Innovative research and practices in second language acquisition and bilingualism:
Gespeichert in:
| Weitere Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Amsterdam ; Philadelphia
John Benjamins Publishing Company
[2013]
|
| Schriftenreihe: | Language learning & language teaching
volume 38 |
| Schlagworte: | |
| Online-Zugang: | FAW01 FAW02 UBW01 URL des Erstveröffentlichers |
| Beschreibung: | 3.1 Automatic generation of materials Innovative Research and Practicesin Second Language Acquisition and Bilingualism; Editorial page; Title page; LCC data; Table of contents; Acknowledgments; Preface; Part I. Linguistic perspectives and implications for L2 pedagogy; Chapter 1. Mental representation and skill in instructed SLA; 1. Introduction; 2. Language as mental representation; 2.1 What is mental representation of language?; 2.2 How does mental representation develop?; 2.3 Is the development of mental representation amenable to instruction?; 3. Language as skill; 3.1 What is skill?; 3.2 How does skill develop? 3.3 Is skill development amenable to instruction?4. A confusion in the profession; 4.1 Grammar as skill in teaching; 5. Conclusion and pedagogical implications; References; Chapter 2. Input and output in SLA; 1. Introduction; 2. Mental representation and skill; 3. Input, output, and pedagogy; 3.1 Drills; 3.2 Krashen and input; 3.3 Communicative Language Teaching (CLT); 4. Pedagogical implications; 4.1 Activities: Development of mental representation; 4.2 Activities: Skill development; 5. Conclusion; References; Appendix A; Appendix B. Chapter 3. Interaction and the Noun Phrase Accessibility Hierarchy1. Introduction; 2. Research questions; 3. Method; 3.1 Participants; 3.2 Design; 3.3 Materials; 3.4 Procedure; 3.5 Target structure; 3.6 Coding; 3.7 Analysis; 4. Results; 5. Discussion; 6. What about pedagogy?; 7. Conclusion; References; Chapter 4. Generative approaches and the competing systems hypothesis; 1. Introduction; 2. The Competing Systems Hypothesis; 2.1 Rothman (2008); 3. Reducing the gap: Towards a theoretical linguistically informed pedagogy 4. Towards an empirically informed pedagogy: Grammatical aspect explanations from a descriptive grammar5. Conclusion; References; Chapter 5. Why theory and research are important for the practice of teaching; 1. Introduction; 2. Interfaces; 3. The use of mood in relative clauses; 4. Specific vs. non-specific: Is interpretation learnable?; 5. Approach to relative clauses in textbooks; 6. Discussion and conclusions; Reference; Chapter 6. Input-based incremental vocabulary instruction for the L2 classroom; 1. Introduction; 2. Lexical input processing: Theory, research, and instruction 3. Summary of key implications of research4. Ten principles of IBI vocabulary instruction; 5. A checklist for designing IBI lessons; 6. A sample IBI lesson; 6.1 Sample lesson; 6.2 Explanation and analysis of sample lesson; 7. Summary and conclusion; References; Chapter 7. Experimentalized CALL for adult second language learners; 1. Introduction; 2. eCALL examination of SLA principles; 2.1 Corrective feedback in the classroom; 2.2 Corrective feedback in eCALL; 2.3 Explicit rule instruction; 2.4 Repeated practice and student modeling; 3. Automating trial generation and data collection In developing this summary and commentary, I have chosen to highlight the connections the authors make to the practice of instructed second language acquisition and their rationale. To that end, I have classified the pedagogical applications, implications and extrapolations offered by the authors into three categories. First, we find suggestions for particular types of instructional materials, activity sequences, and/or approaches to instruction. Second, we find recommendations for curricular changes and language programs in terms of the timing, sequencing and/or the content of instruction. La Includes bibliographical references and index |
| Beschreibung: | 1 Online-Ressource (349 pages) |
| ISBN: | 9789027271662 9027271666 1299767443 9781299767447 |
| DOI: | 10.1075/lllt.38 |
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| 245 | 1 | 0 | |a Innovative research and practices in second language acquisition and bilingualism |c edited by John W. Schwieter, Wilfrid Laurier University |
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| 490 | 1 | |a Language learning & language teaching |v volume 38 | |
| 500 | |a 3.1 Automatic generation of materials | ||
| 500 | |a Innovative Research and Practicesin Second Language Acquisition and Bilingualism; Editorial page; Title page; LCC data; Table of contents; Acknowledgments; Preface; Part I. Linguistic perspectives and implications for L2 pedagogy; Chapter 1. Mental representation and skill in instructed SLA; 1. Introduction; 2. Language as mental representation; 2.1 What is mental representation of language?; 2.2 How does mental representation develop?; 2.3 Is the development of mental representation amenable to instruction?; 3. Language as skill; 3.1 What is skill?; 3.2 How does skill develop? | ||
| 500 | |a 3.3 Is skill development amenable to instruction?4. A confusion in the profession; 4.1 Grammar as skill in teaching; 5. Conclusion and pedagogical implications; References; Chapter 2. Input and output in SLA; 1. Introduction; 2. Mental representation and skill; 3. Input, output, and pedagogy; 3.1 Drills; 3.2 Krashen and input; 3.3 Communicative Language Teaching (CLT); 4. Pedagogical implications; 4.1 Activities: Development of mental representation; 4.2 Activities: Skill development; 5. Conclusion; References; Appendix A; Appendix B. | ||
| 500 | |a Chapter 3. Interaction and the Noun Phrase Accessibility Hierarchy1. Introduction; 2. Research questions; 3. Method; 3.1 Participants; 3.2 Design; 3.3 Materials; 3.4 Procedure; 3.5 Target structure; 3.6 Coding; 3.7 Analysis; 4. Results; 5. Discussion; 6. What about pedagogy?; 7. Conclusion; References; Chapter 4. Generative approaches and the competing systems hypothesis; 1. Introduction; 2. The Competing Systems Hypothesis; 2.1 Rothman (2008); 3. Reducing the gap: Towards a theoretical linguistically informed pedagogy | ||
| 500 | |a 4. Towards an empirically informed pedagogy: Grammatical aspect explanations from a descriptive grammar5. Conclusion; References; Chapter 5. Why theory and research are important for the practice of teaching; 1. Introduction; 2. Interfaces; 3. The use of mood in relative clauses; 4. Specific vs. non-specific: Is interpretation learnable?; 5. Approach to relative clauses in textbooks; 6. Discussion and conclusions; Reference; Chapter 6. Input-based incremental vocabulary instruction for the L2 classroom; 1. Introduction; 2. Lexical input processing: Theory, research, and instruction | ||
| 500 | |a 3. Summary of key implications of research4. Ten principles of IBI vocabulary instruction; 5. A checklist for designing IBI lessons; 6. A sample IBI lesson; 6.1 Sample lesson; 6.2 Explanation and analysis of sample lesson; 7. Summary and conclusion; References; Chapter 7. Experimentalized CALL for adult second language learners; 1. Introduction; 2. eCALL examination of SLA principles; 2.1 Corrective feedback in the classroom; 2.2 Corrective feedback in eCALL; 2.3 Explicit rule instruction; 2.4 Repeated practice and student modeling; 3. Automating trial generation and data collection | ||
| 500 | |a In developing this summary and commentary, I have chosen to highlight the connections the authors make to the practice of instructed second language acquisition and their rationale. To that end, I have classified the pedagogical applications, implications and extrapolations offered by the authors into three categories. First, we find suggestions for particular types of instructional materials, activity sequences, and/or approaches to instruction. Second, we find recommendations for curricular changes and language programs in terms of the timing, sequencing and/or the content of instruction. La | ||
| 500 | |a Includes bibliographical references and index | ||
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| genre | (DE-588)4143413-4 Aufsatzsammlung gnd-content |
| genre_facet | Aufsatzsammlung |
| id | DE-604.BV043158526 |
| illustrated | Not Illustrated |
| indexdate | 2024-07-10T07:19:17Z |
| institution | BVB |
| isbn | 9789027271662 9027271666 1299767443 9781299767447 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-028582717 |
| oclc_num | 855503987 |
| open_access_boolean | |
| owner | DE-1046 DE-1047 DE-20 |
| owner_facet | DE-1046 DE-1047 DE-20 |
| physical | 1 Online-Ressource (349 pages) |
| psigel | ZDB-129-JBE ZDB-4-EBA FAW_PDA_EBA ZDB-4-EBA FAW_PDA_EBA ZDB-129-JBE UBW_Serienkauf |
| publishDate | 2013 |
| publishDateSearch | 2013 |
| publishDateSort | 2013 |
| publisher | John Benjamins Publishing Company |
| record_format | marc |
| series | Language learning & language teaching |
| series2 | Language learning & language teaching |
| spelling | Innovative research and practices in second language acquisition and bilingualism edited by John W. Schwieter, Wilfrid Laurier University Amsterdam ; Philadelphia John Benjamins Publishing Company [2013] © 2013 1 Online-Ressource (349 pages) txt rdacontent c rdamedia cr rdacarrier Language learning & language teaching volume 38 3.1 Automatic generation of materials Innovative Research and Practicesin Second Language Acquisition and Bilingualism; Editorial page; Title page; LCC data; Table of contents; Acknowledgments; Preface; Part I. Linguistic perspectives and implications for L2 pedagogy; Chapter 1. Mental representation and skill in instructed SLA; 1. Introduction; 2. Language as mental representation; 2.1 What is mental representation of language?; 2.2 How does mental representation develop?; 2.3 Is the development of mental representation amenable to instruction?; 3. Language as skill; 3.1 What is skill?; 3.2 How does skill develop? 3.3 Is skill development amenable to instruction?4. A confusion in the profession; 4.1 Grammar as skill in teaching; 5. Conclusion and pedagogical implications; References; Chapter 2. Input and output in SLA; 1. Introduction; 2. Mental representation and skill; 3. Input, output, and pedagogy; 3.1 Drills; 3.2 Krashen and input; 3.3 Communicative Language Teaching (CLT); 4. Pedagogical implications; 4.1 Activities: Development of mental representation; 4.2 Activities: Skill development; 5. Conclusion; References; Appendix A; Appendix B. Chapter 3. Interaction and the Noun Phrase Accessibility Hierarchy1. Introduction; 2. Research questions; 3. Method; 3.1 Participants; 3.2 Design; 3.3 Materials; 3.4 Procedure; 3.5 Target structure; 3.6 Coding; 3.7 Analysis; 4. Results; 5. Discussion; 6. What about pedagogy?; 7. Conclusion; References; Chapter 4. Generative approaches and the competing systems hypothesis; 1. Introduction; 2. The Competing Systems Hypothesis; 2.1 Rothman (2008); 3. Reducing the gap: Towards a theoretical linguistically informed pedagogy 4. Towards an empirically informed pedagogy: Grammatical aspect explanations from a descriptive grammar5. Conclusion; References; Chapter 5. Why theory and research are important for the practice of teaching; 1. Introduction; 2. Interfaces; 3. The use of mood in relative clauses; 4. Specific vs. non-specific: Is interpretation learnable?; 5. Approach to relative clauses in textbooks; 6. Discussion and conclusions; Reference; Chapter 6. Input-based incremental vocabulary instruction for the L2 classroom; 1. Introduction; 2. Lexical input processing: Theory, research, and instruction 3. Summary of key implications of research4. Ten principles of IBI vocabulary instruction; 5. A checklist for designing IBI lessons; 6. A sample IBI lesson; 6.1 Sample lesson; 6.2 Explanation and analysis of sample lesson; 7. Summary and conclusion; References; Chapter 7. Experimentalized CALL for adult second language learners; 1. Introduction; 2. eCALL examination of SLA principles; 2.1 Corrective feedback in the classroom; 2.2 Corrective feedback in eCALL; 2.3 Explicit rule instruction; 2.4 Repeated practice and student modeling; 3. Automating trial generation and data collection In developing this summary and commentary, I have chosen to highlight the connections the authors make to the practice of instructed second language acquisition and their rationale. To that end, I have classified the pedagogical applications, implications and extrapolations offered by the authors into three categories. First, we find suggestions for particular types of instructional materials, activity sequences, and/or approaches to instruction. Second, we find recommendations for curricular changes and language programs in terms of the timing, sequencing and/or the content of instruction. La Includes bibliographical references and index Language and languages / Research Language and languages / Study and teaching Second language acquisition / Research Second language acquisition / Study and teaching FOREIGN LANGUAGE STUDY / General bisacsh Education, Bilingual fast Language acquisition fast Language and languages / Research fast Language and languages / Study and teaching fast Second language acquisition / Research fast Second language acquisition / Study and teaching fast Sprache Second language acquisition Study and teaching Second language acquisition Research Language and languages Study and teaching Language and languages Research Education, Bilingual Language acquisition Fremdsprachenlernen (DE-588)4071461-5 gnd rswk-swf Zweisprachigkeit (DE-588)4068227-4 gnd rswk-swf Fremdsprachenunterricht (DE-588)4018428-6 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content Fremdsprachenlernen (DE-588)4071461-5 s Zweisprachigkeit (DE-588)4068227-4 s Fremdsprachenunterricht (DE-588)4018428-6 s DE-604 Schwieter, John W. 1979- (DE-588)1043450998 edt Erscheint auch als Druck-Ausgabe, Hardcover 978-90-272-1317-4 Erscheint auch als Druck-Ausgabe, Hardcover 90-272-1317-8 Erscheint auch als Druck-Ausgabe, Paperback 90-272-1318-6 Erscheint auch als Druck-Ausgabe, Paperback 978-90-272-1318-1 Language learning & language teaching volume 38 (DE-604)BV047026819 38 https://doi.org/10.1075/lllt.38 Verlag URL des Erstveröffentlichers Volltext |
| spellingShingle | Innovative research and practices in second language acquisition and bilingualism Language learning & language teaching Language and languages / Research Language and languages / Study and teaching Second language acquisition / Research Second language acquisition / Study and teaching FOREIGN LANGUAGE STUDY / General bisacsh Education, Bilingual fast Language acquisition fast Language and languages / Research fast Language and languages / Study and teaching fast Second language acquisition / Research fast Second language acquisition / Study and teaching fast Sprache Second language acquisition Study and teaching Second language acquisition Research Language and languages Study and teaching Language and languages Research Education, Bilingual Language acquisition Fremdsprachenlernen (DE-588)4071461-5 gnd Zweisprachigkeit (DE-588)4068227-4 gnd Fremdsprachenunterricht (DE-588)4018428-6 gnd |
| subject_GND | (DE-588)4071461-5 (DE-588)4068227-4 (DE-588)4018428-6 (DE-588)4143413-4 |
| title | Innovative research and practices in second language acquisition and bilingualism |
| title_auth | Innovative research and practices in second language acquisition and bilingualism |
| title_exact_search | Innovative research and practices in second language acquisition and bilingualism |
| title_full | Innovative research and practices in second language acquisition and bilingualism edited by John W. Schwieter, Wilfrid Laurier University |
| title_fullStr | Innovative research and practices in second language acquisition and bilingualism edited by John W. Schwieter, Wilfrid Laurier University |
| title_full_unstemmed | Innovative research and practices in second language acquisition and bilingualism edited by John W. Schwieter, Wilfrid Laurier University |
| title_short | Innovative research and practices in second language acquisition and bilingualism |
| title_sort | innovative research and practices in second language acquisition and bilingualism |
| topic | Language and languages / Research Language and languages / Study and teaching Second language acquisition / Research Second language acquisition / Study and teaching FOREIGN LANGUAGE STUDY / General bisacsh Education, Bilingual fast Language acquisition fast Language and languages / Research fast Language and languages / Study and teaching fast Second language acquisition / Research fast Second language acquisition / Study and teaching fast Sprache Second language acquisition Study and teaching Second language acquisition Research Language and languages Study and teaching Language and languages Research Education, Bilingual Language acquisition Fremdsprachenlernen (DE-588)4071461-5 gnd Zweisprachigkeit (DE-588)4068227-4 gnd Fremdsprachenunterricht (DE-588)4018428-6 gnd |
| topic_facet | Language and languages / Research Language and languages / Study and teaching Second language acquisition / Research Second language acquisition / Study and teaching FOREIGN LANGUAGE STUDY / General Education, Bilingual Language acquisition Sprache Second language acquisition Study and teaching Second language acquisition Research Language and languages Study and teaching Language and languages Research Fremdsprachenlernen Zweisprachigkeit Fremdsprachenunterricht Aufsatzsammlung |
| url | https://doi.org/10.1075/lllt.38 |
| volume_link | (DE-604)BV047026819 |
| work_keys_str_mv | AT schwieterjohnw innovativeresearchandpracticesinsecondlanguageacquisitionandbilingualism |