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Drawing on experiences of ESOL teachers from around the world, this
book provides insights into how peer learning is understood and
used in real language classrooms. Based on survey responses,
interviews, and observations in a wide range of classroom settings,
this book integrates research on peer interaction in second
language learning from cognitive and social frameworks with
original data on teacher beliefs and practices around the use of
peer learning in their teaching. Readers will gain understanding,
through teacher's own words, of how peer interaction is used to
teach linguistic form, how learners collaborate to develop oral and
written communication skills, and how technology is used with peer
learning. This book also delineates the ways that current second
language peer interaction research diverges from classroom
practice, concluding with a classroom-centred research agenda that
addresses the nexus of research and practice on second language
peer interaction. The book provides a template for integrating
research-based and practice-based perspectives on second language
learning. Language teachers, teacher educators, second language
researchers, and advanced students of applied linguistics, SLA,
TESOL, and language pedagogy will benefit from this volume's
perspective and unique work.
Peer Interaction and Second Language Learning synthesizes the
existing body of research on the role of peer interaction in second
language learning in one comprehensive volume. In spite of the many
hours that language learners spend interacting with peers in the
classroom, there is a tendency to evaluate the usefulness of this
time by comparison to whole class interaction with the teacher. Yet
teachers are teachers and peers are peers as partners in
interaction, they are likely to offer very different kinds of
learning opportunities. This book encourages researchers and
instructors alike to take a new look at the potential of peer
interaction to foster second language development. Acknowledging
the context of peer interaction as highly dynamic and complex, the
book considers the strengths and limitations of peer work from a
range of theoretical perspectives. In doing so, "Peer Interaction
and Second Language Learning "clarifies features of effective peer
interaction for second language learning across a range of
educational contexts, age spans, proficiency levels, and classroom
tasks and settings.
Peer Interaction and Second Language Learning synthesizes the
existing body of research on the role of peer interaction in second
language learning in one comprehensive volume. In spite of the many
hours that language learners spend interacting with peers in the
classroom, there is a tendency to evaluate the usefulness of this
time by comparison to whole class interaction with the teacher. Yet
teachers are teachers and peers are peers as partners in
interaction, they are likely to offer very different kinds of
learning opportunities. This book encourages researchers and
instructors alike to take a new look at the potential of peer
interaction to foster second language development. Acknowledging
the context of peer interaction as highly dynamic and complex, the
book considers the strengths and limitations of peer work from a
range of theoretical perspectives. In doing so, "Peer Interaction
and Second Language Learning "clarifies features of effective peer
interaction for second language learning across a range of
educational contexts, age spans, proficiency levels, and classroom
tasks and settings.
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.
Drawing on experiences of ESOL teachers from around the world, this
book provides insights into how peer learning is understood and
used in real language classrooms. Based on survey responses,
interviews, and observations in a wide range of classroom settings,
this book integrates research on peer interaction in second
language learning from cognitive and social frameworks with
original data on teacher beliefs and practices around the use of
peer learning in their teaching. Readers will gain understanding,
through teacher's own words, of how peer interaction is used to
teach linguistic form, how learners collaborate to develop oral and
written communication skills, and how technology is used with peer
learning. This book also delineates the ways that current second
language peer interaction research diverges from classroom
practice, concluding with a classroom-centred research agenda that
addresses the nexus of research and practice on second language
peer interaction. The book provides a template for integrating
research-based and practice-based perspectives on second language
learning. Language teachers, teacher educators, second language
researchers, and advanced students of applied linguistics, SLA,
TESOL, and language pedagogy will benefit from this volume's
perspective and unique work.
Teaching through Peer Interaction prepares teachers to use peer
communication in the classroom. It presents current research of
peer interaction and language learning for teachers, including
background on the role of peer interaction in classroom language
learning, guidelines for adopting and adapting peer interaction
opportunities in real classrooms, and perspectives on teachers'
frequently expressed concerns and questions about peer interaction.
Practical and comprehensive, this text brings together information
on peer communication across the different skill areas, for
different learners, in different contexts, and includes discussion
on assessment. The text is replete with sample activities, tasks,
and instructional sequences to aid teachers' understanding of how
to use peer interaction effectively in a range of classroom
settings, making it the ideal textbook for upper-level
undergraduate and graduate students in language education programs,
as well as in-service teachers.
Teaching through Peer Interaction prepares teachers to use peer
communication in the classroom. It presents current research of
peer interaction and language learning for teachers, including
background on the role of peer interaction in classroom language
learning, guidelines for adopting and adapting peer interaction
opportunities in real classrooms, and perspectives on teachers'
frequently expressed concerns and questions about peer interaction.
Practical and comprehensive, this text brings together information
on peer communication across the different skill areas, for
different learners, in different contexts, and includes discussion
on assessment. The text is replete with sample activities, tasks,
and instructional sequences to aid teachers' understanding of how
to use peer interaction effectively in a range of classroom
settings, making it the ideal textbook for upper-level
undergraduate and graduate students in language education programs,
as well as in-service teachers.
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Ignite (Paperback)
Rebecca Adams, Kendra Moberly, Merry Ohler, Melodye Reeves, Tawnya Smith, …
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R278
Discovery Miles 2 780
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Ships in 10 - 15 working days
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Whose shoulders of faith are we standing on as a Church today? What
if your faith was meant to Ignite the world around you like those
who have gone before?!
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