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Discourse and language learning across L2 instructional settings.
Studies on discourse and language learning originated in the field of general education and they focused on first language learning environments. However, since 1980s research on discourse and language learning broadened the scope of investigation to resp.
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Otros Autores: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Amsterdam :
Editions Rodopi,
2012.
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| Colección: | Utrecht studies in language and communication.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 100 | 1 | |a Soler, Eva Alcon. | |
| 245 | 1 | 0 | |a Discourse and language learning across L2 instructional settings. |
| 260 | |a Amsterdam : |b Editions Rodopi, |c 2012. | ||
| 300 | |a 1 online resource (323 pages) | ||
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| 490 | 1 | |a Utrecht Studies in Language and Communication ; |v v. 24 | |
| 588 | 0 | |a Print version record. | |
| 520 | |a Studies on discourse and language learning originated in the field of general education and they focused on first language learning environments. However, since 1980s research on discourse and language learning broadened the scope of investigation to resp. | ||
| 505 | 0 | |a Part I. Discourse in L2 learning contexts -- Part II. Discourse in Content and language integrated contexts -- Part III. Discourse in new language learning contexts -- Part IV. Issues for further research on discourse and language learning. | |
| 505 | 0 | 0 | |t Introduction -- |g Part I. |t Discourse in L2 learning contexts -- |t Primary school teachers' language practices. A four-year longitudinal study of three FL classes -- |t Lexical scaffolding in immersion classroom discourse -- |t L1 use in primary and secondary foreign language classrooms and its contribution to learning -- |t Repair in Japanese request sequences during student -- teacher interactions -- |g Part II. |t Discourse in Content and language integrated contexts -- |t Social perspectives on interaction and language learning in CLIL classrooms -- |t On the role of peer discussions in the learning of subject-specific language use in CLIL -- |t English as a Lingua Franca (ELF) and its role in integrating content and language in higher education. A longitudinal study of question-initiated exchanges -- |g Part III. |t Discourse in new language learning contexts -- |t Identity and face in institutional English as Lingua Franca discourse -- |t The voices of immigrant students in the classroom: discourse practices and language learning in a Catalan-Spanish bilingual environment -- |t Email openings and closings: pragmalinguistic and gender variation in learner-instructor cyber consultations -- |g Part IV. |t Issues for further research on discourse and language learning -- |t Does gender influence task performance in EFL? Interactive tasks and language related episodes -- |t Exploring learners' reaction to corrective feedback from stimulated recall interviews interviews -- |t Code switching in classroom discourse: A multilingual approach. |
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| 650 | 0 | |a Second language acquisition |x Study and teaching. | |
| 650 | 0 | |a Language and languages |x Study and teaching |x Computer network resources. | |
| 650 | 6 | |a Langage et langues |x Étude et enseignement. | |
| 650 | 6 | |a Langue seconde |x Acquisition |x Étude et enseignement. | |
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| 650 | 7 | |a Language and languages |x Study and teaching |x Computer network resources. |2 fast |0 (OCoLC)fst00992223 | |
| 650 | 7 | |a Second language acquisition |x Study and teaching. |2 fast |0 (OCoLC)fst01110591 | |
| 700 | 1 | |a Safont-Jorda, Maria-Pilar. | |
| 776 | 0 | 8 | |i Print version: |z 9789042035843 |
| 830 | 0 | |a Utrecht studies in language and communication. | |
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