Kimberly L. Geeslin is Professor of Hispanic Linguistics in the Department of Spanish and Portuguese at Indiana University, USA. Her research focuses on second language Spanish and the intersection of second language acquisition and sociolinguistics.Avizia Y. Long is Assistant Professor of Spanish in the Department of World Languages and Literatures at San José State University, USA. Her research interests include the acquisition of sociolinguistic variation by non-Western learners, study abroad and the acquisition of second language Spanish phonetics and phonology, and the role of the instructor in classroom-based learning. Megan Solon is Assistant Research Scientist in the Department of Applied Health Science at Indiana University, USA. Her research focuses on the acquisition of phonetics and phonology in second and heritage language Spanish and explores the acquisition of variable phonetic features as well as the role of learning context and instructional practices on phonetic development.

• ContentsPART I: Fundamentals of Research on the Acquisition of Spanish as a Second LanguageChapter One: Introduction to Perspectives on Second Language Acquisition Introduction The Study of Second Language Acquisition What is a Second Language Learner? How are Second Languages Different from Additional (Third, Fourth, Fifth, etc.) Languages? Why is Second Language Spanish Important? What does It Mean to "Know" a Language? Historical perspectives Cognitive Approaches to Second Language Acquisition The Relationship of Social and Linguistic Factors to Language Acquisition Key Developments in the Field of Second Language Acquisition Common Paths of Development Influence of the First Language Importance of Input Influence of Linguistic Factors, Learner Characteristics, and Social Context The Contributions of Technology in Advancing Research on Second Language Acquisition Summary: Critical Considerations in Assessing Research in Second Language Acquisition ConclusionNote Reading beyond the Text ComprehensionChapter Two: Research Methods Introduction What Is Linguistic Data? How Do We Characterize Linguistic Data? What Types of Linguistic Data Do Second Language Researchers Use? How Do We Get Linguistic Data? Eliciting Production Data Oral interviews Prompt-based writing Picture description or narration Other types of guided production Highly-controlled production Interaction-based elicitation Eliciting Judgement and Interpretation Data Psycholinguistic Measures What Do We Do with Linguistic Data? Non-Linguistic Data ConclusionNotes Reading beyond the Text ComprehensionPART II. Central Issues in Second Language Acquisition and Case Studies of SpanishChapter Three: First Language Influence and the Acquisition of /b d g/ Introduction The Role of First Languages in Second Language Acquisition What is Cross-Linguistic Influence? Historical Perspectives: The 1950’s Historical Perspectives: Generative Grammar Current Research Goals and Perspectives Test Case from Spanish: The Acquisition of /b d g/ /b d g/ in Spanish The Challenge for English-speaking Learners of Spanish Research on /b d g/ in Second Language Spanish Stages of Development of /b d g/ The Role of Instruction and Study Abroad Connections Additional Spanish Sounds Connections beyond the Sound System Conclusion Reading beyond the Text ComprehensionChapter Four: Developmental Paths and the Acquisition of Copula Contrast Introduction Universal Patterns in the Path to Acquisition of a Second Language Early Work: Morpheme Acquisition Studies Explaining the Order of Acquisition Criticism of the Morpheme Acquisition Studies Test Case from Spanish: The Acquisition of Ser and Estar The Copula Contrast in Spanish Challenges for English-Speaking Learners of Spanish Research on the Acquisition of Ser and Estar Stages of Development of Copula Acquisition Additional Learners and Learning Contexts Stages within the [Copula + Adjective] Context Connections Additional Structures: Spanish Number and Gender Connections to the Field of Second Language Acquisition ConclusionNotes Reading beyond the Text ComprehensionChapter Five: Form-Meaning Mapping and the Acquisition of Past-Time Marking Introduction Form-Meaning Mapping What is Form-Meaning Mapping? Universal Strategies Variation as Hypothesis Testing Test Case from Spanish: The Acquisition of Preterit and Imperfect The Preterit and Imperfect in Spanish Challenges for English-speaking Learners of Spanish Research on the Acquisition of the Preterit and Imperfect Lexical Aspect in Preterit/Imperfect Form-Meaning Mapping Additional Factors Affecting the Acquisition of the Preterit and Imperfect Acquisition of the Preterit and Imperfect by Advanced Second Language Learners Connections Additional Structures: Spanish Subjunctive Connections to the Field of Second Language Acquisition ConclusionNotes Reading beyond the Text ComprehensionChapter Six: Input, Language Variation, and the Acquisition of Object Pronouns Introduction Input and Second Language Acquisition Linguistic Variation and Second Language Acquisition Test Case from Spanish: Object Pronouns Object Pronouns in Spanish Challenges for English-Speaking Learners of Spanish Research on the Acquisition of Object Pronouns Early Research and the First Noun Strategy The Challenge of the Third Person Singular Object Pronoun: Le versus Lo The Role of Geography Connections Additional Variable Structures: The Expression of Future Time Reference Additional Variable Structures: Forms of Address Connections to the Field of SLA Conclusion Reading beyond the Text ComprehensionPART III: Expansion and ApplicationChapter Seven: Study Abroad and the Acquisition of Variable /s/-weakening Introduction The Role of Study Abroad in Second Language Acquisition The Influence of Study Abroad on Proficiency Communicative Competence and Study Abroad Study Abroad and Spanish Phonology Study Abroad and Spanish Morphosyntax Study Abroad and Spanish Pragmatics The Role of Extralinguistic Factors in Mediating the Benefits of Study Abroad The Role of Instruction in Mediating the Benefits of Study Abroad Characteristics of the Study Abroad Context Characteristics of the Learner Test Case from Spanish: /s/-weakening /s/-weakening in Spanish Challenges for English-Speaking Learners of Spanish Research on the Acquisition of /s/-weakening Research on Production Research on Perception Connections Additional Structures: The Interdental Fricative [θ] Additional Structures: Variable Morphosyntax Connections to the Field of SLA Conclusion Reading beyond the Text ComprehensionChapter Eight: Insights for the Classroom and the Acquisition of Subject Forms Introduction Instruction of Second Language Spanish Insights from Second Language Acquisition that Drive Good Pedagogy Recent Developments in Second Language Instruction The Role of Instructor Characteristics in Language Instruction Research on Task-based Instruction The Pan-Dialectal Nature of Classroom Input Test Case from Spanish: Subject Forms in Learner-Directed Language Subject Forms in Spanish Challenges for English-Speaking Learners of Spanish Research on the Acquisition of Subject Forms Patterns in the Second Language Acquisition of Subject Forms Research on Written and Oral Learner-Directed Language Implications for Acquisition of Subject Forms in Instructed Settings Connections Additional Structures: Preterit and Imperfect Connections to the Field of SLA i. The role of input and interactionii. How can language instruction foster second language acquisition?iii. Connecting research with practiceiv. Use tasks to facilitate learning through meaningful communicationv. Consider task design features thoughtfully when planning lessons, courses, and curriculavi. Vary interactional partnersvii. Seek and provide numerous and varied sources of inputviii. Consider individual differencesix. Use technology thoughtfully to encourage real online interaction ConclusionNotes Reading beyond the Text Comprehension

Kimberly L. Geeslin is Professor of Hispanic Linguistics in the Department of Spanish and Portuguese at Indiana University, USA. Her research focuses on second language Spanish and the intersection of second language acquisition and sociolinguistics.Avizia Y. Long is Assistant Professor of Spanish in the Department of World Languages and Literatures at San José State University, USA. Her research interests include the acquisition of sociolinguistic variation by non-Western learners, study abroad and the acquisition of second language Spanish phonetics and phonology, and the role of the instructor in classroom-based learning. Megan Solon is Assistant Research Scientist in the Department of Applied Health Science at Indiana University, USA. Her research focuses on the acquisition of phonetics and phonology in second and heritage language Spanish and explores the acquisition of variable phonetic features as well as the role of learning context and instructional practices on phonetic development.

• ContentsPART I: Fundamentals of Research on the Acquisition of Spanish as a Second LanguageChapter One: Introduction to Perspectives on Second Language Acquisition Introduction The Study of Second Language Acquisition What is a Second Language Learner? How are Second Languages Different from Additional (Third, Fourth, Fifth, etc.) Languages? Why is Second Language Spanish Important? What does It Mean to "Know" a Language? Historical perspectives Cognitive Approaches to Second Language Acquisition The Relationship of Social and Linguistic Factors to Language Acquisition Key Developments in the Field of Second Language Acquisition Common Paths of Development Influence of the First Language Importance of Input Influence of Linguistic Factors, Learner Characteristics, and Social Context The Contributions of Technology in Advancing Research on Second Language Acquisition Summary: Critical Considerations in Assessing Research in Second Language Acquisition ConclusionNote Reading beyond the Text ComprehensionChapter Two: Research Methods Introduction What Is Linguistic Data? How Do We Characterize Linguistic Data? What Types of Linguistic Data Do Second Language Researchers Use? How Do We Get Linguistic Data? Eliciting Production Data Oral interviews Prompt-based writing Picture description or narration Other types of guided production Highly-controlled production Interaction-based elicitation Eliciting Judgement and Interpretation Data Psycholinguistic Measures What Do We Do with Linguistic Data? Non-Linguistic Data ConclusionNotes Reading beyond the Text ComprehensionPART II. Central Issues in Second Language Acquisition and Case Studies of SpanishChapter Three: First Language Influence and the Acquisition of /b d g/ Introduction The Role of First Languages in Second Language Acquisition What is Cross-Linguistic Influence? Historical Perspectives: The 1950’s Historical Perspectives: Generative Grammar Current Research Goals and Perspectives Test Case from Spanish: The Acquisition of /b d g/ /b d g/ in Spanish The Challenge for English-speaking Learners of Spanish Research on /b d g/ in Second Language Spanish Stages of Development of /b d g/ The Role of Instruction and Study Abroad Connections Additional Spanish Sounds Connections beyond the Sound System Conclusion Reading beyond the Text ComprehensionChapter Four: Developmental Paths and the Acquisition of Copula Contrast Introduction Universal Patterns in the Path to Acquisition of a Second Language Early Work: Morpheme Acquisition Studies Explaining the Order of Acquisition Criticism of the Morpheme Acquisition Studies Test Case from Spanish: The Acquisition of Ser and Estar The Copula Contrast in Spanish Challenges for English-Speaking Learners of Spanish Research on the Acquisition of Ser and Estar Stages of Development of Copula Acquisition Additional Learners and Learning Contexts Stages within the [Copula + Adjective] Context Connections Additional Structures: Spanish Number and Gender Connections to the Field of Second Language Acquisition ConclusionNotes Reading beyond the Text ComprehensionChapter Five: Form-Meaning Mapping and the Acquisition of Past-Time Marking Introduction Form-Meaning Mapping What is Form-Meaning Mapping? Universal Strategies Variation as Hypothesis Testing Test Case from Spanish: The Acquisition of Preterit and Imperfect The Preterit and Imperfect in Spanish Challenges for English-speaking Learners of Spanish Research on the Acquisition of the Preterit and Imperfect Lexical Aspect in Preterit/Imperfect Form-Meaning Mapping Additional Factors Affecting the Acquisition of the Preterit and Imperfect Acquisition of the Preterit and Imperfect by Advanced Second Language Learners Connections Additional Structures: Spanish Subjunctive Connections to the Field of Second Language Acquisition ConclusionNotes Reading beyond the Text ComprehensionChapter Six: Input, Language Variation, and the Acquisition of Object Pronouns Introduction Input and Second Language Acquisition Linguistic Variation and Second Language Acquisition Test Case from Spanish: Object Pronouns Object Pronouns in Spanish Challenges for English-Speaking Learners of Spanish Research on the Acquisition of Object Pronouns Early Research and the First Noun Strategy The Challenge of the Third Person Singular Object Pronoun: Le versus Lo The Role of Geography Connections Additional Variable Structures: The Expression of Future Time Reference Additional Variable Structures: Forms of Address Connections to the Field of SLA Conclusion Reading beyond the Text ComprehensionPART III: Expansion and ApplicationChapter Seven: Study Abroad and the Acquisition of Variable /s/-weakening Introduction The Role of Study Abroad in Second Language Acquisition The Influence of Study Abroad on Proficiency Communicative Competence and Study Abroad Study Abroad and Spanish Phonology Study Abroad and Spanish Morphosyntax Study Abroad and Spanish Pragmatics The Role of Extralinguistic Factors in Mediating the Benefits of Study Abroad The Role of Instruction in Mediating the Benefits of Study Abroad Characteristics of the Study Abroad Context Characteristics of the Learner Test Case from Spanish: /s/-weakening /s/-weakening in Spanish Challenges for English-Speaking Learners of Spanish Research on the Acquisition of /s/-weakening Research on Production Research on Perception Connections Additional Structures: The Interdental Fricative [θ] Additional Structures: Variable Morphosyntax Connections to the Field of SLA Conclusion Reading beyond the Text ComprehensionChapter Eight: Insights for the Classroom and the Acquisition of Subject Forms Introduction Instruction of Second Language Spanish Insights from Second Language Acquisition that Drive Good Pedagogy Recent Developments in Second Language Instruction The Role of Instructor Characteristics in Language Instruction Research on Task-based Instruction The Pan-Dialectal Nature of Classroom Input Test Case from Spanish: Subject Forms in Learner-Directed Language Subject Forms in Spanish Challenges for English-Speaking Learners of Spanish Research on the Acquisition of Subject Forms Patterns in the Second Language Acquisition of Subject Forms Research on Written and Oral Learner-Directed Language Implications for Acquisition of Subject Forms in Instructed Settings Connections Additional Structures: Preterit and Imperfect Connections to the Field of SLA i. The role of input and interactionii. How can language instruction foster second language acquisition?iii. Connecting research with practiceiv. Use tasks to facilitate learning through meaningful communicationv. Consider task design features thoughtfully when planning lessons, courses, and curriculavi. Vary interactional partnersvii. Seek and provide numerous and varied sources of inputviii. Consider individual differencesix. Use technology thoughtfully to encourage real online interaction ConclusionNotes Reading beyond the Text Comprehension

Kimberly L. Geeslin is Professor of Hispanic Linguistics in the Department of Spanish and Portuguese at Indiana University, USA. Her research focuses on second language Spanish and the intersection of second language acquisition and sociolinguistics.Avizia Y. Long is Assistant Professor of Spanish in the Department of World Languages and Literatures at San José State University, USA. Her research interests include the acquisition of sociolinguistic variation by non-Western learners, study abroad and the acquisition of second language Spanish phonetics and phonology, and the role of the instructor in classroom-based learning. Megan Solon is Assistant Research Scientist in the Department of Applied Health Science at Indiana University, USA. Her research focuses on the acquisition of phonetics and phonology in second and heritage language Spanish and explores the acquisition of variable phonetic features as well as the role of learning context and instructional practices on phonetic development.

• ContentsPART I: Fundamentals of Research on the Acquisition of Spanish as a Second LanguageChapter One: Introduction to Perspectives on Second Language Acquisition Introduction The Study of Second Language Acquisition What is a Second Language Learner? How are Second Languages Different from Additional (Third, Fourth, Fifth, etc.) Languages? Why is Second Language Spanish Important? What does It Mean to "Know" a Language? Historical perspectives Cognitive Approaches to Second Language Acquisition The Relationship of Social and Linguistic Factors to Language Acquisition Key Developments in the Field of Second Language Acquisition Common Paths of Development Influence of the First Language Importance of Input Influence of Linguistic Factors, Learner Characteristics, and Social Context The Contributions of Technology in Advancing Research on Second Language Acquisition Summary: Critical Considerations in Assessing Research in Second Language Acquisition ConclusionNote Reading beyond the Text ComprehensionChapter Two: Research Methods Introduction What Is Linguistic Data? How Do We Characterize Linguistic Data? What Types of Linguistic Data Do Second Language Researchers Use? How Do We Get Linguistic Data? Eliciting Production Data Oral interviews Prompt-based writing Picture description or narration Other types of guided production Highly-controlled production Interaction-based elicitation Eliciting Judgement and Interpretation Data Psycholinguistic Measures What Do We Do with Linguistic Data? Non-Linguistic Data ConclusionNotes Reading beyond the Text ComprehensionPART II. Central Issues in Second Language Acquisition and Case Studies of SpanishChapter Three: First Language Influence and the Acquisition of /b d g/ Introduction The Role of First Languages in Second Language Acquisition What is Cross-Linguistic Influence? Historical Perspectives: The 1950’s Historical Perspectives: Generative Grammar Current Research Goals and Perspectives Test Case from Spanish: The Acquisition of /b d g/ /b d g/ in Spanish The Challenge for English-speaking Learners of Spanish Research on /b d g/ in Second Language Spanish Stages of Development of /b d g/ The Role of Instruction and Study Abroad Connections Additional Spanish Sounds Connections beyond the Sound System Conclusion Reading beyond the Text ComprehensionChapter Four: Developmental Paths and the Acquisition of Copula Contrast Introduction Universal Patterns in the Path to Acquisition of a Second Language Early Work: Morpheme Acquisition Studies Explaining the Order of Acquisition Criticism of the Morpheme Acquisition Studies Test Case from Spanish: The Acquisition of Ser and Estar The Copula Contrast in Spanish Challenges for English-Speaking Learners of Spanish Research on the Acquisition of Ser and Estar Stages of Development of Copula Acquisition Additional Learners and Learning Contexts Stages within the [Copula + Adjective] Context Connections Additional Structures: Spanish Number and Gender Connections to the Field of Second Language Acquisition ConclusionNotes Reading beyond the Text ComprehensionChapter Five: Form-Meaning Mapping and the Acquisition of Past-Time Marking Introduction Form-Meaning Mapping What is Form-Meaning Mapping? Universal Strategies Variation as Hypothesis Testing Test Case from Spanish: The Acquisition of Preterit and Imperfect The Preterit and Imperfect in Spanish Challenges for English-speaking Learners of Spanish Research on the Acquisition of the Preterit and Imperfect Lexical Aspect in Preterit/Imperfect Form-Meaning Mapping Additional Factors Affecting the Acquisition of the Preterit and Imperfect Acquisition of the Preterit and Imperfect by Advanced Second Language Learners Connections Additional Structures: Spanish Subjunctive Connections to the Field of Second Language Acquisition ConclusionNotes Reading beyond the Text ComprehensionChapter Six: Input, Language Variation, and the Acquisition of Object Pronouns Introduction Input and Second Language Acquisition Linguistic Variation and Second Language Acquisition Test Case from Spanish: Object Pronouns Object Pronouns in Spanish Challenges for English-Speaking Learners of Spanish Research on the Acquisition of Object Pronouns Early Research and the First Noun Strategy The Challenge of the Third Person Singular Object Pronoun: Le versus Lo The Role of Geography Connections Additional Variable Structures: The Expression of Future Time Reference Additional Variable Structures: Forms of Address Connections to the Field of SLA Conclusion Reading beyond the Text ComprehensionPART III: Expansion and ApplicationChapter Seven: Study Abroad and the Acquisition of Variable /s/-weakening Introduction The Role of Study Abroad in Second Language Acquisition The Influence of Study Abroad on Proficiency Communicative Competence and Study Abroad Study Abroad and Spanish Phonology Study Abroad and Spanish Morphosyntax Study Abroad and Spanish Pragmatics The Role of Extralinguistic Factors in Mediating the Benefits of Study Abroad The Role of Instruction in Mediating the Benefits of Study Abroad Characteristics of the Study Abroad Context Characteristics of the Learner Test Case from Spanish: /s/-weakening /s/-weakening in Spanish Challenges for English-Speaking Learners of Spanish Research on the Acquisition of /s/-weakening Research on Production Research on Perception Connections Additional Structures: The Interdental Fricative [θ] Additional Structures: Variable Morphosyntax Connections to the Field of SLA Conclusion Reading beyond the Text ComprehensionChapter Eight: Insights for the Classroom and the Acquisition of Subject Forms Introduction Instruction of Second Language Spanish Insights from Second Language Acquisition that Drive Good Pedagogy Recent Developments in Second Language Instruction The Role of Instructor Characteristics in Language Instruction Research on Task-based Instruction The Pan-Dialectal Nature of Classroom Input Test Case from Spanish: Subject Forms in Learner-Directed Language Subject Forms in Spanish Challenges for English-Speaking Learners of Spanish Research on the Acquisition of Subject Forms Patterns in the Second Language Acquisition of Subject Forms Research on Written and Oral Learner-Directed Language Implications for Acquisition of Subject Forms in Instructed Settings Connections Additional Structures: Preterit and Imperfect Connections to the Field of SLA i. The role of input and interactionii. How can language instruction foster second language acquisition?iii. Connecting research with practiceiv. Use tasks to facilitate learning through meaningful communicationv. Consider task design features thoughtfully when planning lessons, courses, and curriculavi. Vary interactional partnersvii. Seek and provide numerous and varied sources of inputviii. Consider individual differencesix. Use technology thoughtfully to encourage real online interaction ConclusionNotes Reading beyond the Text Comprehension