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Author: Holly Tucker
Publisher: Heinle & Heinle Publishers
Published: 2002
Total Pages: 248
ISBN-13:
DOWNLOAD EBOOKThe 2001 AAUSC volume, entitled SLA AND THE LITERATURE CLASSROOM: FOSTERING DIALOGUES, focuses on how research in SLA can inform the teaching of literature, and, conversely, what contemporary literary theory might bring to research and methodology in SLA.
Author: Rod Ellis
Publisher: Oxford University Press
Published: 2003-04-03
Total Pages: 404
ISBN-13: 9780194421591
DOWNLOAD EBOOKThis book explores the relationship between research, teaching, and tasks, and seeks to clarify the issues raised by recent work in this field. The book shows how research and task-based teaching can mutually inform each other and illuminate the areas of task-based course design, methodology, and assessment. The author brings an accessible style and broad scope to an area of contemporary importance to both SLA and language pedagogy.
Author: Mike Long
Publisher: John Wiley & Sons
Published: 2014-07-31
Total Pages: 513
ISBN-13: 1118882210
DOWNLOAD EBOOKThis 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
Author: Anna Niżegorodcew
Publisher: Multilingual Matters
Published: 2007-01-01
Total Pages: 195
ISBN-13: 1853599379
DOWNLOAD EBOOKAttempts to apply relevance theory to verbal input for instructed foreign language learners. This book - intended for L2 teacher educators, L2 teachers and teacher trainees - focuses on L2 classroom discourse analysis in the light of Relevance Theory.
Author: Masayuki Teranishi
Publisher: Springer
Published: 2015-08-03
Total Pages: 348
ISBN-13: 1137443669
DOWNLOAD EBOOKThis book examines how literary texts can be incorporated into teaching practices in an EFL classroom. It takes a multi-faceted approach to how English language teaching and learning can best be developed through presentation and exploration of literary texts.
Author: Stephen D. Krashen
Publisher:
Published: 1987
Total Pages: 202
ISBN-13:
DOWNLOAD EBOOKAuthor: Nicoletta Marini-Maio
Publisher: Cambridge Scholars Publishing
Published: 2011-01-18
Total Pages: 415
ISBN-13: 1443827487
DOWNLOAD EBOOKDramatic Interactions is a collection of essays on the flourishing and interdisciplinary subject of teaching foreign languages, literatures, and cultures through theater. With rich examples from a variety of commonly and less commonly taught languages, this book affirms both the relevance and effectiveness of using theater for foreign language learning in the most comprehensive sense of the term. It includes innovative approaches to specific theatrical texts and addresses numerous aspects of foreign language learning such as oral proficiency and communication, intercultural competence, the role of affect and motivation in foreign language study, multiple literacies, regional variations and dialect, literary analysis and adaptation, and the overall liberating effects of verbal and non-verbal self-expression in the foreign language. Dramatic Interactions renders accessible, efficacious, and enjoyable the study of languages, literatures, and cultures through theater with the hope of inspiring and facilitating the greater incorporation of theatrical texts and techniques in foreign language courses at every level.
Author: P. Kalaja
Publisher: Springer
Published: 2007-10-03
Total Pages: 249
ISBN-13: 1402047517
DOWNLOAD EBOOKThis edited collection of articles illustrates recent work on beliefs about second language acquisition, drawing on the thinking of educational philosophers and discursive psychologists including Dewey, Bakhtin, Vygotsky, and Potter. Coverage extends to beliefs held by second/foreign language learners and as well as teachers. The book includes detailed accounts of starting points, definitions, methods of data collection and analysis, main findings and implications for further research.
Author: Roy Lyster
Publisher: John Benjamins Publishing
Published: 2007-03-14
Total Pages: 186
ISBN-13: 9027292612
DOWNLOAD EBOOKBased on a synthesis of classroom SLA research that has helped to shape evolving perspectives of content-based instruction since the introduction of immersion programs in Montreal more than 40 years ago, this book presents an updated perspective on integrating language and content in ways that engage second language learners with language across the curriculum. A range of instructional practices observed in immersion and content-based classrooms is highlighted to set the stage for justifying a counterbalanced approach that integrates both content-based and form-focused instructional options as complementary ways of intervening to develop a learner’s interlanguage system. A counterbalanced approach is outlined as an array of opportunities for learners to process language through content by means of comprehension, awareness, and production mechanisms, and to negotiate language through content by means of interactional strategies involving teacher scaffolding and feedback.
Author: Sofía Martín-Laguna
Publisher: Multilingual Matters
Published: 2020-04-06
Total Pages: 242
ISBN-13: 1788923669
DOWNLOAD EBOOKThis book reports on a longitudinal study of the acquisition of pragmatic markers in written discourse in a third language (English) by secondary students living in the bilingual (Spanish and Catalan) Valencian Community in Spain. It examines pragmatic transfer, specifically positive transfer, in multilingual students from a holistic perspective, taking into account their linguistic repertoire and using ecologically valid classroom writing tasks in a longitudinal study. It tackles the issue of task-based language teaching from a multilingual perspective by presenting a study which takes place in natural classroom contexts where real classroom tasks are used to explore the interaction between languages in multilinguals. The book combines a focus on multilingual language development and pragmatics and discusses the resources multilingual learners take to the classroom.
