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Mike Long Second Language Acquisition and Task-Based Teaching


This book offers an in-depth explanation of Task-Based Language Teaching (TBLT) and the methods necessary to implement it in the language classroom successfully. Combines a survey of theory and research in instructed second language acquisition (ISLA) with insights from language teaching and the philosophy of education Details best practice for TBLT programs, including discussion of learner needs and means analysis; syllabus design; materials writing; choice of methodological principles and pedagogic procedures; criterion-referenced, task-based performance assessment; and program evaluation Written by an esteemed scholar of second language acquisition with over 30 years of research and classroom experience Considers diffusion of innovation in education and the potential impact of TBLT on foreign and second language learning

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David Willis Doing Task-Based Teaching


Task-based teaching has created enormous interest among teachers in recent years. But how does the idea of designing tasks (e.g. discussions, problems, games) that encourage learners to use real language work in practice? This book explains the basic principles behind task-based learning and teaching and gives practical examples of how to make it work in different teaching situations.

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Alessandro Benati G. The Handbook of Advanced Proficiency in Second Language Acquisition


A comprehensive, current review of the research and approaches to advanced proficiency in second language acquisition The Handbook of Advanced Proficiency in Second Language Acquisition offers an overview of the most recent and scientific-based research concerning higher proficiency in second language acquisition (SLA). With contributions from an international team of experts in the field, the Handbook presents several theoretical approaches to SLA and offers an examination of advanced proficiency from the viewpoint of various contexts and dimensions of second language performance. The authors also review linguistic phenomena among advanced learners through the lens of phonology and grammar development. Comprehensive in scope, this book provides an overview of advanced proficiency grounded in socially-relevant domains of second language acquisition including discourse, reading, genre-based writing, and pragmatic competence. The authoritative volume brings together the theoretical accounts of advanced language use combined with solid empirical research. Includes contributions from an international collection of noted scholars in the field of second language acquisition Offers a variety of theoretical approaches to SLA Contains information on the most recent empirical research that contributes to an understanding of SLA Describes performance phenomena according to multiple approaches to SLA Written for scholars, students and linguists, The Handbook of Advanced Proficiency in Second Language Acquisition is a comprehensive text that offers the most recent developments in the study of advanced proficiency in the acquisition of a second language.

13516.32 РУБ

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Keith Johnson Language Teaching and Skill Learning


This book argues that second language acquisition has much in common with other forms of skill learning and that there is much to be learned about language teaching by studying the practices of teachers in other domains. (Education)

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Faramarzzadeh Khaneqah Mousa The Impact of Task-Induced Involvement on EFL Learners. Vocabulary Ret


Undoubtedly, it seems that vocabulary acquisition is considered as a crucial issue in second language acquisition. Furthermore, it should be taken into consideration that learning a foreign or second language requires the acquisition of thousands of words. Accordingly, language learners look for effective ways to increase opportunities for retaining new words in long-term memory, but they often complain forgetting new words soon after learning. On the other hand, task is seen as a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focus on meaning rather than form (Nunan, 1991). Therefore, 50 subjects were chosen as experimental n=25 and control group n=25, then, three tasks were applied to experimental group as reading comprehension by using context, dictionary, and marginal glosses, respectively. Having collected data, analysis of covariance was applied for data coding. Based on the hierarchy efficiency in the development of vocabulary retention the efficiency of contextual task was verified more than other tasks.

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Kirsten Hummel M. Introducing Second Language Acquisition. Perspectives and Practices


Introducing Second Language Acquisition: Perspectives and Practices represents a clear and concise introduction to the main concepts, issues, and debates in second language acquisition studies aimed specifically at undergraduates encountering the topic for the first time. Follows six fictitious language learners throughout the text whose stories serve to introduce various concepts and issues Contains specific chapters on first language acquisition and bilingualism, as well as explicit references to the most recent and important research Covers key topics including acquisition contexts, theoretical perspectives, language teaching methods, second language development, and individual differences (such as age, aptitude, and motivation) Grabs student attention with lighthearted cartoons that illustrate and reinforce key ideas Features a full range of pedagogical tools to aid student learning, including “language learning in practice” textboxes; bolded new terms defined in the margins; an end-of-book glossary; self-assessment and classroom discussion questions; exercise and project ideas; and further online viewing sections

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Teddy Barbier La place du francais en cours de langue etrangere


Mémoire (de fin d'études) de l'année 2015 dans le domaine Anglais - Pédagogie, Didactique, Linguistique, note: 16, Université de Picardie Jules Verne, langue: Français, résumé: This work presents a study of second language acquisition within the school environment. Specialists in foreign language pedagogy and didactics promote inductive learning of grammar which is mainly based on first language acquisition. Yet the mechanisms of a child's natural acquisition process cannot be borrowed by adolescents or adults when learning the second language (L2). It appears to be impossible to copy the naturallearning process when, as adolescents or adults, we are studying or acquiring our second language in an "artificial" way. Moreover, second language exposure is short and limited by the margins of a fifty-minute lesson and age appears to be a remarkable site of difference between L1 and L2 acquisition. As a consequence it may be better to adopt a contrastive approach in order to develop and acquire the language skills necessary to communicate. Learners should adopt a metalinguistic approach involving the awareness and control of linguistic components of language in order to avoid using what is commonly called a "formulaic language". This research paper will analyse and comment upon some linguistic theories regarding second language acquisition to reflect critically on common teaching practices. My probationary year as a teacher in high school was, for me, th...

1952 РУБ

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Critical Views on Teaching and Learning English Around the Globe. Qualitative Research Approaches


A volume in Research in Second Language LearningSeries Editor: Bogum Yoon, State University of New York at Binghamton, USA This volume takes a critical look at teaching and learning English across the globe. Its aim is to fill a gap in the literature created by the omission of the voices of those engaged in the everyday practice of teaching and learning English; those of students, teachers, and specialists. Three unique characteristics give this book broad appeal. They include its inclusion of the perspectives and experiences of students and educators involved in the everyday practice of English language teaching and learning its inclusion of the experiences of students and educators in both core and non-core English-speaking countries its basis on original, qualitative studies conducted by scholars in different parts of the world including Europe, the Middle East, Asia, and the AmericasOf particular interest to applied linguists, scholars from diverse fields such as English as a Foreign/Second Language, English as an International Language, anthropology and education, English education, sociolinguistics, and bilingual education will also find value in this book. Written in accessible language, it can be used in such courses as Applied Linguistics, Second Language Classroom Contexts, Bilingualism and Multilingualism, English Around the World, Research Methodologies in Second Language Acquisition, and Research in Second Language Pedagogical Contexts. In addition, by focusin...

6477 РУБ

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Neda Abedi Critical Issues in Applied Linguistics. From Tradition to Computer Assisted Language Teaching and Learning


Document from the year 2018 in the subject English Language and Literature Studies - Linguistics, Islamic Azad University, language: English, abstract: The history of language teaching has been dominated by the upward progression of teaching methods. Much of language teaching prior to the twentieth century was conducted according to a so called grammar translation methodology, which was replaced by a revolution in language teaching that focused on the Direct Method. This was then followed by a series of methods that started with Audiolingualism, developed during and after world war two. Following these methods, several methods, including audio-visual method, cognitive code, and a cluster of new methods that emerged in the 1970s such as the silent way, suggestopedia, Total Physical Response, Communicative language teaching and Task-based learning were introduced.

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Zoltan Dornyei The Psychology of Second Language Acquisition


The Psychology of Second Language Acquisition offers a systematic and accessible overview of the main psychological areas and theories in order to keep abreast of the ongoing paradigm shift.

2750.29 РУБ

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Carol A. Chapelle The Handbook of Technology and Second Language Teaching Learning


The Handbook of Technology and Second Language Teaching and Learning presents a comprehensive exploration of the impact of technology on the field of second language learning. The rapidly evolving language-technology interface has propelled dramatic changes in, and increased opportunities for, second language teaching and learning. Its influence has been felt no less keenly in the approaches and methods of assessing learners language and researching language teaching and learning. Contributions from a team of international scholars make up the Handbook consisting of four parts: language teaching and learning through technology; the technology-pedagogy interface; technology for L2 assessment; and research and development of technology for language learning. It considers how technology assists in all areas of language development, the emergence of pedagogy at the intersection of language and technology, technology in language assessment, and major research issues in research and development of technologies for language learning. It covers all aspects of language including grammar, vocabulary, reading, writing, listening, speaking, pragmatics, and intercultural learning, as well as new pedagogical and assessment approaches, and new ways of conceiving and conducting research and development. The Handbook of Technology and Second Language Teaching and Learning demonstrates the extensive, multifaceted implications of technology for language teachers, learners, materials-developers, and researchers.

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Project-Based Second and Foreign Language Education. Past, Present, Future (PB)


Dewey's idea of Project-based Learning (PBL) was introduced into the field of second language education nearly two decades ago as a wayto reflect the principles of student-centered teaching (Hedge, 1993). Since then, PBL has also become a popular language and literacyactivity at various levels and in various contexts (see Beckett, 1999; Fried-Booth, 2002; Levis & Levis, 2003; Kobayashi, 2003; Luongo-Orlando, 2001; Mohan & Beckett, 2003; Weinstein, 2004). For example, it has been applied to teach various ESL and EFL skills around theworld (e.g., Fried-Booth, 2002). More recently, PBL has been heralded as the most appropriate approach to teaching content-based secondlanguage education (Bunch, et al., 2001; Stoller, 1997), English for specific purposes (Fried-Booth, 2002), community-based languagesocialization (Weinstien, 2004), and critical and higher order thinking as well as problem-solving skills urged by the National ResearchCouncil (1999). Despite this emphasis, there is a severe shortage of empirical research on PBL and research-based frameworks and modelsbased on sound theoretical guidance in general and second and foreign language education in particular (Thomas, 2000). Also missing fromthe second and foreign language education literature is systematic discussion of PBL work that brings together representative work,identifying obvious gaps, and guiding the field toward future directions. This, first of its kind, volume bridges these obvious gaps throughthe o...

6202 РУБ

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Gregory Lynn Thompson Intersection of Service and Learning. Research Practice in the Second Language Classroom


This book on service-learning provides a current view of service-learning research in thesecond language classroom and practical applications for the acquisition of both culturalknowledge as well as the different language modalities. This book helps inunderstanding how using service-learning in the language classroom can facilitatelanguage acquisition. The author addresses many of the challenges faced by teachers inthe second language classroom as they try to implement service-learning programs intheir curriculum. Based on the research as well as the experience of the author and otherpractitioners in the field, suggestions are given in each chapter as to how to maximizestudent learning and acquisition of specific aspects of a language as well as on theformation of successful programs and service-learning experiences. These suggestionsare integrated into the individual chapters based on the focus of the unit.This text shows how service-learning allows students real world application of the language they are learning in theclassroom. This text discusses how service-learning assists students in contextualizing their learning and seeing the realityof their field of study and the applicability of their language classes to settings that they encounter in their owncommunities. Finally, at all levels teachers, professors, and administrators are being asked to provide standards andassessments to demonstrate achievement and excellence in their different fields. This text addresses how ...

6427 РУБ

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Irene A. Zingg Sobremesa 1


Sobremesa is a Spanish vocabulary builder for intermediate and advanced levels carefully designed to develop all four language skills with emphasis on oral production. Sobremesa is based on the most recent research on language acquisition, Brain-Based Teaching, and Project-Based Learning. It is easy, convenient and fun! Sobremesa can be used as the only textbook or as enrichment material. No lesson plans, no stress, no worries! Try it now!

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Janos Talaber The Neurobiological Factors in Second Language Learning and Acquisition


Scientific Essay from the year 2011 in the subject English Language and Literature Studies - Linguistics, University of Debrecen (Regnum-M Educational Co. / University of Debrecen), course: English Language and Literature Studies - Linguistics, language: English, abstract: It is obvious that second language acquisition is a very inevitable phenomenon in language learning procedure, hence there is a whole library of books dealing with SLA. Contemporary findings (Pléh, 2010) have also showed that LA is one of the most important processes in our life, determining the whole procedure of language learning, not only in the case of second language, but also in the case of our mother tongue. Moreover, the whole process includes memorizing things, conceptualization, connecting cognitive information and eventual accuracy in the use of language. Interestingly enough, contemporary findings have also proved (Deb K. Roy et al., 2002) that first language acquisition begins even before the birth of the child, which means that the adaptation to the new circumstances and verbalcommunication starts in the mother's uterus. These new researches and our devotion to medical disciplines1 have made us compose an essay on the biological factors of Second Language Acquisition. No doubt, biological and neurobiological factors are very severely important parts of LA procedures, however, they are not really put into the focus of linguistic experts. The reason for this might be traced in several things...

3314 РУБ

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Inge Bartning, Maisa Martin, Ineke Vedder Communicative proficiency and linguistic development


The Common European Framework of Reference for Languages (CEFR) has become the yardstick for teaching and testing language skills in Europe and elsewhere. Yet little is known about the relationships between the communicative levels established using the can-do statements of the CEFR and the developmental stages of grammatical and lexical development described by Second Language Acquisition (SLA) research.This book presents empirical research by members of the SLATE network (Second Language Acquisition and Testing in Europe), aimed at bridging this gap. The studies deal with several target languages, including Dutch, English, Finnish, French, Italian, Norwegian and Spanish, with adult, adolescent and child learners in both formal and informal contexts.

1289 РУБ

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Peter Sutor Learning the Meaning of Nouns and Verbs. A Comparison from an Emergentist Perspective


Seminar paper from the year 2016 in the subject English Language and Literature Studies - Other, grade: 1,0, University of Cologne (Englisches Seminar II), language: English, abstract: This essay, which will be focusing on the psychological processes involved in learning the meaning of nouns and verbs will be based entirely on books and articles representing the emergentist/constructivist approach. Especially, for the part on learning nouns, an emergentist model called The Emergentist Coalition Model, developed and described by George Hollich, Kathy Hirsh-Pasek and Roberta Michnick Golinkoff (2000), will stand in the focus. It regards early word learning as a process of incremental knowledge construction, where each step on this path changes or reshapes the child's cognitive system and provides it with new equipment for the task of further word learning. The second part, dealing with the acquisition of verbs, is based primarily on texts by Ewa Dabrowska (2009) and Gilette et al. (1999), which treat word learning cross-categorically, focusing on properties of words beyond the category level, especially their concreteness, imageability and their semantic and syntactic properties.Finally, some suggestions will be made as to how the psycholinguistic insights presented so far can be put to use in school, in service of second language teaching.

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Carina Kröger The Age Factor in Second Language Acquisition


Seminar paper from the year 2008 in the subject English - Pedagogy, Didactics, Literature Studies, grade: 1,3, University of Cologne (Englisch), course: Problems in Second Language Acquisition, language: English, abstract: This term paper will focus on the discussion of the putative maturational constraints for second language acquisition. The age factor is an aspect of first and second language acquisition research which has engendered very much controversy. In the discussion about age-related effects on language acquisition, one can find disagreements as to both the facts and to their possible explanations. The different points of view range from the notion that young learners are in all aspects of language learning more efficient and achieve better results, to the contrary position that older learners are the better learners. In this paper, four of the positions concerning the age factor, which have been listed by Singleton, will be presented because they provide a good overview of the different views on this topic and the respective evidence belonging to them. Many of the differences in the results of various studies are due to the differences in how the results are elicited. The experimental design plays an important role for the outcomes.

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H. G. Widdowson Teaching Language as Communication


This book develops a rational approach to the teaching of language as communication, based on a careful consideration of the nature of language and of the language users activities. It will stimulate all language teachers to investigate the ideas that inform their own practice.

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Anna Tarassevitš The Beatles. Songs in Teaching English


Since the beginning of times music has played an essential role in human society and language development. Music and song comprise a significant part in the development of human speech and language learning processes. This book aims to study the effectiveness of music and songs of The Beatles in teaching English as a foreign language. The book analyzes several language acquisition hypotheses and theories, along with discussing different teaching methodologies that incorporate music and song as a major teaching component in the foreign language acquisition. Likewise, it provides worksheets of possible activities that make use of The Beatles' songs. Special focus is on the psychological part of language learning and the role of interaction between music and the human brain in terms of occurrence of the din and involuntary mental rehearsal, which suggest that songs are an effective aid to memorization. The analysis should draw attention to this new and exciting way of foreign language learning, and should be especially useful to professionals in the fields of linguistics and language teaching methodology, as well as foreign language learners.

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Marti Anderson Techniques and Principles in Language Teaching 3rd edition


Techniques and Principles in Language Teaching has influenced the way thousands of teachers have taught English. This classic guide to developing the way you teach has been an essential resource to new and experienced teachers worldwide, and is now in its third edition. Each chapter focuses on a different teaching approach, describing it being used in the classroom, analyzing what happened, and helping you think how you could apply it to your own teaching. New features of the third edition include: a new discussion on the political dimensions of language teaching, a new digital technology chapter, and extended coverage of content-based and task-based approaches. On this site you will find additional resources, including author videos in which Diane Larsen-Freeman and Marti Anderson talk about the background to the book and new innovations in language teaching which are discussed in the third edition.

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Frederik Droste Age as factor in language acquisition and learning


Seminar paper from the year 2013 in the subject Pedagogy - Pedagogic Sociology, grade: 3,0, University of Vechta, course: Spracherwerbs- und Sprachlehrforschung. Learning and Teaching Languages, language: English, abstract: [...] At the beginning of the semester, the students of the course concerned with the topic of "HowLanguages are Learned" were asked to give an immediate response to several popularopinions.With the benefit of hindsight, one of the most interesting responses was that I ascribed muchimportance to the following statement: "The earlier a second language is introduced inschool programmes, the greater the likelihood of success in learning."(cf. L&S, p. xvii), and Iam sure that many of my fellow students agreed strongly as well.After having studied several theories and research findings concerning this question - thequestion whether there is the age in which a second language learner should start to get intocontact with a foreign language- I could conclude that this question cannot be answeredsimply by "yes" or "no" since there is a great number of factors influencing success. Learnersvary a lot in terms of their brain's development, their intelligence, their environment in whicha second language is spoken, etc. pp. Furthermore, in order to answer the age-question, it isimportant to be aware of a certain goal of second language acquisition. Is it pronouncingwords like a native-speaker? Is it being able to take part in conv...

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Annegret Gelbrecht Is there a sensitive period in second language learning.


Seminar paper from the year 2011 in the subject English Language and Literature Studies - Linguistics, grade: 1,0, University of Erfurt (Philosophische Fakultät - Fachbereich Anglistik), course: Second Language Acquisition, language: English, abstract: 'A tree must be bent while it is young.' (Proverb)Proverbs usually have an element of truth. The German speakers will certainly also know the German equivalent 'Was Hänschen nicht lernt, lernt Hans nimmermehr.' Do these proverbs also apply to the acquisition of a second language? Are young learners trees that 'must be bent' before they are too old to reach a certain language proficiency? In first and second language research, the concept of a 'critical period' respectively of a 'sensitive period' was developed to explain probable advantages of children in the process of language acquisition. The aim of this term paper is to find out whether there is a sensitive period for second language learning and to explore possible explanatory approaches.Within this research, the 'Critical Period Hypothesis' (CPH) represents the major focus. According to this hypothesis, "there is a period during which language acquisition is easy and complete (i.e. native-speaker ability is achieved) and beyond which it is difficult and typically incomplete" (ELLIS, 1997: 67). This means, it is assumed that language learners must begin at an early age to learn a language in order to reach native-like...

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Patsy M. Lightbown Focus on Content-Based Language Teaching


Examines the challenges of learning both language and content in the same class, and reviews classroom-based research on instructional practices that can meet those challenges in primary and secondary schools.

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Stefan Prahl English as a second language and naturalistic learning


Examination Thesis from the year 2001 in the subject English Language and Literature Studies - Linguistics, grade: 2 (B), University of Cologne (English Seminar), 135 entries in the bibliography, language: English, abstract: "How do we learn language ?" is both a very interesting and a very complex question. It has fascinated people for centuries to find an answer to that question, but so far only competing theories have come up. In 1965, Noam Chomsky invented the theory of a Universal Grammar underlying the structures of all languages and that babies were born with innate knowledge of this Universal Grammar. The idea has revolutionised language acquisition research. But only in the 1970s did researchers start to look at the acquisition of second languages as well as the first language acquisition. Since then, studies, theories and new research fields have sprung up at an amazing rate. In this essay, I will try to give an account on what second language acquisition research has found out so far and in what way these findings could probably be applied to improve the way pupils learn English in Germany.It will be necessary to differentiate between naturalistic and instructed language learning. Naturalistic language learning takes place if people are not explicitly taught the foreign language, but rather learn it by trying to communicate in it. Most studies relating to naturalistic language acquisition observe immigrants' children who do not yet go to school. Instruc...

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Cutting Edge: Pre-Intermediate: Students Book (+ DVD-ROM)


Cutting Edge Third Edition builds on the distinctive task-based approach that makes this course so popular. Written by industry practitioners the series combines a strong grammar syllabus with the specialist vocabulary and skills that learners need to succeed in their chosen field. Cutting Edge Third Edition builds on the distinctive task-based approach that makes this course so popular. New World Culture lessons with video clips give a worldwide view on topics. New Engaging topics encourage guided online research. New Language Live lessons practice functional language in video and audio clips. Integrated video. Fully aligned to the CEFR. Task Based Learning is core to the methodology. Units have clear aims and focus. A balanced approach to topics, language and skills. Discovery approach to grammar.

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Margaret Fazekas Teaching High School Geometry with Tasks and Activities


Task-based learning is an instructional method in which students complete coherently-structured activities in order to meet objectives set by the educator. This thesis illustrates learning communities as the ideal environment for a task-based learning classroom. It discusses the teacher's role in a task-based classroom. This paper also describes three examples of tasks performed in my high school geometry classroom along with my observations of students' interactions and discussions.

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Mackey Alison Research Methods in Second Language Acquisition. A Practical Guide


Research Methods in Second Language Acquisition: A Practical Guideis an informative guide to research design and methodology for graduate students and scholars. Each chapter of this volume offers background, step-by-step guidance, and relevant studies to create comprehensive coverage of each method. Includes chapters by expert scholars on an array of topics, including second language writing and reading, meta-analyses, research replication, qualitative data collection and analysis, and more Includes feature boxes in each chapter highlighting relevant research studies, discussion questions and suggested further readings Utilizes research methods and tools from varied fields of study including education, linguistics, psychology, and sociology

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Rod Ellis Language Teaching Research and Pedagogy


This book examines current research centered on the second language classroom and the implications of this research for both the teaching and learning of foreign languages. It offers illuminating insights into the important relationship between research and teaching, and the inherent complexities of the teaching and learning of foreign languages in classroom settings. Offers an accessible overview of a range of research on instruction and learning in the L2 classroom Bridges the relationship between research, teachers, and learners Helps evolve the practice of dedicated current language teachers with research findings that suggest best practices for language teaching

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Ibrar Adnan Residual Indeterminacy or Optionality at Core Syntax


This Research provides an inner picture of Language acquisition at Core Syntactic level. An extensive amount of work has been consulted while writing this research. An experimental study determines the acquisition of English language by the speakers of two, syntactically un-identical, languages. The transfer of the grammatical elements from their native language at end-state (near native competence) indicates that the Native language plays a critical role while acquiring second language and its effect, no-matter trivial, exists.

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Kerstin Köck Language Acquisition. Nativism vs. Contructivism


Examination Thesis from the year 2010 in the subject English Language and Literature Studies - Linguistics, grade: 1,0, University of Stuttgart (Institut für Linguistik - Abteilung Anglistik), language: English, abstract: Language is an endless source of amazement. Language acquisition, namely the process by which humans acquire the capacity to perceive, produce and use language, is a crucial matter to face for any theory of language. A strong approach about the acquisition of language should be able to provide an answer as to how children break into language and how language knowledge emerges and develops. The aim of this thesis is to introduce and discuss the most impacting approaches to language acquisition up to date and evaluate them against empirical data. On the one hand, some scholars, among them the developmental psychologists Jean Piaget and Michael Tomasello have been arguing that the acquisition of language is implemented via domain-neutral cognitive mechanisms and unspecific, general learning processes: such approaches reject both the idea of a language-specific ability and the hypothesis of any innate component in language acquisition. I will first discuss Jean Piaget's ideas and afterwards Michael Tomasello's recent elaboration of Piaget's constructivism.

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Kimberly Geeslin L. The Handbook of Spanish Second Language Acquisition


Bringing together a comprehensive collection of newly-commissioned articles, this Handbook covers the most recent developments across a range of sub-fields relevant to the study of second language Spanish. Provides a unique and much-needed collection of new research in this subject, compiled and written by experts in the field Offers a critical account of the most current, ground-breaking developments across key fields, each of which has seen innovative empirical research in the past decade Covers a broad range of issues including current theoretical approaches, alongside a variety of entries within such areas as the sound system, morphosyntax, individual and social factors, and instructed language learning Presents a variety of methodological approaches spanning the active areas of research in language acquisition

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Jasmina Murad Age as a Factor in Second Language Acquisition


Seminar paper from the year 2006 in the subject English Language and Literature Studies - Linguistics, grade: 1,0, Free University of Berlin (Institute for English Linguistics), course: Second Language Acquisition, 23 entries in the bibliography, language: English, abstract: One of the central questions that SLA has tried to answer is why learners of a non-native language (L2) evince such a high degree of interindividual variation in their final attainment relative to the L2 components and skills they have acquired. In order to offer a satisfactory response to this key issue, SLA researchers have posited the existence of a set of individual factors of a very different nature, such as aptitude, motivation, attitude, personality, and intelligence, among others, that might explain such variation. However, one of the most obvious potential explanations for the lack of success of L2 learners compared to L1 learners is that the acquisition of a foreign language begins at a later age than that of the mother tongue does. Thus, it has been prevalently assumed that age itself is a predictor of second language proficiency. This paper focuses on research which has been carried out on maturational constraints for SLA and hereby tries to find answers to various questions concerning age as a factor in SLA.

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Bert Bobock Similarities and Common Denominators in Second Language Acquisition Approaches


Seminar paper from the year 2012 in the subject American Studies - Linguistics, grade: 2,7, Humboldt-University of Berlin (Institut für Anglistik und Amerikanistik), course: HS Second Language Acquisition, language: English, abstract: Until today, there is no unified theory, which fully explains second language acquisition, even if some attempts of writing comprehensibletheories have been made. This research paper outlines the history of Second Language Acquistion, providing an overview of some of the most influential learning theories, such as the Natural Approach, Behaviorism, Error Analysis, Morpheme Studies, Krashen's Monitor Model, Universal Grammar and The Competition Model. The aim of the paper is to help the reader to better understand recent developments, find out if and to which extent theories have influenced each other, and to disclose similarities that go beyond the respective disciplinary boundaries. How much more do we know today about how languages are learned than we did over fifty or one hundred years ago?

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Pouzar-Kozak Tatjana The Montessori Method and First Language Acquisition


How is language learned? What factors influence a child's language acquisition? How can we assist children in their process of learning how to read and write? This book discusses the principles of the Montessori Method and Maria Montessori's views of language acquisition in comparison with existing linguistic theories and empirical studies. It also provides a detailed description of the Montessori materials specifically designed for helping children in the acquisition of the written language exploring the late Italian educator's theoretical concepts behind the acquisition of early writing and reading. By giving descriptions, pictures and examples of how the materials would be introduced to children, the author shows how Montessori's hands-on approach would be applied in a classroom setting.

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Fernández Eva M. Fundamentals of Psycholinguistics


Introducing the fundamental issues in psycholinguistics, this book explores the amazing story of the unconscious processes that take place when humans use language. It is an ideal text for undergraduates taking a first course in the study of language. Topics covered include the biological foundations of language; acquisition of first and second languages in children and adults; the mental lexicon; and speech production, perception, and processing Structured as an engaging narrative that takes the reader from an idea in the mind of a speaker to its comprehension in the mind of the hearer Reflects the latest empirical developments in psycholinguistics, and is illustrated throughout with examples from bilingual as well as monolingual language processing, second language acquisition, and sign languages Student-friendly features include chapter-by-chapter study questions and discussion summaries; the appendix offers an excellent overview of experimental designs in psycholinguistics, and prepares students for their own research Written by an internationally-regarded author team, drawing on forty years of experience in teaching psycholinguistics

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Intercultural Communication and Chinese Language Teaching book,Foreign language teaching professional series book

Language and Mathematics Education. Multiple Perspectives Directions for Research


A volume in Research in Mathematics EducationSeries Editor Barbara J. Dougherty, Iowa State UniversityMarketing description: Issues of language in mathematics learning and teaching are important for bothpractical and theoretical reasons. Addressing issues of language is crucial for improving mathematicslearning and teaching for students who are bilingual, multilingual, or learning English. These issues are alsorelevant to theory: studies that make language visible provide a complex perspective of the role of languagein reasoning and learning mathematics. What is the relevant knowledge base to consider when designingresearch studies that address issues of language in the learning and teaching of mathematics? Whatscholarly literature is relevant and can contribute to research? In order to address issues of language inmathematics education, researchers need to use theoretical perspectives that integrate current views ofmathematics learning and teaching with current views on language, discourse, bilingualism, and secondlanguage acquisition. This volume contributes to the development of such integrated approaches to research on language issues in mathematicseducation by describing theoretical perspectives for framing the study of language issues and methodological issues to consider when designingresearch studies. The volume provides interdisciplinary reviews of the research literature from four very different perspectives: mathematics education(Moschkovich), Cultural-Historical-A...

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