Second language acquisition has an identity problem. It is a young field struggling to emerge from the parent fields of education and applied linguistics. In his new book, Problems in Second Language Acquisition , Mike Long proposes a way to help second language acquisition develop a systematic and coherent focus using the philosophy of science as the lens. The volume is neatly organized into three parts--theory, research, and practice. This structure allows a focus on areas of SLA of interest to many in the field. These include theory proliferation and comparative theory evaluation; the Critical Period Hypothesis and negative feedback; and the practice of “synthetic” language teaching. The controversial volume will be of interest to researchers, educators, and graduate students in second language acquisition, applied linguistics, TESOL, and linguistics programs. It may be recommended as additional reading for an introductory SLA course in order to stimulate class discussions. Second language acquisition has an identity problem. It is a young field struggling to emerge from the parent fields of education and applied linguistics. In this book, the author proposes a way to help second language acquisition develop a systematic and coherent focus using the philosophy of science as the lens. The structure of the book allows a focus on areas of SLA of interest to many in the field. These include theory proliferation and comparative theory evaluation; the Critical Period Hypothesis and negative feedback; and the practice of "synthetic" language teaching. The controversial volume will be of interest to researchers, educators, and graduate students in second language acquisition, applied linguistics, TESOL, and linguistics programs. It may be recommended as additional reading for an introductory SLA course in order to stimulate class discussions. Following a preface, this book is divided into three parts. Part I, Theory, includes chapters: (1) Second Language Acquisition Theories; and (2) Problem-Solving and Theory Change in SLA. Part II, Research, presents: (3) Age Differences and the Sensitive Periods Controversy in SLA; and (4) Recasts in SLA: The Story So Far. Part III, Practice, concludes with (5) Texts, Tasks, and the Advanced Learner; and (6) SLA: Breaking the Siege In Problems In Sla, Mike Long Offers A Proposal Designed To Help The Field Of Sla Differentiate Itself From Education And Applied Linguistics By Becoming A More Mature Discipline That Is Grounded In A Problem-solving Approach To Science. The Three Main Sections - Theory, Research, And Practice - Create An Accessible Book For Both The Introductory Sla Student And For The Practicing Researcher. Coverage Includes Such Topics As Sla Theories And Comparative Theory Evaluation, The Critical Period Hypothesis, Negative Feedback, And Task-based Approaches To Language Teaching.--jacket. Second Language Acquisition Theories -- Problem-solving And Theory Change In Sla -- Age Differences And The Sensitive Periods Controversy In Sla -- Recasts In Sla: The Story So Far -- Texts, Tasks, And The Advanced Learner -- Sla: Breaking The Siege. Michael H. Long. Includes Bibliographical References (p. 169-191) And Indexes. Cover Half Title Title Page Copyright Page Contents Preface Part I: Theory 1. Second Language Acquisition Theories 2. Problem Solving and Theory Change in SLA Part II: Research 3. Age Differences and the Sensitive Periods Controversy in SLA 4. Recasts in SLA: The Story So Far Part III: Practice 5. Texts, Tasks, and the Advanced Learner 6. SLA: Breaking the Siege References Author Index Subject Index
