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Evidence-Based Second Language Pedagogy is a cutting-edge
collection of empirical research conducted by top scholars focusing
on instructed second language acquisition (ISLA) and offering a
direct contribution to second language pedagogy by closing the gap
between research and practice. Building on the conceptual,
state-of-the-art chapters in The Routledge Handbook of Instructed
Second Language Acquisition (2017), studies in this volume are
organized according to the key components of ISLA: types of
instruction, learning processes, learning outcomes, and learner and
teacher psychology. The volume responds to pedagogical needs in
different L2 teaching and learning settings by including a variety
of theoretical frameworks (sociological, psychological,
sociocultural, and cognitive), methodologies (qualitative and
quantitative), target languages (English, Spanish, and Mandarin),
modes of instruction (face-to-face and computer-mediated), targets
of instruction (speaking, writing, listening, motivation, and
professional development), and instructional settings (second
language, foreign language, and heritage language). A novel
synthesis of research in the rapidly growing field of ISLA that
also covers effective research-based teaching strategies,
Evidence-Based Second Language Pedagogy is the ideal resource for
researchers, practitioners, and graduate students in SLA, applied
linguistics, and TESOL.
The Routledge Handbook of Instructed Second Language Acquisition is
the first collection of state-of-the-art papers pertaining to
Instructed Second Language Acquisition (ISLA). Written by 45
world-renowned experts, the entries are full-length articles
detailing pertinent issues with up-to-date references. Each chapter
serves three purposes: (1) provide a review of current literature
and discussions of cutting edge issues; (2) share the authors'
understanding of, and approaches to, the issues; and (3) provide
direct links between research and practice. In short, based on the
chapters in this handbook, ISLA has attained a level of theoretical
and methodological maturity that provides a solid foundation for
future empirical and pedagogical discovery. This handbook is the
ideal resource for researchers, graduate students, upper-level
undergraduate students, teachers, and teacher-educators who are
interested in second language learning and teaching. .
The Routledge Handbook of Instructed Second Language Acquisition is
the first collection of state-of-the-art papers pertaining to
Instructed Second Language Acquisition (ISLA). Written by 45
world-renowned experts, the entries are full-length articles
detailing pertinent issues with up-to-date references. Each chapter
serves three purposes: (1) provide a review of current literature
and discussions of cutting edge issues; (2) share the authors'
understanding of, and approaches to, the issues; and (3) provide
direct links between research and practice. In short, based on the
chapters in this handbook, ISLA has attained a level of theoretical
and methodological maturity that provides a solid foundation for
future empirical and pedagogical discovery. This handbook is the
ideal resource for researchers, graduate students, upper-level
undergraduate students, teachers, and teacher-educators who are
interested in second language learning and teaching. .
Now in its second edition, Introduction to Instructed Second
Language Acquisition continues to present a cohesive view of the
different theoretical and pedagogical perspectives that comprise
instructed second language acquisition (ISLA). Loewen provides
comprehensive discussions of the theoretical, empirical, and
pedagogical aspects of a range of key issues in ISLA, and has added
to this edition a comprehensive exploration of the relationship
between ISLA research and second language pedagogy. Also new is the
addition of supporting features including new end-of-chapter
activities, points for reflection, and discussion questions, as
well as thoroughly revised content to reflect the most recent
research in ISLA. This is an essential resource for students new to
ISLA, or working in second language acquisition more generally.
Now in its second edition, Introduction to Instructed Second
Language Acquisition continues to present a cohesive view of the
different theoretical and pedagogical perspectives that comprise
instructed second language acquisition (ISLA). Loewen provides
comprehensive discussions of the theoretical, empirical, and
pedagogical aspects of a range of key issues in ISLA, and has added
to this edition a comprehensive exploration of the relationship
between ISLA research and second language pedagogy. Also new is the
addition of supporting features including new end-of-chapter
activities, points for reflection, and discussion questions, as
well as thoroughly revised content to reflect the most recent
research in ISLA. This is an essential resource for students new to
ISLA, or working in second language acquisition more generally.
Evidence-Based Second Language Pedagogy is a cutting-edge
collection of empirical research conducted by top scholars focusing
on instructed second language acquisition (ISLA) and offering a
direct contribution to second language pedagogy by closing the gap
between research and practice. Building on the conceptual,
state-of-the-art chapters in The Routledge Handbook of Instructed
Second Language Acquisition (2017), studies in this volume are
organized according to the key components of ISLA: types of
instruction, learning processes, learning outcomes, and learner and
teacher psychology. The volume responds to pedagogical needs in
different L2 teaching and learning settings by including a variety
of theoretical frameworks (sociological, psychological,
sociocultural, and cognitive), methodologies (qualitative and
quantitative), target languages (English, Spanish, and Mandarin),
modes of instruction (face-to-face and computer-mediated), targets
of instruction (speaking, writing, listening, motivation, and
professional development), and instructional settings (second
language, foreign language, and heritage language). A novel
synthesis of research in the rapidly growing field of ISLA that
also covers effective research-based teaching strategies,
Evidence-Based Second Language Pedagogy is the ideal resource for
researchers, practitioners, and graduate students in SLA, applied
linguistics, and TESOL.
Featuring an extensive set of entries covering all aspects of
research methodology, ranging from basic to more advanced topics,
this is an essential reference for applied linguists everywhere.
Explanations of key concepts and techniques are fully
cross-referenced and presented in bite-sized chunks, making it easy
for users to look up specific terms quickly or have a brief
refresher on methodological practices and related issues. Concepts
are further illustrated by real-life examples drawn from current
linguistics research. This is ideal for undergraduate and
postgraduate students studying applied linguistics or TESOL
modules.
The implicit/ explicit distinction is central to our understanding
of the nature of L2 acquisition. This book begins with an account
of how this distinction applies to L2 learning, knowledge and
instruction. It then reports a series of studies describing the
development of a battery of tests providing relatively discrete
measurements of L2 explicit/ implicit knowledge. These tests were
then utilized to examine a number of key issues in SLA - the
learning difficulty of different grammatical structures, the role
of L2 implicit/ explicit knowledge in language proficiency, the
relationship between learning experiences and learners' language
knowledge profiles, the metalinguistic knowledge of teacher
trainees and the effects of different types of form-focused
instruction on L2 acquisition. The book concludes with a
consideration of how the tests can be further developed and applied
in the study of L2 acquisition.
The implicit/ explicit distinction is central to our understanding
of the nature of L2 acquisition. This book begins with an account
of how this distinction applies to L2 learning, knowledge and
instruction. It then reports a series of studies describing the
development of a battery of tests providing relatively discrete
measurements of L2 explicit/ implicit knowledge. These tests were
then utilized to examine a number of key issues in SLA - the
learning difficulty of different grammatical structures, the role
of L2 implicit/ explicit knowledge in language proficiency, the
relationship between learning experiences and learners' language
knowledge profiles, the metalinguistic knowledge of teacher
trainees and the effects of different types of form-focused
instruction on L2 acquisition. The book concludes with a
consideration of how the tests can be further developed and applied
in the study of L2 acquisition.
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