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Language Aptitude: Advancing Theory, Testing, Research and Practice
brings together cutting-edge global perspectives on foreign
language aptitude. Drawing from educational psychology, cognitive
science, and neuroscience, the editors have assembled
interdisciplinary authors writing for an applied linguistics and
education audience. The book is broken into five major themes:
revisiting and updating current language aptitude theories and
models; emerging insights from contemporary research into language
aptitude and the age factor or the critical period hypothesis;
redefining constructs and broadening territories of foreign
language aptitude; exploring language aptitude from a
neurocognitive perspective; and exploring future directions of
foreign language aptitude research. Focused on critical issues in
foreign language aptitude and second language learning and
teaching, this book will be an important research resource and
supplemental reading in both applied linguistics and cognitive
psychology.
Language Aptitude: Advancing Theory, Testing, Research and Practice
brings together cutting-edge global perspectives on foreign
language aptitude. Drawing from educational psychology, cognitive
science, and neuroscience, the editors have assembled
interdisciplinary authors writing for an applied linguistics and
education audience. The book is broken into five major themes:
revisiting and updating current language aptitude theories and
models; emerging insights from contemporary research into language
aptitude and the age factor or the critical period hypothesis;
redefining constructs and broadening territories of foreign
language aptitude; exploring language aptitude from a
neurocognitive perspective; and exploring future directions of
foreign language aptitude research. Focused on critical issues in
foreign language aptitude and second language learning and
teaching, this book will be an important research resource and
supplemental reading in both applied linguistics and cognitive
psychology.
Second Language Task-Based Performance is the first book to
synthesize Peter Skehan's theoretical and empirical contributions
all in one place. With three distinct themes explored in each
section (theory, empirical studies, and assessment), Skehan's
influential body of work is organized in such a way that it
provides an updated reflection on the material and makes it
relevant to today's researchers. Also in each section, an early
publication is matched by at least one later publication, followed
by a newly written commentary chapter, the combination of which
provides the important function of offering a wider-ranging
discussion. This book is an invaluable resource for researchers
interested in second language task-based research or SLA more
generally.
Researching Pedagogic Tasks brings together a series of empirical
studies into the use of pedagogical tasks for second language
learning, with a view to better understanding the structure of
tasks, their impact on students, and their use by teachers. The
volume starts with an introduction to the background and key issues
in the topic area and is then organised into three sections: the
first section focuses on the language and learning of students on
tasks the second on the use of tasks in the language classroom the
third on the use of tasks for language testing Each section begins
with a succinct section introduction, and the volume concludes with
an afterword relating the theme of the volume to issues in
curriculum development. The chapters include both experimental and
qualitative approaches to the topic, some providing original
accounts of specific studies, others offering overviews of linked
series of studies.
This volume brings together a series of studies by different researchers on the impact of tasks in second language teaching, testing and development. It reviews a number of issues which include recent research into task-based learning: the effect of tasks on speaking, listening and oral interaction, the role of the teacher in exploiting tasks and the nature of the task based curriculum.
Understanding the way in which learners differ from one another is
of fundamental concern to those involved in second-language
acquisition, either as researchers or teachers. This account is the
first to review at book length the important research into
differences, considering matters such as aptitude, motivation,
learner strategies, personality and interaction between learner
characteristics and types of instruction.
Understanding the way in which learners differ from one another is
of fundamental concern to those involved in second-language
acquisition, either as researchers or teachers. This account is the
first to review at book length the important research into
differences, considering matters such as aptitude, motivation,
learner strategies, personality and interaction between learner
characteristics and types of instruction.
Second Language Task-Based Performance is the first book to
synthesize Peter Skehan's theoretical and empirical contributions
all in one place. With three distinct themes explored in each
section (theory, empirical studies, and assessment), Skehan's
influential body of work is organized in such a way that it
provides an updated reflection on the material and makes it
relevant to today's researchers. Also in each section, an early
publication is matched by at least one later publication, followed
by a newly written commentary chapter, the combination of which
provides the important function of offering a wider-ranging
discussion. This book is an invaluable resource for researchers
interested in second language task-based research or SLA more
generally.
Task-based language teaching is an approach which differs from
traditional approaches by emphasising the importance of engaging
learners' natural abilities for acquiring language incidentally
through the performance of tasks that draw learners' attention to
form. Drawing on the multiple perspectives and expertise of five
leading authorities in the field, this book provides a
comprehensive and balanced account of task-based language teaching
(TBLT). Split into five sections, the book provides an historical
account of the development of TBLT and introduces the key issues
facing the area. A number of different theoretical perspectives
that have informed TBLT are presented, followed by a discussion on
key pedagogic aspects - syllabus design, methodology of a
task-based lesson, and task-based assessment. The final sections
consider the research that has investigated the effectiveness of
TBLT, addresses critiques and suggest directions for future
research. Task-based language teaching is now mandated by many
educational authorities throughout the world and this book serves
as a core source of information for researchers, teachers and
students.
The last few years have witnessed exponential growth in research
output within the field of language aptitude. With contributions
from an international team of leading experts, this volume provides
the most comprehensive, authoritative and up-to-date overview of
developments in language aptitude theory and practice. It addresses
central and newly emerging methodological and theoretical issues,
and revisits and re-examines the most popular language aptitude
tests, including the most durable and innovative batteries. It also
provides in-depth demonstrations of language aptitude research
paradigms, including well-established and emerging ones,
scrutinizing them from multidisciplinary perspectives. Aptitude
treatment interactions studies are reported and discussed, and
pedagogical implications are provided, to illuminate theory
construction, test development, policymaking, curriculum design and
classroom practice. Seamlessly integrating theory, research,
assessment and practice, it is essential reading for anyone seeking
to learn more about language learning, training and teaching, and
will further advance the research in this exciting, fast-paced
field.
Task-based language teaching is an approach which differs from
traditional approaches by emphasising the importance of engaging
learners' natural abilities for acquiring language incidentally
through the performance of tasks that draw learners' attention to
form. Drawing on the multiple perspectives and expertise of five
leading authorities in the field, this book provides a
comprehensive and balanced account of task-based language teaching
(TBLT). Split into five sections, the book provides an historical
account of the development of TBLT and introduces the key issues
facing the area. A number of different theoretical perspectives
that have informed TBLT are presented, followed by a discussion on
key pedagogic aspects - syllabus design, methodology of a
task-based lesson, and task-based assessment. The final sections
consider the research that has investigated the effectiveness of
TBLT, addresses critiques and suggest directions for future
research. Task-based language teaching is now mandated by many
educational authorities throughout the world and this book serves
as a core source of information for researchers, teachers and
students.
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