The Cambridge Handbook of Language Learning
Sorozatcím:
Cambridge Handbooks in Language and Linguistics;
Kiadó: Cambridge University Press
Megjelenés dátuma: 2019. június 27.
Normál ár:
Kiadói listaár:
GBP 134.00
GBP 134.00
Az Ön ára:
58 250 (55 476 Ft + 5% áfa )
Kedvezmény(ek): 10% (kb. 6 472 Ft)
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A termék adatai:
| ISBN13: | 9781108420433 |
| ISBN10: | 1108420435 |
| Kötéstípus: | Keménykötés |
| Terjedelem: | 830 oldal |
| Méret: | 254x180x40 mm |
| Súly: | 1770 g |
| Nyelv: | angol |
| Illusztrációk: | 11 b/w illus. 20 tables |
| 124 |
Témakör:
Rövid leírás:
A comprehensive survey of cutting-edge work on second language learning covering linguistic, psycholinguistic, processing-based, and cognitive approaches.
Hosszú leírás:
Providing a comprehensive survey of cutting-edge work on second language learning, this Handbook, written by a team of leading experts, surveys the nature of second language learning and its implications for teaching. Prominent theories and methods from linguistics, psycholinguistics, processing-based, and cognitive approaches are covered and organised thematically across sections dealing with skill development, individual differences, pedagogical interventions and approaches, and context and environment. This state-of-the-art volume will interest researchers in second language studies and language education, and will also reach out to advanced undergraduate and graduate students in these and other related areas.
'This volume has both breadth and depth. It covers both theoretical and applied issues from multiple perspectives. Implications of theory and research for learning and teaching are not dealt with as an afterthought, but are thoroughly discussed by leading experts. Many chapters and lists of references will be consulted by colleagues and graduate students for years to come.' Robert DeKeyser, University of Maryland
'This volume has both breadth and depth. It covers both theoretical and applied issues from multiple perspectives. Implications of theory and research for learning and teaching are not dealt with as an afterthought, but are thoroughly discussed by leading experts. Many chapters and lists of references will be consulted by colleagues and graduate students for years to come.' Robert DeKeyser, University of Maryland
Tartalomjegyzék:
Introduction John W. Schwieter and Alessandro Benati; Part I. Theories: 1. Formal linguistic approaches to adult L2 acquisition and processing Jason Rothman, Fatih Bayram, Ian Cunnings and Jorge Gonz&&&225;lez Alonso; 2. Cognitive approaches to second language acquisition Nick C. Ellis and Stefanie Wulff; 3. The qualitative science of Vygotskian sociocultural psychology R&&&233;mi A. Van Compernolle; 4. Theoretical frameworks in L2 acquisition John Truscott and Michael Sharwood Smith; Part II. Methods: 5. Qualitative classroom methods Peter I. De Costa, Wendy Li and Hima Rawal; 6. Experimental studies in L2 classrooms Charlene Polio and Jongbong Lee; 7. Action research: developments, characteristics, and future directions Anne Burns; 8. Classroom observational research Nina Spada; 9. Psycholinguistic and neurolinguistic methods Leah Roberts; Part III. Skill Development: 10. Interaction in L2 learning Jaemyung Goo; 11. Speaking Dustin Crowther and Susan M. Gass; 12. Second language listening: current ideas, current issues John Field; 13. Contemporary perspectives on L2 upper-register text processing Elizabeth B. Bernhardt and Cici Malik Leffell; 14. Language learning through writing: theoretical perspectives and empirical evidence Rosa M. Manch&&&243;n and Olena Vasylets; Part IV. Individual Differences: 15. Working memory in language learning and processing Zhisheng Wen and Shaofeng Li; 16. Language aptitudes in L2 acquisition Gisela Granena; 17. Language learner motivation: what motivates motivation researchers? Stephen Ryan; 18. A new look at age: young and old L2 learners Carmen Mu&&&241;oz; 19. Identity Ron Darvin and Bonny Norton; Part V. Pedagogical Interventions and Approaches: 20. Pedagogical interventions to L2 grammar instruction Alessandro Benati and John W. Schwieter; 21. Task-based language learning Michael H. Long, Jiyong Lee and Kyoko Kobayashi Hillman; 22. Task and syllabus design for morphologically-complex languages Roger Gilabert and Joan Castellv&&&237;; 23. Proficiency guidelines and frameworks David Little; 24. Technology-mediated language learning Carol Chapelle; 25. Content-based L2 teaching Hossein Nassaji and Eva Kartchava; 26. Conceptions of L2 learning in critical language pedagogy Graham Crookes; Part VI. Context and Environment: 27. Bilingual education and policy Christine H&&&233;lot and Ofelia Garc&&&237;a; 28. Heritage language instruction Kim Potowski and Sarah J. Shin; 29. Minority languages at home and abroad: education and acculturation Aline Ferreira, Viola G. Miglio and John W. Schwieter; 30. Study abroad and immersion Jane Jackson and John W. Schwieter; 31. Teacher education: past, present, and future Peter Swanson; Part VII. Moving Forward: 32. Future directions in language learning and teaching Susan M. Gass.
