Second Language Acquisition and Second ... - Stephen Krashen

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Second Language Acquisition and Sec
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Acknowledgments I would like to tha
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Introduction This book is concerned
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performance..." (p.35). Corder (196
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when it does not get in the way of
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language (some similarities to firs
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In the second part of this chapter,
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far more valuable then the exercise
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Monitoring generally improves accur
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overconcern with correctness, howev
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language is spoken or may be expose
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2. Attitude and Aptitude in Second
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1973, p. 8). Carroll also suggests
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outines and patterns, and at a more
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Sentences, Paired Associates, and S
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stay-ins appeared to be integrative
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motivation played no role because o
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(1977), after interviewing teachers
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did not produce the same results. T
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a stage many people, but not all, r
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The Good Language Learner Revisited
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predict differences in student achi
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settle the issue of whether adults
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language had higher scores than stu
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Table 1. English proficiency and ye
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The "self-study" reinterpretation o
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series the evidence for learning is
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4. The Domain of the Conscious Gram
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Ann Fathman, confirmed our earlier
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significant differences for any of
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Table 1. Studies analyzing grammati
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Table 3. Counterexamples to orderin
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Table 4 (cont.) ___________________
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ut *der Katze Ohr (The cat's ear).
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Research Findings 1. First language
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First-language-influenced errors he
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and (4) Ich weiss nicht, I know not
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ain", the right hemisphere, appears
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second language acquisition in adul
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hemisphere is removed, and the pati
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Monitor, to exist, and the degree t
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advantage in the first language. En
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while English "orients its users to
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7. On Routines and Patterns in Lang
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adulthood. A. Smith (1966) describe
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"That's a _______") which were char
Page 93 and 94: variation. Nelson, for example, dis
Page 95 and 96: which he had learned by imitation.
Page 97 and 98: and often incorporated them into hi
Page 99 and 100: what utterances mean by observing h
Page 101 and 102: Furthermore, she associated strings
Page 103 and 104: and patterns other than as discours
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Page 107 and 108: understanding language that is "a l
Page 109 and 110: up to the intermediate level. As Wa
Page 111 and 112: practical only in a foreign languag
Page 113 and 114: is making some effort at making him
Page 115 and 116: It may be useful to distinguish thr
Page 117 and 118: the luxury of building up acquired
Page 119 and 120: marker /-s/, and the regular and ir
Page 121 and 122: to speak the language they were lea
Page 123 and 124: 9. The Theoretical and Practical Re
Page 125 and 126: contact with. "Teacher-talk" is the
Page 127 and 128: language in Los Angeles. S. K. also
Page 129 and 130: Caretaker Speech and Language Acqui
Page 131 and 132: speech is so well rooted in the "he
Page 133 and 134: speech is: they are simpler than na
Page 135 and 136: Freed (1980) reports that foreigner
Page 137 and 138: e boredom. When they overshoot, the
Page 139 and 140: class was conducted entirely in Fre
Page 141 and 142: more expansions as well as repetiti
Page 143: Broen, P. (1972) The Verbal Environ
Page 147 and 148: Hakuta, K. and H. Cancino (1977) "T
Page 149 and 150: Learning Aptitude. Rowley, Ma.: New
Page 151 and 152: Academy of Aphasia. Victoria, Briti
Page 153 and 154: Smith, A. (1966) "Speech and other
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