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Research-Driven Pedagogy: Implications of L2A Theory and Research
for the Teaching of Language Skills brings together the essentials
of second language acquisition (SLA) theory, research, and second
language (L2) pedagogy. Uniquely, the design of this book helps
researchers and practitioners make explicit connections between
theory, research, and practice; learn about and conduct classroom
research to contribute to the relevance and applicability of SLA
research; and improve current L2 curriculum and instruction in
light of current theory and research. The volume offers critical
reviews of the most relevant, current SLA theory and research about
receptive, productive, complementary, and nonverbal communication
skills, as well as willingness to communicate (WTC). Each chapter
is formatted to include five major topics about each language
skill: (1) major theories, (2) critical reviews of salient/current
research, (3) commonly-used data collection and analysis
techniques, (4) summary of specific pedagogical implications of
pertinent research and theory, and (5) theory and research-driven
scenarios/activities that can be used in teaching. A teacher or a
researcher can pick any chapter in this volume to learn about the
most important language skills (e.g., reading, writing, nonverbal
communication), while having all-in-one place access to almost
everything they would need.
Research-Driven Pedagogy: Implications of L2A Theory and Research
for the Teaching of Language Skills brings together the essentials
of second language acquisition (SLA) theory, research, and second
language (L2) pedagogy. Uniquely, the design of this book helps
researchers and practitioners make explicit connections between
theory, research, and practice; learn about and conduct classroom
research to contribute to the relevance and applicability of SLA
research; and improve current L2 curriculum and instruction in
light of current theory and research. The volume offers critical
reviews of the most relevant, current SLA theory and research about
receptive, productive, complementary, and nonverbal communication
skills, as well as willingness to communicate (WTC). Each chapter
is formatted to include five major topics about each language
skill: (1) major theories, (2) critical reviews of salient/current
research, (3) commonly-used data collection and analysis
techniques, (4) summary of specific pedagogical implications of
pertinent research and theory, and (5) theory and research-driven
scenarios/activities that can be used in teaching. A teacher or a
researcher can pick any chapter in this volume to learn about the
most important language skills (e.g., reading, writing, nonverbal
communication), while having all-in-one place access to almost
everything they would need.
This book presents the findings of an in-depth qualitative
longitudinal investigation into the willingness to communicate
(WTC) of individuals who, through varying migration channels, left
one cultural/linguistic context to make a new life in another. It
examines communication behaviours and language choice in
multilingual community contexts and emphasises how even the most
trivial of communication events are embedded in histories of
previous communication and are influenced by emotions connected
with a person’s overall life situation. The book fills a gap in
contemporary WTC research by examining how WTC operates in
multilingual community contexts. Through the use of a complexity
lens and the presentation of a revised 3D pyramid model, the
authors demonstrate the dynamic nature of WTC and shed new light on
processes that affect communication, migration and well-being. This
book will be of interest to researchers seeking to explore
individual differences using context sensitive and temporally
focused designs.
This landmark volume offers a collection of conceptual papers and
empirical research studies that investigate the dynamics of
language learning motivation from a complex dynamic systems
perspective. The contributors include some of the most
well-established scholars from three continents, all addressing the
question of how we can understand motivation if we perceive it as
continuously changing and evolving rather than as a fixed learner
trait. The data-based studies also provide useful research models
and templates for graduate students and scholars in the fields of
applied linguistics and SLA who are interested in engaging with the
intriguing area of examining language learning in a dynamic vein.
This book brings together contributions from the leaders of the
language learning motivation field. The varied chapters demonstrate
how Gardner's work remains integral to a diverse range of
contemporary theoretical issues underlying the psychology of
language, even today, 60 years after the publication of Gardner and
Lambert's seminal 1959 paper. The chapters cover a wide selection
of topics related to applied linguistics, second language
acquisition, social psychology, sociology, methodology and
historical issues. The book advances thinking on cutting-edge
topics in these diverse areas, providing a wealth of information
for both students and established scholars that show the continuing
and future importance of Gardner and Lambert's ideas.
Positive psychology is the scientific study of how human beings
prosper and thrive. This is the first book in SLA dedicated to
theories in positive psychology and their implications for language
teaching, learning and communication. Chapters examine the
characteristics of individuals, contexts and relationships that
facilitate learning: positive emotional states such as love,
enjoyment and flow, and character traits such as empathy, hardiness
and perseverance. The contributors present several innovative
teaching ideas to bring out these characteristics among learners.
The collection thus blends new teaching techniques with
cutting-edge theory and empirical research undertaken using
qualitative, quantitative and mixed-methods approaches. It will be
of interest to SLA researchers, graduate students, trainee and
experienced teachers who wish to learn more about language learning
psychology, individual differences, learner characteristics and new
classroom practices.
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Jake (Paperback)
Karen D McIntyre
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R582
Discovery Miles 5 820
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Ships in 10 - 15 working days
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This volume addresses innovations in language teacher education,
offering a diversity of personal/psychological perspectives and
topics in the theory and/or practice in language teacher education.
The text deals with innovations in teaching for learning, teacher
autonomy, dynamic self-reflection, peace education,
professionalism, action research, socio-emotional intelligence,
embodiment, professional development, NeuroELT, and more. Organized
in three sections, the chapters inspire readers to reflect upon
what it means to grow as a teacher as they navigate the intra- to
inter-personal continuum. The editors draw the main themes together
and discuss them in light of an innovations framework developed by
Rogers (including relative advantage, compatibility, complexity,
trialability and observability) in order to express, in concrete
terms, the ways in which each idea can be considered innovative.
Throughout the anthology, the reader will find specific, novel ways
in which to work towards good practice in language teacher
education.
This volume addresses innovations in language teacher education,
offering a diversity of personal/psychological perspectives and
topics in the theory and/or practice in language teacher education.
The text deals with innovations in teaching for learning, teacher
autonomy, dynamic self-reflection, peace education,
professionalism, action research, socio-emotional intelligence,
embodiment, professional development, NeuroELT, and more. Organized
in three sections, the chapters inspire readers to reflect upon
what it means to grow as a teacher as they navigate the intra- to
inter-personal continuum. The editors draw the main themes together
and discuss them in light of an innovations framework developed by
Rogers (including relative advantage, compatibility, complexity,
trialability and observability) in order to express, in concrete
terms, the ways in which each idea can be considered innovative.
Throughout the anthology, the reader will find specific, novel ways
in which to work towards good practice in language teacher
education.
This book closes the gap between theory and classroom application
by capitalizing on learners' individuality in second or foreign
language learning. The book examines the existing literature and
theoretical underpinnings of each of the most prominent learner
characteristics including anxiety, beliefs, cognitive abilities,
motivation, strategies, styles and willingness to communicate. This
strong foundation, coupled with the wide variety of activities that
are suggested at the end of each chapter, arms the reader with
ideas to conquer the problems created by negative affect and to
capitalize on positive, facilitative emotions. The tasks are
unrestricted by language and can be modified for use with
technology, emergent learners and large classes, making this book a
useful resource for both in-service teachers and pre-service
teachers in university language teacher education programs.
This volume is a collection of original essays focusing on the key
pedagogical issues behind the teaching of stylistics. Featuring
contributions from authors based in the UK, Europe and overseas, it
offers an international overview of how stylistics is currently
taught and how the teaching of the discipline might be developed in
the future. The volume is divided into two main sections, dealing
respectively with larger theoretical issues in the teaching of
stylistics and examples of classroom practice and detailed text
analysis. In addition, the appendices provide an overview of the
history of stylistics in the form of a timeline, short biographies
of significant figures in the field and substantial lists of
further reading. Teaching Stylistics will be of value to
postgraduates new to teaching as well as established teachers,
particularly those working at the interface between language and
literary studies.
This volume is a collection of original essays focusing on the key
pedagogical issues behind the teaching of stylistics. Featuring
contributions from authors based in the UK, Europe and overseas, it
offers an international overview of how stylistics is currently
taught and how the teaching of the discipline might be developed in
the future. The volume is divided into two main sections, dealing
respectively with larger theoretical issues in the teaching of
stylistics and examples of classroom practice and detailed text
analysis. In addition, the appendices provide an overview of the
history of stylistics in the form of a timeline, short biographies
of significant figures in the field and substantial lists of
further reading. Teaching Stylistics will be of value to
postgraduates new to teaching as well as established teachers,
particularly those working at the interface between language and
literary studies.
This book presents the findings of an in-depth qualitative
longitudinal investigation into the willingness to communicate
(WTC) of individuals who, through varying migration channels, left
one cultural/linguistic context to make a new life in another. It
examines communication behaviours and language choice in
multilingual community contexts and emphasises how even the most
trivial of communication events are embedded in histories of
previous communication and are influenced by emotions connected
with a person’s overall life situation. The book fills a gap in
contemporary WTC research by examining how WTC operates in
multilingual community contexts. Through the use of a complexity
lens and the presentation of a revised 3D pyramid model, the
authors demonstrate the dynamic nature of WTC and shed new light on
processes that affect communication, migration and well-being. This
book will be of interest to researchers seeking to explore
individual differences using context sensitive and temporally
focused designs.
This book brings together contributions from the leaders of the
language learning motivation field. The varied chapters demonstrate
how Gardner's work remains integral to a diverse range of
contemporary theoretical issues underlying the psychology of
language, even today, 60 years after the publication of Gardner and
Lambert's seminal 1959 paper. The chapters cover a wide selection
of topics related to applied linguistics, second language
acquisition, social psychology, sociology, methodology and
historical issues. The book advances thinking on cutting-edge
topics in these diverse areas, providing a wealth of information
for both students and established scholars that show the continuing
and future importance of Gardner and Lambert's ideas.
This book highlights the pivotal role that nonverbal behavior plays
in target language communication, affect and cognition. It
integrates research tenets and video demonstrations of nonverbal
behavior with structured activities that will guide teachers and
learners of any language to capitalize on the nonverbal means at
their disposal. It does not shy away from the challenges that
nonverbal communication poses in target language communication,
including issues of personal and cultural identity that emerge with
languages around the world. With its easy-to-use format, solid
research support, and fully integrated activities and videos, this
book is an essential resource for anyone interested in working with
the nonverbal dimensions of communication. The text will be
especially valuable for language educators, pre- and in-service
teachers who are looking for classroom resources and ideas, who
want to create positive classroom environments and want to improve
learner interaction and communication while increasing language
proficiency. This book is a valuable resource for anyone who
interacts with other people in more than one language.
This book closes the gap between theory and classroom application
by capitalizing on learners' individuality in second or foreign
language learning. The book examines the existing literature and
theoretical underpinnings of each of the most prominent learner
characteristics including anxiety, beliefs, cognitive abilities,
motivation, strategies, styles and willingness to communicate. This
strong foundation, coupled with the wide variety of activities that
are suggested at the end of each chapter, arms the reader with
ideas to conquer the problems created by negative affect and to
capitalize on positive, facilitative emotions. The tasks are
unrestricted by language and can be modified for use with
technology, emergent learners and large classes, making this book a
useful resource for both in-service teachers and pre-service
teachers in university language teacher education programs.
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