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The Routledge Handbook of Study Abroad Research and Practice is an
authoritative overview of study abroad and immersive context
research specifically situated within applied linguistics and
Second Language Acquisition (SLA) for graduate students and
researchers in these fields. Featuring contributions from
established scholars from around the world, this volume provides
in-depth coverage of the theoretical approaches and methodologies
used in study abroad and applied linguistics research, and examines
their practical implications on program implementation. The
Handbook is organized around core areas of research and practice:
language development and personal growth; study abroad settings;
individual differences of learners; and applications concerning the
preparation of students, teachers, and administrators for study
abroad, the role of study abroad in foreign language curricula, and
future directions. This handbook is the ideal resource for graduate
students, researchers, and administrators interested in learning
more about linguistic and personal development during study abroad.
Over the last several decades, neuroscientists, cognitive
psychologists, and psycholinguists have investigated the extent to
which language learning is implicit, emerging largely independent
of awareness, or explicit, requiring overt instruction and
conscious learning strategies. This volume explores the implicit
through explicit learning continuum in second language acquisition
and development. It brings together theoretical, methodological,
and new empirical perspectives, builds connections among them, and
draws pedagogical implications when possible. The section on theory
examines the psychological and neurological processes of implicit
and explicit learning, what aspects of language learning can be
affected by explicit learning, and the effects of bilingualism on
the mental processing of language. Rigorous empirical research
investigations probe specific aspects of acquiring morphosyntax and
phonology, including early input, production, feedback, age, and
study abroad. A final section explores the rich insights provided
into language processing by bilingualism, including such major
areas as aging, third language acquisition, and language
separation.
How do people learn nonnative languages? And is there one part or
function of our brains solely dedicated to language processing, or
do we apply our general information-processing abilities when
learning a new language? In this book, an interdisciplinary
collaboration of scholars and researchers presents an overview of
the latter approach to adult second language acquisition and brings
together, for the first time, a comprehensive picture of the latest
research on this subject. Clearly organized into four distinct but
integrated parts, "Mind and Context in Adult Second Language
Acquisition" first provides an introduction to
information-processing approaches and the tools for students to
understand the data. The next sections explain factors that affect
language learning, both internal (attention and awareness,
individual differences, and the neural bases of language
acquisition) and external (input, interaction, and pedagogical
interventions). It concludes by looking at two pedagogical
applications: processing instruction and content based instruction.
This important and timely volume is a must-read for students of
language learning, second language acquisition, and linguists who
want to better understand the information-processing approaches to
learning a non-primary language. This book will also be of immense
interest to language scholars, program directors, teachers, and
administrators in both second language acquisition and cognitive
psychology.
Written entirely in Spanish, this is the ideal introduction to
Spanish linguistics for students. Using clear explanations, it
covers all the basic concepts required to study the structural
aspects of the Spanish language - phonetics and phonology,
morphology, syntax and semantics - as well as the history of
Spanish, its dialects, and its linguistic variation in Latin
America, Spain, and the US. This third edition incorporates new
features designed to enhance its usefulness for classroom teaching:
a new chapter on the teaching and learning of Spanish as a second
language, expanded discussion of syntax, and more detailed coverage
of Spanish semantics and pragmatics. Numerous exercises have been
added throughout the text, some of which are now presented as
problems for students to solve, allowing students to gain a more
complete mastery of the analytical concepts at hand.
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