Research Methods in Generative Second Language Acquisition: (Second Language Acquisition Research Series)

This timely text provides a comprehensive overview of the research methods used by the Generative Second Language Acquisition framework. The authors lay out the history and state of the art in the field, explain the theoretical underpinnings of this work, and offer practical hands-on guidance for developing, conducting and understanding studies related to L2 grammatical competence—using a rich array of techniques and advancing key insights into the rationale and circumstantial pros and cons of each method. With useful features in a consistent chapter structure, including diverse case studies and discussion questions, the book will be an invaluable resource to students and researchers of SLA, applied linguistics, theoretical linguistics, education, and related areas.

Table of Contents:
List of Figures List of Tables Part I: Methodological Preliminaries and Issues Chapter 1. Introduction Chapter 2. Research Issues Chapter 3. The Life Cycle of an Experimental Design Chapter 4. Designing Experiments in GenSLA Part II: Methods Typically Used in GenSLA Chapter 5. Acceptability Tasks Chapter 6. Interpretation Tasks Chapter 7. Speech Tasks Chapter 8. Latency-Based Measures Chapter 9. Eye Tracking Chapter 10. Electrophysiological Methods: Event-Related Potentials Chapter 11. Production Tasks Chapter 12. Learner Language Corpora References Index

About the Author :
Roumyana Slabakova is Professor and Chair of Applied Linguistics at the University of Southampton, UK. In addition, she is Adjunct Research Professor at UiT The Arctic University of Norway. She is a Founding Co-Editor of Linguistic Approaches to Bilingualism and is currently Co-Editor of Second Language Research. Tania Leal is Assistant Professor of Spanish Linguistics at the University of Arizona, USA. In addition to this role, she serves as a faculty member in the Graduate Interdisciplinary Program in Second Language Acquisition and Teaching (SLAT). She is Associate Editor for Linguistic Approaches to Bilingualism and contributes to the editorial board of Second Language Research. Laura Dominguez is Professor of Linguistics at the University of Southampton, UK. She is a member of the editorial boards of Second Language Research, the Journal of the European Second Language Association and the International Journal of Spanish as a Heritage Language. She was also a board member of Studies in Second Language Acquisition.

Review :
Finally! We have been needing a book like this for decades. And, Slabakova, Leal and Domínguez more than deliver! On balance, perhaps now is the perfect time for this book. In my view, this is so for overlapping reasons. Firstly, generative approaches to second language acquisition (GenSLA) has fine-tuned and expanded its empricial research methods over the past decade or so in particular, without this always being evident/ known/acknowlegded by colleagues in the field who study SLA for other traditions. Moreover, it seems to me that as the study of SLA has expanded over recent decades more generally, misunderstandings related to the goals, assumptions and factors considered in GenSLA have proliferated such that important areas of commonality and bona fide distinctions between GenSLA and other cognitive approaches are often inaccurately described or exaggerated, to the deteriment of SLA theory and practice in general. This book does a superb job in highlighting exactly how and why GenSLA adopts the methods it does, inclusive of the provenance of changes/additions from the 1980s to present day. It explains and contextualizes the place of GenSLA in the larger picture of SLA, inclusive of the reasoning from linguistic theory that underlies it. And while it is written at an accessible level for students of all levels, it is equally useful as a resource for junior and established researchers who are skeptics of, agnostic to or experts in GenSLA. Thus, it is a very welcome addition to books that can be adopted for teaching purposes and should be on the bookshelf of all researchers who work on SLA. Jason Rothman, Lancaster University Research Methods in Generative Second Language Acquisition provides a much needed and very complete tool for anyone interested in the growth of implicit second language knowledge within the language faculty of the mind/brain. The book carefully links a wide range of methods to central aspects of language architecture, language behavior, and learning hypotheses, providing great context and clarity across a wide range of topics. Anyone seeking to engage with this fast-developing field will find this to be a great tool. Laurent Dekydtspotter, Indiana University Bloomington Impressively comprehensive and up to date, this remarkably clear and informative volume will provide students and researchers with the ideal tools to understand and conduct research in second language acquisition from a generative linguistics perspective. For those interested in uncovering the implicit knowledge of second language learners of diverse linguistic backgrounds, this book is a must read. Silvina Montrul, University of Illinois at Urbana-Champaign This volume provides a much-needed overview of methodologies used in investigations of second language competence conducted within a formal linguistic perspective. Readers will gain understanding of major research hypotheses and questions, as well as detailed insights into how to design experiments to test them. Lydia White, McGill University. Research Methods in Generative Second Language Acquisition provides a theoretically grounded overview of design and methodology in formal second language acquisition. With its comprehensive coverage, accessible language, discussion questions and study boxes, this is an excellent and much-needed resource for both researchers and students. Tania Ionin, University of Illinois at Urbana-Champaign This outstanding new volume on research methods by Slabakova, Leal, and Domínguez is an excellent resource for anyone investigating fundamental questions in second language acquisition or bilingualism. The book is written in accessible, reader-friendly language, making it a suitable text for students as well as a very useful tool for professional researchers. David Stringer, Indiana University, USA