and Psychology of
Second-Language Acquisition. New York: Basic Books.

Bialystok and Hakuta’s final chapter, “Last word”, treats the fact that the learners’
diverse experiences and goals produce different results in their L2 acquisition. Further,
their differences in goals and outcomes cannot be classified as more or less successful,
only different.

Swan, M. & Smith, B. (eds.) (2001). Learner English: A Teacher’s Guide to Interference
and Other Problems. Cambridge: Cambridge University Press.

This book offers insight on common characteristics of English as it is learned and

produced by native speakers of a variety of other languages.

McCafferty, S. & Stam, G. (eds.). (2008). Gesture: Second Language Acquisition and
Classroom Research. London: Routledge.

This book is perhaps the first to discuss the importance of gesture as a part of
communication within the field of SLA, and includes an overview of gesture studies and
gesture in second language research.

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Celce-Murcia, M. & Olshtain, E. (2000). Discourse and Context in Language Teaching:
A Guide for Language Teachers. Cambridge: Cambridge University Press.

Part 1 presents background in discourse analysis and pragmatics in discourse analysis.

Part 2 covers some components of language knowledge with chapters on phonology,
grammar, and vocabulary. Part 3 treats receptive and productive activities, with chapters
on listening, reading, writing, speaking, and an epilogue about the integration of these
four areas.

Flowerdew, J. (ed.) (1994). Academic Listening: Research Perspectives. Cambridge:

Cambridge University Press.

While this text is not geared towards beginners to the field of SLA, this seminal
volume presents original research on academic listening in a second language from
various perspectives (ethnography, discourse analysis, application of theory to
pedagogy).

Derwing, T.M. & Munro, M.J. (2015). Pronunciation Fundamentals: Evidence-based

perspectives for L2 teaching and research. Amsterdam: John Benjamins.

Advocating for an evidence-based approach to teaching L2 pronunciation, this

book covers research in L2 pronunciation (both earlier important studies and more
recent work), as well as the history of teaching pronunciation, L2 phonetic learning
processes, and the need for assessment and individualized instruction. It also
discusses L2 accents in different social situations.

McKay, S. L. (1996). Literacy and literacies. In S. L. McKay & N. H. Hornberger (eds.),

Sociolinguistics and Language Teaching (pp. 421–45). Cambridge: Cambridge
University Press.

This article presents literacy as an individual skill and a social construct, and it
recognizes the multiple kinds of literacy possible and valued in different communities
and aspects of communication.

Hinkel, E. (ed.) (1999). Culture in Second Language Teaching and Learning. Cambridge:
Cambridge University Press.

Part II of this edition focuses on how culture influences writing. Chapter 4 questions
whether nonnative speakers of English should learn to write according to the western
norms underlying Anglo-American academic writing (such as Aristotelian logic). In
Chapter 5, the author uses quantitative research to present how L1 and L2 users try to
create a sense of objectivity and credibility in their academic writing. Chapter 6 is an
ethnographic report of how culture is treated in ESL writing classrooms.