Second language acquisition in action: principles from practice
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
London
Bloomsbury Academic
2018
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Inhaltsverzeichnis Klappentext |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | xi, 225 Seiten Illustration, Diagramme |
| ISBN: | 9781474274869 9781474274876 |
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Datensatz im Suchindex
| _version_ | 1804178393114083328 |
|---|---|
| adam_text | SECOND LANGUAGE IN ACQUISITION
/ NAVA, ANDREA
: 2017
TABLE OF CONTENTS / INHALTSVERZEICHNIS
INTRODUCTION
FORM, MEANING AND USE
COMPREHENSIBLE INPUT
INPUT PROCESSING
IMPLICIT AND EXPLICIT KNOWLEDGE
INTERACTION AND CORRECTIVE FEEDBACK
OUTPUT PRODUCTION
DIESES SCHRIFTSTUECK WURDE MASCHINELL ERZEUGT.
Contents
List of Figures ix
List of Tables x
Acknowledgements xii
Introduction 1
SLA research and L2 pedagogy 1
Second language acquisition in action 3
The structure of the book 5
1 Form, meaning and use 7
1.1 Key questions 7
1.2 Experience 8
1.3 The principle 10
1.3.1 The form, meaning and use dimensions
of lexicogrammar 11
1.3.2 Form, meaning and use: learning and
teaching implications 15
1.4 The principle in the classroom 20
1.4.1 Stefania teaching the form, meaning and
use of can 20
1.4.2 Learning form, meaning and use 21
1.4.3 Practising form, meaning and use 23
1.5 Restructuring and planning 26
1.6 Conclusions 27
1.7 Further reading 28
2 Comprehensible input 29
2.1 Key questions 29
2.2 Experience 29
VI
Contents
2.3 The principle 31
2.3.1 The Input Hypothesis 32
2.3.2 Comprehensible input: Learning and teaching
implications 34
2.4 The principle in the classroom 40
2.4.1 Stefania trying to make input comprehensible in a
speaking task and a listening task 40
2.4.2 Personalization 41
2.4.3 Communication and meaning-getting techniques 42
2.5 Restructuring and planning 44
2.6 Conclusions 47
2.7 Notes 48
2.8 Further reading 48
3 Input processing 51
3.1 Key questions 51
3.2 Experience 52
3.3 The principles 53
3.3.1 The Primacy of Meaning Principle 56
3.3.2 The First Noun Principle 58
3.3.3 Input Processing: Learning and teaching implications 59
3.4 The principles in the classroom 67
3.4.1 Elena dealing with structured input activities 67
3.4.2 Referential structured input activities 68
3.4.3 Affective structured input activities 71
3.5 Restructuring and planning 71
3.6 Conclusions 74
3.7 Notes 75
3.8 Further reading 75
4 Implicit and explicit knowledge 77
4.1 Key questions 77
4.2 Experience 78
4.3 The principle 79
Contents
v
4.3.1 implicit and explicit knowledge and the interface
positions 81
4.3.2 Implicit and explicit knowledge: Learning and
teaching implications 91
4.4 The principle in the classroom 101
4.4.1 Developing explicit knowledge through
guided induction: Consciousness-raising tasks 102
4.4.2 Developing explicit knowledge through
language-related episodes:
Alessandro dealing with a dictogloss 105
4.5 Restructuring and planning 110
4.6 Conclusions 114
4.7 Note 11 5
4.8 Further reading 11 5
5 Interaction and corrective feedback 117
5.1 Key questions 117
5.2 Experience 118
5.3 The principles 120
5.3.1 The Interaction Hypothesis 120
5.3.2 Interaction: The sociocultural perspective 128
5.3.3 Interaction and corrective feedback: Learning
and teaching implications 134
5.4 The principles in the classroom 142
5.4.1 Tim dealing with corrective feedback in a whole class
discussion and in a group work task 142
5.4.2 Corrective feedback strategies in teacher-student
interaction 143
5.4.3 Scaffolded help to facilitate student-student
dialogue 145
5.5 Restructuring and planning 147
5.6 Conclusions 149
5.7 Notes 151
5.8 Further reading 151
Contents
%
6 Output production 153 1
6.1 Key questions 153
6.2 Experience 154 J
6.3 The principle 156 I
6.3.1 The Output Hypothesis 1 56
6.3.2 Automaticity and fluency in output production 162
6.3.3 The Output Hypothesis: Learning and teaching J
implications 1
167
6.4 The principle in the classroom 194
6.4.1 llaria dealing with a focused task 194
6.4.2 Pushed output through focused tasks 195
6.4.3 Alessandro dealing with a fluency task 198
6.4.4 Fostering automaticity through increase of speed of
output production 199
6.5 Restructuring and planning 201
6.6 Conclusions 203
6.7 Notes 204
6.8 Further reading 205
References
Author Index
Subject Index
207
221
224
A
^eqrees
Despite the key role played by second language acquisition (S
courses in linguistics, teacher education and language teaching
participants often struggle to bridge the gap between SLA theories and
their many applications in the classroom. In order to overcome the
‘transfer’ problem from theory to practice., Andrea Nava and Luciana
Pea razzi ni present SLA principles through the actions and words of
teachers and learners.
The book identifies eight important SLA principles and involves readers in
an ’experiential’ approach which enables them to explore these principles
in action*. Each chapter is structured around three stages: experience and
reflection; conceptualization; and restructuring and planning. Discussion
questions and tasks represent the core of the book. These help readers
in the process of experiencing’ SLA research and provide them with
opportunities to try their hands at different areas of language teachers
professional expertise.
Aimed atthoseon applied linguistics MA courses, TESOL/EFL trainees
and in-service teachers, SECOND LANGUAGE ACQUISITION IN ACTION featu res
♦ Key Questions at the start of each chapter
♦ Data-based tasks to foster reflection and to
he!p bridge the gap between theory and practice
♦ Audiovisual extracts of lessons on a Comoanion Website
% ■ .....................* ■■
Further Reading suggestions at the end of each chapter - y
♦
|
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| spelling | Nava, Andrea 1969- Verfasser (DE-588)137476728 aut Second language acquisition in action principles from practice Andrea Nava and Luciana Pedrazzini London Bloomsbury Academic 2018 xi, 225 Seiten Illustration, Diagramme txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Second language acquisition Fremdsprachenlernen (DE-588)4071461-5 gnd rswk-swf Fremdsprachenunterricht (DE-588)4018428-6 gnd rswk-swf Fremdsprachenlernen (DE-588)4071461-5 s Fremdsprachenunterricht (DE-588)4018428-6 s DE-604 Pedrazzini, Luciana Verfasser (DE-588)1159650284 aut Erscheint auch als Online-Ausgabe, ePub 978-1-4742-7488-3 Erscheint auch als Online-Ausgabe, ePDF 978-1-4742-7489-0 LoC Fremddatenuebernahme application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=030260426&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung UB Augsburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=030260426&sequence=000003&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung UB Augsburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=030260426&sequence=000004&line_number=0003&func_code=DB_RECORDS&service_type=MEDIA Klappentext |
| spellingShingle | Nava, Andrea 1969- Pedrazzini, Luciana Second language acquisition in action principles from practice Second language acquisition Fremdsprachenlernen (DE-588)4071461-5 gnd Fremdsprachenunterricht (DE-588)4018428-6 gnd |
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| title | Second language acquisition in action principles from practice |
| title_auth | Second language acquisition in action principles from practice |
| title_exact_search | Second language acquisition in action principles from practice |
| title_full | Second language acquisition in action principles from practice Andrea Nava and Luciana Pedrazzini |
| title_fullStr | Second language acquisition in action principles from practice Andrea Nava and Luciana Pedrazzini |
| title_full_unstemmed | Second language acquisition in action principles from practice Andrea Nava and Luciana Pedrazzini |
| title_short | Second language acquisition in action |
| title_sort | second language acquisition in action principles from practice |
| title_sub | principles from practice |
| topic | Second language acquisition Fremdsprachenlernen (DE-588)4071461-5 gnd Fremdsprachenunterricht (DE-588)4018428-6 gnd |
| topic_facet | Second language acquisition Fremdsprachenlernen Fremdsprachenunterricht |
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