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Research on Processing Instruction has so far investigated the
primary effects of Processing Instruction. In this book the results
of a series of experimental studies investigating possible
secondary and cumulative effects of Processing Instruction on the
acquisition of French, Italian and English as a second language
will be presented. The results of the three experiments have
demonstrated that Processing Instruction not only provides learners
the direct or primary benefit of learning to process and produce
the morphological form on which they received instruction, but also
a secondary benefit in that they transferred that training to
processing and producing another morphological form on which they
had received no instruction.
Research on Processing Instruction has so far investigated the
primary effects of Processing Instruction. In this book the results
of a series of experimental studies investigating possible
secondary and cumulative effects of Processing Instruction on the
acquisition of French, Italian and English as a second language
will be presented. The results of the three experiments have
demonstrated that Processing Instruction not only provides learners
the direct or primary benefit of learning to process and produce
the morphological form on which they received instruction, but also
a secondary benefit in that they transferred that training to
processing and producing another morphological form on which they
had received no instruction.
Providing a comprehensive survey of cutting-edge work on second
language learning, this Handbook, written by a team of leading
experts, surveys the nature of second language learning and its
implications for teaching. Prominent theories and methods from
linguistics, psycholinguistics, processing-based, and cognitive
approaches are covered and organised thematically across sections
dealing with skill development, individual differences, pedagogical
interventions and approaches, and context and environment. This
state-of-the-art volume will interest researchers in second
language studies and language education, and will also reach out to
advanced undergraduate and graduate students in these and other
related areas.
This Cambridge Element examines the role and nature of focus on
form in second language acquisition. An overall assessment of the
role of instruction and the nature of language is provided.
Instruction might have a facilitative role in the rate of
acquisition. The Element briefly reviews empirical research
examining the relative effects of different types of focus on form
and presents some of the key implications for second language
learning and teaching. An effective focus on form type is one that
is input and meaning oriented. Manipulating input to facilitate
language processing and form-meaning connections might enhance
second language acquisition.
Providing a comprehensive survey of cutting-edge work on second
language learning, this Handbook, written by a team of leading
experts, surveys the nature of second language learning and its
implications for teaching. Prominent theories and methods from
linguistics, psycholinguistics, processing-based, and cognitive
approaches are covered and organised thematically across sections
dealing with skill development, individual differences, pedagogical
interventions and approaches, and context and environment. This
state-of-the-art volume will interest researchers in second
language studies and language education, and will also reach out to
advanced undergraduate and graduate students in these and other
related areas.
The main purpose of this Pocket Guide is to ensure that a clear and
accurate definition of key terms and aspects of language learning
and teaching is provided to the reader. Curriculum and language
teaching materials must be genuinely informed by what we know about
the nature and role of language and language acquisition. This
Pocket Guide peels back the complexity of some of the key terms and
aspects in language learning and teaching to reveal some basic
notions that readers should know about. Key features of this guide
are: easy, reader friendly style with no citations jargon avoided
where possible and technical terms explained in context summaries
of main points provided suggestions for additional readings
Eighteen main entries are chosen for the Pocket Guide. Each entry
is easily readable and accessible to specialist and non-specialist
readers. It is written avoiding a scholarly style and tone using a
reader-friendly approach. Key readings are provided at the end of
each entry. Each entry contains the following features: Can we take
a minute to think about this? What is the nature and role of....?
What are the main points? What else can we read?
Issues in Second Language Teaching is a text-book written in order
to help trainee teachers and more experienced teachers reflect on
certain topics related to second language learning and language
teaching. It provides readers with a better understanding of the
interface between second language learning theory and research, and
language teaching practices. The main objective of the textbook is
to develop and enhance readers' theoretical and practical
understanding of how teachers should approach the way they teach
languages in the classroom. Readers will be asked to reflect on the
implications of second language learning research and theory on
language teaching by providing an analysis of how the principles
derived from research can be applied in the language classroom when
it comes to issues such as teaching grammar, correct errors,
provide 'good' input, develop output activities or encourage
interaction between learners. The textbook does not support a
particular methodology for language teaching but focuses on
specific themes in relation to language teaching.
Issues in Second Language Teaching is a text-book written in order
to help trainee teachers and more experienced teachers reflect on
certain topics related to second language learning and language
teaching. It provides readers with a better understanding of the
interface between second language learning theory and research, and
language teaching practices. The main objective of the textbook is
to develop and enhance readers' theoretical and practical
understanding of how teachers should approach the way they teach
languages in the classroom. Readers will be asked to reflect on the
implications of second language learning research and theory on
language teaching by providing an analysis of how the principles
derived from research can be applied in the language classroom when
it comes to issues such as teaching grammar, correct errors,
provide 'good' input, develop output activities or encourage
interaction between learners. The textbook does not support a
particular methodology for language teaching but focuses on
specific themes in relation to language teaching.
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