Acknowledgements Introduction PART ONE - BACKGROUND Introduction 1. Second language acquisition research: an overview PART TWO - THE DESCRIPTION OF LEARNER LANGUAGE Introduction 2. Learner errors and error analysis 3. Developmental patterns: order and sequence in second language acquisition 4. Variability in learner language 5. Pragmatic aspects of learner language PART THREE - EXPLAINING SECOND LANGUAGE ACQUISITION: EXTERNAL FACTORS Introduction 6. Social factors and second language acquisition 7. Input and interaction and second language acquisition PART FOUR - EXPLAINING SECOND LANGUAGE ACQUISITION: INTERNAL FACTORS Introduction 8. Language transfer 9. Cognitive accounts of second language acquisition 10. Linguistic universals and second language acquisition PART FIVE - EXPLAINING INDIVIDUAL DIFFERENCES IN SECOND LANGUAGE ACQUISITION Introduction 11. Individual learner differences 12. Learning strategies PART SIX - CLASSROOM SECOND LANGUAGE ACQUISITION Introduction 13. Classroom interaction and second language acquisition 14. Formal instruction and second language acquisition PART SEVEN - CONCLUSION Introduction 15. Data, theory, and applications in second language acquisition research Glossary Bibliography Author index Subject index

第二语言习得研究 = The study of second language acquisition

Reversing Language Shift: Theoretical and Empirical Foundations of Assistance to Threatened Languages. Joshua A. Fishman. Multilingual Matters, 76. Clevedon: Multilingual Matters, 1991. 431 pp.

Reversing Language Shift: Theoretical and Empirical Foundations of Assistance to Threatened Languages

Vanishing Voices: The Extinction of the World's Languages.

Culture and Experience.

关于第二语言习得(Sccond Languagc Acquisition),国外语言学家提出了众多理论,其中有早期的行为主义理论,它认为习得过程即刺激(Stimuli)与反馈(Fccd back)的过程,强调学习环境的作用.但它显然忽视了SLA者的生理和心理因素.后有六十年代的自然主义理论强调SLA者的输出作用.近年来美国语言学家克拉森

The Input Hypothesis及其在外语教学中的应用

It is generally agreed that about 7,000 languages are spoken across the world today and at least half may no longer be spoken by the end of this century. This state-of-the-art Handbook examines the reasons behind this dramatic loss of linguistic diversity, why it matters, and what can be done to document and support endangered languages. The volume is relevant not only to researchers in language endangerment, language shift and language death, but to anyone interested in the languages and cultures of the world. It is accessible both to specialists and non-specialists: researchers will find cutting-edge contributions from acknowledged experts in their fields, while students, activists and other interested readers will find a wealth of readable yet thorough and up-to-date information.

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The Cambridge handbook of endangered languages

Language attitudes and ideologies are of key importance in assessing the chances of success of revitalisation efforts for endangered languages. However, few book-length studies relate attitudes to language policies, or address the changing attitudes of non-speakers and the motivations of members of language movements. Through a combination of ethnographic research and quantitative surveys, this book presents an in-depth study of revitalisation efforts for indigenous languages in three small islands round the British Isles. The author identifies and confronts key issues commonly faced by practitioners and researchers working in small language communities with little institutional support. This book explores the complex relationship of ideologies, identity and language-related beliefs and practices, and examines the implications of these factors for language revitalisation measures.

Attitudes to Endangered Languages: Identities and Policies

Minority-language planning and efforts to revitalise endangered languages have been criticised for following a model of language planning common to majority languages, i.e. promoting a prescriptive standard which reproduces hierarchies and hegemonies and diminishes linguistic diversity. An alternative is the concept of ‘polynomic’ languages, a pluralistic model of language without a single prestige variety or functional distinctions. This model is used in the teaching of Corsican. Research into the indigenous language variety of Guernsey reveals ‘folk linguistic’ acceptance of a regional variation as a source of richness, which suggests that a polynomic approach might be applicable. At the same time, notions of ‘right’ and ‘wrong’ are ingrained from Western-style education. Linguistic purism is also on the increase in reaction to perceptions of language change. This paper compares language planning in Guernsey and Corsica in the light of these challenges and discusses whether a polynomic model of language...

Standardisation, prescription and polynomie: can Guernsey follow the Corsican model?

Over the few past centuries, and the last 65 years in particular, there has been a tremendous reduction in global linguistic diversity, as people abandon minority language varieties and switch to larger and what they perceive to be more economically, socially and politically powerful regional or national languages. In addition, governments have been promoting standardised official languages for use in schooling, media and bureaucracy, often under a rubric of linguistic unity supporting national unity. The last two decades have seen a significant increase in interest in minority languages and language shift, endangerment and loss, in academia and among language speakers and the wider public. There has also been growing interest from anthropological linguists and sociolinguists in the study of language ideologies and beliefs about languages.
This volume brings together chapters on theoretical and practical issues in these two areas, especially the views of linguists and communities about support and revitalisation of endangered languages. The chapters thus go straight to the heart of ideological bases of reactions to language endangerment among those most closely involved, drawing their discussions from case studies of how language ideologies and beliefs affect language practices (and vice versa). Most of the authors conduct collaborative community-based research and take a reflective engagement stance to investigate (potential) clashes in ideological perspectives. This is one of the key theoretical and practical issues in research on endangered languages, and has important implications for language documentation, support and revitalisation, as well as language policy at local, national and international levels.

Endangered Languages: Beliefs and Ideologies in Language Documentation and Revitalization

The Norman vernacular of the Channel Islands has scarcely been developed or modernised in the last fifty years. Many people in Guernsey are of the opinion that it is not a written language, but there is in fact a fairly large body of literature. Until the late 19 th century the local vernacular (Guernesiais) was the majority language in Guernsey, with French as the High diglossic partner. The spread of English, with its economic power and monopoly of the mass media, has displaced French and led to Guernesiais being threatened with extinction. This article discusses speakers' literacy practices, attitudes towards the writing of Guernesiais and various attempts at orthographic systems, leading to a wider discussion of the place of writing and literacy in the survival of endangered languages.

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Julia Sallabank

Papers

The Cambridge handbook of endangered languages

Attitudes to Endangered Languages: Identities and Policies

Standardisation, prescription and polynomie: can Guernsey follow the Corsican model?

Endangered Languages: Beliefs and Ideologies in Language Documentation and Revitalization

Writing in an Unwritten Language: The Case of Guernsey French