Second Language Learning Theories

by Florence Myles, Florence Myles

Second Language Learning Theories is an introduction to the field of second language learning for students without a substantial background in linguistics. In this new edition, new studies have been incorporated and the evaluation sections in each chapter have been expanded, ensuring that the
book remains as fresh, engaging and useful as the day it was first published.

Genres: Linguistics, Nonfiction, Language, Education, Reference

320 pages, Paperback

First published August 28, 1998

Reviews

[Billie Pritchett · Rating 4 out of 5]

Goodness, now I don't remember when I read this. It had to have been a few weeks ago or so, maybe longer. I don't know. I had to read it for my Applied Linguistics course. It provides an overview of the predominant second language learning theories, including the linguistic approach, cognitive approach, socioloinguistic approach, and the functional/pragmatic approach. Of the theories discussed in here, most important is the linguistic theory that arises out of the linguistic approach, and which all the other approaches seem to have to be dependent upon to be even coherent. Linguistic theory posits that human beings have an innate cognitive capacity for language reception and production that operates according to fixed principles and which changes relative to specific languages by modifications of certain innate parameter switches. Also interesting is research done in information processing theory in the cognitive approach, which seeks to understand language at the level of the brain. For social or situations purposes, the research of Dell Hymes et al. that arose out of the functional/pragmatic approach is also important. These are of course my preferences for what I think is the fruitful research.

[Andrew · Rating 4 out of 5]

A useful overview of various SLA theories. Various views are presented rather than advocating a single approach and basic principles such as Krashen's Input Hypothesis (i+1) and Vygotsky's Zone of Proximal Development (ZPD) are explained for readers with no previous studies in linguistics. This was assigned reading for my Second Language Acquisition linguistics course and it provides helpful theory and practice for both linguists and language instructors. The reading is long and dry at times, so only 4 rather than 5 star rating.

[Adrian Buck · Rating 5 out of 5]

It's perhaps unusual to feel a spiritual sense of calm on finishing a lengthy tome on applied linguistics. But there you go, that's how I feel: all is well in the world of second language learning theories, and I am secure in my place in it. That little nook was furnished by the completion of my MEd (Applied Linquistics) with the Open University in 2010. Ever since, although it was a profoundly satisfying - indeed life changing experience, there has been a little niggle. Where was the Chomsky? After all he is the language theorist that dominated linguistics in the latter half of the 20th century - shouldn't he get a look in? Even if only it was to receive a solid kicking, sorry, serious refutation.

See, long before I started my official studies in linguistics, I'd done some moonlighting while I was studying Philosophy in 1990. I'd read, or at least struggled through Aspects of the Theory of Syntax. The philosophers seemed to like him, perhaps recognising one of their own, and I liked Philosophy and Language. And even if his aspects were beyond me, I was confident enough not to worry, because I felt his approach was wrong: I just couldn't accept the language was computation. The niggle turned into nasty ache after I read The Atoms Of Language: The Mind's Hidden Rules Of Grammar post CELTA and in search of something a little more theoretically exciting than the exemplary Practical English Usage. If language might not be computation; it was absolutely certain that language was not chemistry. Without a doubt The Atoms of Language is the worst book on language that I've read, a wholly misguided attempt to organise Chomsky's parameters into a periodic table of language atoms. Yet the great man hailed his acolyte's work as "a wonderful and valuable achievement".

Things calmed down after I read The Language Instinct: How the Mind Creates Language, Pinker is great writer, and balanced judge of the intellectual merits of other's work, and fairly flexible in dealing with theory. If he thought Chomsky's work is worthwhile, then I could rub along with it too, but in the interests of keeping in with Pinker, I gave Words and Rules: The Ingredients of Language a wide berth - does the subtitle imply he thinks language is cookery? The solid kicking finally came in The Language Myth: Why Language Is Not an Instinct, which as the title suggests took on Pinker and Chomsky root and branch, though it's quite easy to kick over a tree that is rotten. So much for Chomsky in general linguistics, but does he have anything at all to offer the language teacher? Not - according to this book - much.

SLLT reviews the contribution that that seven different theoretical approaches have made to our understanding of second language learning. This is done by assessing the quality and quantity of research that each approach has generated. In fact, this book is fairly light on critical exegesis of the theories themselves and focuses on the research. It would fairer to the reader if the book was titled Second Language Learning Research, as the main role of theory here is as a way of organising the material. This structure becomes increasingly precarious as the writers detail how the 'theories' have fractured into individual hypotheses, and the research methodologies have cross-pollinated each other. Not surprisingly, the authors conclude, "Grand synthesising theories...have not flourished...more noticeable in the field is the increased awareness within particular traditions of other research strands working on similar phenomena; and a willingness to 'borrow' particular constructs." What we have have here is linguistics in it's 'natural history' phase; the patient collection of data that precedes the development of theories that encompass them, rather than the search for data that support the theory.

Going back to Philosophy, there is a parallel to be drawn between Descartes role in the development of modern Philosophy and Chomsky's role in the development of linguistics. There are two types of philosophers, my professors told me, those that are right, and those who are wrong in interesting ways. Descartes, they thought was one of the latter, as is Chomsky; though I leave the way in which Chomsky was interesting to history, because it eludes me. As for the 'natural history' condition of linguistics, it is a much surer basis for progress than being a 'science' dominated a particular theory, as biologists will attest. So the whole book, as an exploration of the various avenues of research now being pursued by SLL researchers, has left me feeling more optimism for my profession than I have ever felt before.

[Katelin · Rating 2 out of 5]

This book is good, but it's a textbook. So I didn't love reading it. It's somewhat dense, but has a lot of good information in it. A good reference.

[Robin Cunninghame Graham · Rating 4 out of 5]

An excellent and thought-provoking introduction

[Francis · Rating 4 out of 5]

This book does a good job at showing the major research in many areas of SLA theory. At times, it can get quite dense, however, and it requires a lot of attention and work to make it through one of these chapters. Certain sections were more difficult for me (cognitive linguistics approaches, Chapters 4 & 5), while the sociocultural and interactional sections were much quicker.

[Daniel Guarín · Rating 4 out of 5]

Good book if you are interested in Applied Linguistics, if you are doing research and need a solid theoretical framework, or if you are a language teacher and want to have a better understanding of what is going on in your students mind while they are learning... Or even if you are learning a new language.

[Katherina · Rating 5 out of 5]

Great book on Second Language Accquisition Theories. Provides the reader with important concepts without overwhelming you. Particularly loved the chapters on the history of the field and cognitive and socio-cultural and sociolinguist perspectives on language learning.

[Victor · Rating 3 out of 5]

is a great book

[Khotim Maslikah · Rating 5 out of 5]

learning

[Alex · Rating 3 out of 5]

learned so much also quite confused at times brava