Hostname: page-component-f554764f5-nwwvg Total loading time: 0 Render date: 2025-04-18T22:32:41.049Z Has data issue: false hasContentIssue false
  • English
  • Français

A short history of SLA: Where have we come from and where are we going?

Published online by Cambridge University Press:  16 March 2020

Rod Ellis
Rod Ellis*
Affiliation:
Curtin University, Perth, Australia
*
E-mail: [email protected]
Get access Rights & Permissions [Opens in a new window]

Extract

If we want to understand where we are now, we need to consider where we have come from. This statement constitutes the strongest rationale for the study of history. It is relevant to any field of enquiry and it is certainly true of the field of second language acquisition (SLA). As Larsen-Freeman (2018) wrote in her own historical account of SLA ‘it is important to understand ideas at the time they originated’ (p. 56). I would add that it is also important to understand how the ideas that motivated a field of enquiry at one time evolved into and were sometimes replaced by ideas later on.

Type
First Person Singular
Information
Language Teaching , Volume 54 , Issue 2 , April 2021 , pp. 190 - 205
Check for updates
Copyright
Copyright © The Author(s), 2020. Published by Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

Footnotes

This paper is based on the presentation given by Professor Ellis at the Annual Conference of the Australian and New Zealand Associations of Applied Linguistics (ALAA/ALANZ), Perth, Australia, 25–27 November 2019.

References

Anderson, J. (1980). Cognitive psychology and its implications. San Francisco, NC: Freeman.Google Scholar
Atkinson, D. (2014). Language learning in mindbodyworld: A sociocognitive approach to second language acquisition. Language Teaching, 47(4), 467–483.CrossRefGoogle Scholar
Barkhuizen, G. (2014). Narrative research in language teaching and learning. Language Teaching, 47(4), 450–466.CrossRefGoogle Scholar
Block, D. (2003). The social turn in second language acquisition. Edinburgh, UK: Edinburgh University Press.Google Scholar
Blum-Kulka, S., House, J., & Kasper, G. (1989). Cross-cultural pragmatics: Requests and apologies. Norwood, NJ: Ablex.Google Scholar
Bourdieu, P. (1986). The forms of capital. In Richardson, J. F. (Ed.), Handbook of theory and research for the sociology of education (pp. 241–258). New York, NY: Greenwood Press.Google Scholar
Brown, P., & Levinson, S. (1987). Politeness: Some universals in language usage. Cambridge, UK: Cambridge University Press.CrossRefGoogle Scholar
Brown, R. (1973). A first language: The early stages. Cambridge, MA: Harvard University Press.CrossRefGoogle Scholar
Cancino, H., Rosansky, E., & Schumann, J. (1978). The acquisition of English negatives and interrogatives by native Spanish speakers. In Hatch, E. (Ed.), Second language acquisition (pp. 207–230). Rowley, MA: Newbury House.Google Scholar
Chomsky, N. (1965). Aspects of the theory of syntax. Cambridge, MA: MIT Press.Google Scholar
Comrie, B. (1984). Language universals and linguistic typology. Oxford, UK: Basil Blackwell.Google Scholar
Cook, V. J. (1992). Evidence for multicompetence. Language Learning, 42(4), 557–591.CrossRefGoogle Scholar
Corder, S. P. (1967). The significance of learners’ errors. International Review of Applied Linguistics, 5, 161–169.CrossRefGoogle Scholar
Coulthard, M. (1977). An introduction to discourse analysis. Harlow, UK: Longman.Google Scholar
Davis, K. (2012). Ethnographic approaches to second language acquisition research. The Encyclopaedia of Applied Linguistics. doi:10.1002/9781405198431.wbeal0399CrossRefGoogle Scholar
de Bot, K., Lowie, W., & Verspoor, M. (2007). A dynamic systems theory approach to second language acquisition. Bilingualism: Language and Cognition, 10(1), 7–21.CrossRefGoogle Scholar
DeKeyser, R. (1998). Beyond focus on form: cognitive perspectives on learning and practicing second language grammar. In Doughty, C., & Williams, J. (Eds.), Focus on form in classroom second language acquisition (pp. 42–63). Cambridge, UK: Cambridge University Press.Google Scholar
DeKeyser, R. (2010). Where is our field going? Comments from the outgoing editor of Language Leaning. Modern Language Journal, 944(4), 646–647.CrossRefGoogle Scholar
Doughty, C., & Long, M. (2003). The scope of inquiry and goals of SLA. In Doughty, C., & Long, M. (Eds.), The handbook of second language acquisition (pp. 3–16). Malden, MA: Blackwell.CrossRefGoogle Scholar
Dulay, H., & Burt, M. (1973). Should we teach children syntax? Language Learning, 23(2), 245–258.CrossRefGoogle Scholar
Dulay, H., & Burt, M. (1975). Creative construction in second language learning and teaching. In Burt, M., & Dulay, H. (Eds.), On TESOL ‘75: New directions in second language learning, teaching and bilingual education (pp. 21–32). Washington, DC: TESOL.Google Scholar
Eckman, F., Bell, L., & Nelson, D. (1988). On the generalization of relative clause instruction in the acquisition of English as a second language. Applied Linguistics, 9(1), 1–20.CrossRefGoogle Scholar
Ellis, N. (1994). Implicit and explicit learning of languages. San Diego: Academic Press.Google Scholar
Ellis, N. (2015). Usage-based approaches in second language acquisition. In VanPatten, B., & Williams, J. (Eds.), Theories in second language acquisition (pp. 75–93). Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Ellis, R. (1985). Understanding second language acquisition. Oxford, UK: Oxford University Press.Google Scholar
Ellis, R. (1994). A theory of instructed second language acquisition. In Ellis, N. (Ed.), Implicit and explicit learning of languages (pp. 79–114). San Diego, CA: Academic Press.Google Scholar
Ellis, R. (2005). Measuring implicit and explicit knowledge of a second language: A psychometric study. Studies in Second Language Acquisition, 27(2), 141–172.CrossRefGoogle Scholar
Ellis, R. (2010). Theoretical pluralism in SLA: Is there a way forward? In Seedhouse, P., Walsh, S., & Jenks, C. (Eds.), Conceptualising ‘learning’ in applied linguistics (pp. 23–51). Basingstoke, UK: Palgrave Macmillan.CrossRefGoogle Scholar
Ellis, R. (2015). Understanding second language acquisition (2nd ed.). Oxford, UK: Oxford University Press.Google Scholar
Ellis, R., & Barkhuizen, G. (2005). Analyzing learner language. Oxford, UK: Oxford University Press.Google Scholar
Ferguson, C. (1975). Towards a characterization of English foreigner talk. Anthropological Linguistics, 17(1), 1–14.Google Scholar
Firth, A., & Wagner, J. (1997). On discourse, communication, and (some) fundamental concepts in SLA. Modern Language Journal, 81(3), 285–300.CrossRefGoogle Scholar
Firth, A., & Wagner, J. (2007). Second/foreign language learning as a social accomplishment: Elaborations on a reconceptualized SLA. Modern Language Journal, 91(S1), 800–819.CrossRefGoogle Scholar
Gass, S. (1984). A review of interlanguage syntax: Language transfer and language universals. Language Learning, 34(2), 115–132.CrossRefGoogle Scholar
Hatch, E. (1978a). Second language acquisition. Rowley, MA: Newbury House.Google Scholar
Hatch, E. (1978b). Apply with caution. Studies in Second Language Acquisition, 2(1), 123–143.CrossRefGoogle Scholar
Housen, A., Kuiken, F., & Vedder, I. (2012). Complexity, accuracy and fluency: Definitions, measurement and research. In Housen, A., Kuiken, F., & Vedder, I. (Eds.), Dimensions of L2 performance and proficiency: Investigating complexity, accuracy and fluency in SLA (pp. 1–20). Amsterdam, Netherlands: John Benjamins.CrossRefGoogle Scholar
Hulstijn, J. (2013). Is the second language acquisition discipline disintegrating? Language Teaching, 46(4), 511–517.CrossRefGoogle Scholar
Jordan, G. (2003). Theory construction in second language acquisition. Amsterdam, Netherlands: John Benjamins.Google Scholar
Kellerman, E. (1983). Now you see it, now you don't. In Gass, S., & Selinker, L. (Eds.), Language transfer in language learning (pp. 112–134). Rowley, MA: Newbury House.Google Scholar
Klima, E., & Bellugi, V. (1966). Syntactic regularities in the speech of children. In Lyons, J., & Wales, R. (Eds.), Psycholinguistic papers (pp. 183–208). Edinburgh, UK: Edinburgh University Press.Google Scholar
Krashen, S. (1977). Some issues relating to the Monitor Model. In Brown, H., Yorio, C., & Crymes, R. (Eds.), On TESOL ‘77 (pp. 152–161). Washington, DC: TESOL.Google Scholar
Krashen, S. (1981). Second language acquisition and second language learning. Oxford, UK: Pergamon.Google Scholar
Krashen, S. (1983). Newmark's ignorance hypothesis and current second language acquisition theory. In Gass, S., & Selinker, L. (Eds.), Language transfer in language learning (pp. 135–153). Rowley, MA: Newbury House.Google Scholar
Krashen, S. (1985). The Input Hypothesis: Issues and implications. London, UK: Longman.Google Scholar
Krishnan, A. (2009). What are academic disciplines? Some observations on the disciplinarity versus interdisciplinarity. NCRM Working Paper Series: ESRC National Centre for Research Methods.Google Scholar
Kuhn, T. (1962). The structure of scientific revolutions. Chicago, IL: University of Chicago Press.Google Scholar
Lado, R. (1957). Linguistics across cultures: Applied linguistics for language teachers. Ann Arbor, MI: University of Michigan.Google Scholar
Lantolf, J. (1996). Second language theory building: letting all the flowers bloom! Language Learning, 46(4), 713–749.CrossRefGoogle Scholar
Lantolf, J. (2000). Sociocultural theory and second language learning. Oxford, UK: Oxford University Press.Google Scholar
Larsen-Freeman, D. (1997). Chaos/complexity science and second language acquisition. Applied Linguistics, 18(2), 141–165.CrossRefGoogle Scholar
Larsen-Freeman, D. (2018). Looking ahead: Future directions in, and future research into, second language development. Foreign Language Annals, 51(1), 55–72.CrossRefGoogle Scholar
Larsen-Freeman, D., & Cameron, L. (2008). Complex systems and applied linguistics. Oxford, UK: Oxford University Press.Google Scholar
Larsen-Freeman, D., & Long, M. H. (1991). An introduction to second language acquisition research. London, UK: Longman.Google Scholar
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.CrossRefGoogle Scholar
Loewen, S., & Gass, S. (2009). The use of statistics in L2 acquisition research. Language Teaching, 42(2), 181–196.CrossRefGoogle Scholar
Loewen, S., & Reinders, S. (2011). Key concepts in second language acquisition. Basingstoke, UK: Palgrave MacMillan.CrossRefGoogle Scholar
Long, M. (1983). Native speaker/non-native speaker conversation and the negotiation of comprehensible input. Applied Linguistics, 4(2), 126–141.CrossRefGoogle Scholar
Long, M. (1985). A role for instruction in second language acquisition: Task-based language teaching. In Hyltenstam, K., & Pienemann, M. (Eds.), Modelling and assessing second language acquisition (pp. 77–99). Bristol, UK: Multilingual Matters.Google Scholar
Long, M. (1993). Assessment strategies for SLA theories. Applied Linguistics, 14, 225–249.Google Scholar
Long, M. (1996). The role of the linguistic environment in second language acquisition. In Ritchie, W., & Bhatia, T. (Eds.), Handbook of second language acquisition (pp. 413–468). San Diego, CA: Academic Press.Google Scholar
Long, M. (1998). SLA breaking the siege. University of Hawai'i Working Papers in ESL, 17(1), 79–129.Google Scholar
Long, M., & Doughty, C. (2003). SLA and cognitive science. In Doughty, C., & Long, M. (Eds.), The handbook of second language acquisition (pp. 866–870). Malden, MA: Blackwell.CrossRefGoogle Scholar
Mackey, A., & Gass, S. (Eds.) (2016). Second language research: Methodology and design (2nd ed.). New York, NY: Routledge.Google Scholar
Markee, N. (2008). Toward a learning behavior tracking methodology for CA-for-SLA. Applied Linguistics, 29(3), 404–427.CrossRefGoogle Scholar
May, S. (2013). The multilingual turn: Implications for SLA, TESOL and bilingualism. New York, NY: Routledge.CrossRefGoogle Scholar
Mitchell, R., & Myles, F. (1998). Second language learning theories. London, UK: Hodder Arnold.Google Scholar
Nemser, W. (1971). Approximative systems of foreign language learners. International Review of Applied Linguistics, 9(2), 115–123.CrossRefGoogle Scholar
Newmark, L. (1966). How not to interfere in language learning. International Journal of American Linguistics, 32(1), 77–87.Google Scholar
Norris, J., & Ortega, L. (2000). Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning, 50(3), 417–528.CrossRefGoogle Scholar
Norton, B. (2000). Identity and language learning: Gender, ethnicity and educational change. Harlow, UK: Longman.Google Scholar
Norton Peirce, B. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29(1), 9–31.CrossRefGoogle Scholar
Ortega, L. (2009). Understanding Second Language Acquisition. London, UK: Hodder Education.Google Scholar
Ortega, L. (2019). SLA and the study of equitable multilingualism. Modern Language Journal, 103, Supplement, 23–38.CrossRefGoogle Scholar
Ortega, L., & Byrnes, H. (2008). The longitudinal study of advanced L2 capacities. New York, NY: Routledge.Google Scholar
Pienemann, M. (1998). Language processing and second language development: Processability Theory. Amsterdam, Netherlands: John Benjamins.CrossRefGoogle Scholar
Plonsky, L. (2015). Advancing quantitative methods in second language research. New York, NY: Routledge.CrossRefGoogle Scholar
Reber, A. (1976). Implicit learning of synthetic learners: The role of instructional set. Journal of Experimental Psychology, Human Learning and Memory, 2, 88–94.CrossRefGoogle Scholar
Reber, A. (1993). Implicit learning and tacit knowledge: An essay on the cognitive unconscious. Oxford, UK: Oxford University Press.Google Scholar
Révész, A., Michel, M., & Gilabert, R. (2016). Measuring cognitive task demands using dual task methodology, subjective self-ratings, and expert judgments: A validation study. Studies in Second Language Acquisition, 38(4), 703–737.CrossRefGoogle Scholar
Ringbom, H. (1987). The role of the first language in foreign language learning. Bristol, UK: Multilingual Matters.Google Scholar
Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129–158.CrossRefGoogle Scholar
Schmidt, R., & Frota, S. (1986). Developing basic conversational ability in a second language: A case study of an adult learner. In Day, R. (Ed.). Talking to learn: Conversation in second language acquisition (pp. 237–326). Rowley, MA: Newbury House.Google Scholar
Schumann, F., & Schumann, J. (1977). Diary of a language learner: An introspective study of second language learning. In Brown, H., Yorio, C., & Crymes, R. (Eds.), On TESOL ‘77 (pp. 241–249). Washington, DC: TESOL.Google Scholar
Schumann, J. (1978). The acculturation model for second language acquisition. In Gingras, R. (Ed.), Second language acquisition and foreign language teaching (pp. 27–50). Arlington, VA: Center for Applied Linguistics.Google Scholar
Searle, J. (1969). Speech acts. Cambridge, UK: Cambridge University Press.CrossRefGoogle Scholar
Selinker, L. (1972). Interlanguage. International Review of Applied Linguistics, 10(3), 209–231.CrossRefGoogle Scholar
Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researchers, 27(2), 4–13.CrossRefGoogle Scholar
Sharwood-Smith, M. (1994). Second language learning: Theoretical foundations. London, UK: Longman.Google Scholar
Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In Gass, S., & Madden, C. (Eds.), Input in second language acquisition (pp. 235–253). Rowley, MA: Newbury House.Google Scholar
Swain, M. (2006). Languaging, agency and collaboration in advanced second language learning. In Byrnes, H. (Ed.), Advanced language learning: The contributions of Halliday and Vygotsky (pp. 95–108). London, UK: Continuum.Google Scholar
Thomas, J. (1983). Cross-cultural pragmatic failure. Applied Linguistics, 4(2), 91–112.CrossRefGoogle Scholar
Tomlin, R., & Villa, V. (1994). Attention in cognitive science and second language acquisition. Studies in Second Language Acquisition, 16, 183–203.CrossRefGoogle Scholar
Valdman, A. (1999). A note from the editor: 20th anniversary of SSLA. Studies in Second Language Acquisition, 20(4), 463–470.Google Scholar
VanPatten, B. (1996). Input processing and grammar instruction in second language acquisition. Norwood, NJ: Ablex.Google Scholar
VanPatten, B., & Williams, J. (2007). Introduction. In VanPatten, B., & Williams, J. (Eds.), Theories in second language acquisition (pp. 1–16). Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Varonis, E., & Gass, S. (1985). Non-native/non-native conversations: A model for negotiation of meaning. Applied Linguistics, 6(1), 71–90.CrossRefGoogle Scholar
Vygotsky, L. (1978). Mind in society. Cambridge, MA: MIT Press.Google Scholar
Vygotsky, L. (1986). Thought and language (Newly revised and edited by A. Kozulin). Cambridge, MA: MIT Press.Google Scholar
Wells, G. (1985). Language development in the pre-school years. Cambridge, UK: Cambridge University Press.Google Scholar
White, L. (1989). Universal grammar and second language acquisition. Amsterdam, Netherlands: John Benjamins.CrossRefGoogle Scholar
Wode, H. (1976). Developmental sequences in naturalistic L2 acquisition. Working Papers on Bilingualism, 1(1), 1–13.Google Scholar