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Innovative research and practices in second language acquisition and bilingualism /
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...
| Clasificación: | Libro Electrónico |
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| Otros Autores: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Amsterdam ; Philadelphia :
John Benjamins Publishing Company,
©2013.
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| Colección: | Language learning and language teaching.
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| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- 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.