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The first volume to explore the effectiveness of instructional
methods for college-level Spanish heritage learners In the United
States, heritage language speakers represent approximately 22
percent of the population and 29 percent of the school-age
population. Until now, though, few studies have examined the
outcomes of classroom teaching of heritage languages. Outcomes of
University Spanish Heritage Language Instruction in the United
States sheds light on the effectiveness of specific instructional
methods for college-level heritage learners. The first of its kind,
this volume addresses how receiving heritage classroom instruction
affects Spanish speakers on multiple levels, including linguistic,
affective, attitudinal, social, and academic outcomes. Examining
outcomes of instruction in the Spanish language—the most common
heritage language in the United States—provides insights that can
be applied to instruction in other heritage languages. These
thematically linked empirical studies and their pedagogical
implications build a foundation for heritage language instruction
and directions for future research. Scholars and educators alike
will welcome this volume.
The Think-Aloud Controversy in Second Language Research aims to
answer key questions about the validity and uses of think-alouds,
verbal reports completed by research participants while they
perform a task. It offers an overview of how think-alouds have been
used in language research and presents a quantitative meta-analysis
of findings from studies involving verbal tasks and think-alouds.
The book begins by presenting the theoretical background and
empirical research that has examined the reactivity of
think-alouds, then offers guidance regarding the practical issues
of data collection and analysis, and concludes with implications
for the use of think-alouds in language research. With its focus on
a much-discussed and somewhat controversial data elicitation method
in language research, this timely work is relevant to students and
researchers from all theoretical perspectives who collect first or
second language data. It serves as a valuable guide for any
language researcher who is considering using think-alouds.
The Think-Aloud Controversy in Second Language Research aims to
answer key questions about the validity and uses of think-alouds,
verbal reports completed by research participants while they
perform a task. It offers an overview of how think-alouds have been
used in language research and presents a quantitative meta-analysis
of findings from studies involving verbal tasks and think-alouds.
The book begins by presenting the theoretical background and
empirical research that has examined the reactivity of
think-alouds, then offers guidance regarding the practical issues
of data collection and analysis, and concludes with implications
for the use of think-alouds in language research. With its focus on
a much-discussed and somewhat controversial data elicitation method
in language research, this timely work is relevant to students and
researchers from all theoretical perspectives who collect first or
second language data. It serves as a valuable guide for any
language researcher who is considering using think-alouds.
The first volume to explore the effectiveness of instructional
methods for college-level Spanish heritage learners In the United
States, heritage language speakers represent approximately 22
percent of the population and 29 percent of the school-age
population. Until now, though, few studies have examined the
outcomes of classroom teaching of heritage languages. Outcomes of
University Spanish Heritage Language Instruction in the United
States sheds light on the effectiveness of specific instructional
methods for college-level heritage learners. The first of its kind,
this volume addresses how receiving heritage classroom instruction
affects Spanish speakers on multiple levels, including linguistic,
affective, attitudinal, social, and academic outcomes. Examining
outcomes of instruction in the Spanish language—the most common
heritage language in the United States—provides insights that can
be applied to instruction in other heritage languages. These
thematically linked empirical studies and their pedagogical
implications build a foundation for heritage language instruction
and directions for future research. Scholars and educators alike
will welcome this volume.
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