Innovative research and practices in second language acquisition and bilingualism / edited by John W. Schwieter.
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 in...
Saved in:
| Online Access: |
Full Text (via ProQuest) |
|---|---|
| Other Authors: | |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
Amsterdam ; Philadelphia :
John Benjamins Publishing Company,
©2013.
|
| Series: | Language learning and language teaching.
|
| Subjects: |
MARC
| LEADER | 00000cam a2200000 a 4500 | ||
|---|---|---|---|
| 001 | b9700217 | ||
| 005 | 20240126125653.0 | ||
| 006 | m o d | ||
| 007 | cr ||||||||||| | ||
| 008 | 130810s2013 ne ob 001 0 eng d | ||
| 010 | |z 2013020754 | ||
| 019 | |a 857059636 |a 858934912 |a 961603998 |a 1055325793 |a 1066461323 |a 1081243934 | ||
| 020 | |a 9789027271662 |q (electronic bk.) | ||
| 020 | |a 9027271666 |q (electronic bk.) | ||
| 020 | |a 1299767443 | ||
| 020 | |a 9781299767447 | ||
| 020 | |z 9789027213174 |q (hb ; |q alk. paper) | ||
| 020 | |z 9027213178 |q (hb ; |q alk. paper) | ||
| 020 | |z 9789027213181 |q (pb ; |q alk. paper) | ||
| 020 | |z 9027213186 |q (pb ; |q alk. paper) | ||
| 029 | 1 | |a AU@ |b 000054195052 | |
| 029 | 1 | |a DEBBG |b BV043158526 | |
| 029 | 1 | |a DEBBG |b BV044177099 | |
| 029 | 1 | |a DEBSZ |b 423050257 | |
| 029 | 1 | |a DEBSZ |b 429965672 | |
| 035 | |a (OCoLC)ebqac855503987 | ||
| 035 | |a (OCoLC)855503987 |z (OCoLC)857059636 |z (OCoLC)858934912 |z (OCoLC)961603998 |z (OCoLC)1055325793 |z (OCoLC)1066461323 |z (OCoLC)1081243934 | ||
| 037 | |a ebqac1331836 | ||
| 040 | |a EBLCP |b eng |e pn |c EBLCP |d OCLCO |d N$T |d IDEBK |d YDXCP |d CDX |d OCLCF |d OCLCQ |d OCLCO |d DEBSZ |d E7B |d OCLCQ |d LOA |d AGLDB |d MOR |d PIFAG |d ZCU |d MERUC |d OCLCQ |d COO |d OCLCQ |d U3W |d STF |d WRM |d VTS |d ICG |d INT |d VT2 |d OCLCQ |d WYU |d TKN |d U3G |d DKC |d OCLCQ |d M8D |d UKAHL |d OCLCQ |d AZK |d CRU |d OCLCQ |d K6U |d OCLCO |d OCLCQ |d OCLCO |d OCLCQ | ||
| 049 | |a GWRE | ||
| 050 | 4 | |a P118.2 |b .I54 2013 | |
| 245 | 0 | 0 | |a Innovative research and practices in second language acquisition and bilingualism / |c edited by John W. Schwieter. |
| 260 | |a Amsterdam ; |a Philadelphia : |b John Benjamins Publishing Company, |c ©2013. | ||
| 300 | |a 1 online resource (349 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 490 | 1 | |a Language Learning & Language Teaching | |
| 505 | 0 | |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? | |
| 505 | 8 | |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. | |
| 505 | 8 | |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. | |
| 505 | 8 | |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. | |
| 505 | 8 | |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 3.1 Automatic generation of materials. | ||
| 520 | |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. | ||
| 504 | |a Includes bibliographical references and index. | ||
| 588 | 0 | |a Print version record. | |
| 650 | 0 | |a Second language acquisition |x Study and teaching. | |
| 650 | 0 | |a Second language acquisition |x Research. | |
| 650 | 0 | |a Language and languages |x Study and teaching. | |
| 650 | 0 | |a Language and languages |x Research. | |
| 650 | 0 | |a Education, Bilingual. | |
| 650 | 0 | |a Language acquisition. | |
| 650 | 7 | |a Education, Bilingual |2 fast | |
| 650 | 7 | |a Language acquisition |2 fast | |
| 650 | 7 | |a Language and languages |x Research |2 fast | |
| 650 | 7 | |a Language and languages |x Study and teaching |2 fast | |
| 650 | 7 | |a Second language acquisition |x Research |2 fast | |
| 650 | 7 | |a Second language acquisition |x Study and teaching |2 fast | |
| 700 | 1 | |a Schwieter, John W. | |
| 776 | 0 | 8 | |i Print version: |a Schwieter, John W. |t Innovative Research and Practices in Second Language Acquisition and Bilingualism. |d Amsterdam/Philadelphia : John Benjamins Publishing Company, 2013 |z 9789027213174 |
| 830 | 0 | |a Language learning and language teaching. | |
| 856 | 4 | 0 | |u https://ebookcentral.proquest.com/lib/ucb/detail.action?docID=1331836 |z Full Text (via ProQuest) |
| 915 | |a - | ||
| 956 | |a Ebook Central Academic Complete | ||
| 956 | |b Ebook Central Academic Complete | ||
| 994 | |a 92 |b COD | ||
| 998 | |b WorldCat record encoding level change | ||
| 999 | f | f | |i 189fc0bd-daeb-5835-bc10-a5b83f4a8500 |s 5db7e45d-2c4d-50d0-bb56-f04d46fa6532 |
| 952 | f | f | |p Can circulate |a University of Colorado Boulder |b Online |c Online |d Online |e P118.2 .I54 2013 |h Library of Congress classification |i web |n 1 |