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The Routledge Handbook of Second Language Acquisition and Corpora
is a state-of-the-art collection of cutting-edge scholarship at the
intersection of second language acquisition and learner corpus
research. It draws on data-driven, statistical analysis to outline
the background, methods, and outcomes of language learning, with a
range of global experts providing detailed guidelines and findings.
The volume is organized into five sections: Methodological and
theoretical contributions to the study of learner language using
corpora - setting the scene Key aspects in corpus design,
annotation, and analysis for SLA Corpora in SLA theory and practice
SLA constructs and corpora Future directions This is a
ground-breaking collection of essays offering incisive and
essential reading for anyone with an interest in second language
acquisition, learner corpus research, and applied linguistics.
Anglophone students abroad: Identity, social relationships and
language learning presents the findings of a major study of British
students of French and Spanish undertaking residence abroad. The
new dataset presented here provides both quantitative and
qualitative information on language learning, social networking and
integration and identity development during residence abroad. The
book tracks in detail the language development of participants and
relates this systematically to individual participants' social and
linguistic experiences and evolving relationship. It shows that
language learning is increasingly dependent on students' own agency
and skill and the negotiation of identity in multilingual and
lingua franca environments.
Anglophone students abroad: Identity, social relationships and
language learning presents the findings of a major study of British
students of French and Spanish undertaking residence abroad. The
new dataset presented here provides both quantitative and
qualitative information on language learning, social networking and
integration and identity development during residence abroad. The
book tracks in detail the language development of participants and
relates this systematically to individual participants' social and
linguistic experiences and evolving relationship. It shows that
language learning is increasingly dependent on students' own agency
and skill and the negotiation of identity in multilingual and
lingua franca environments.
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