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Mike Long Second Language Acquisition and Task-Based Teaching


This 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

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Alessandro Benati G. The Handbook of Advanced Proficiency in Second Language Acquisition


A comprehensive, current review of the research and approaches to advanced proficiency in second language acquisition The Handbook of Advanced Proficiency in Second Language Acquisition offers an overview of the most recent and scientific-based research concerning higher proficiency in second language acquisition (SLA). With contributions from an international team of experts in the field, the Handbook presents several theoretical approaches to SLA and offers an examination of advanced proficiency from the viewpoint of various contexts and dimensions of second language performance. The authors also review linguistic phenomena among advanced learners through the lens of phonology and grammar development. Comprehensive in scope, this book provides an overview of advanced proficiency grounded in socially-relevant domains of second language acquisition including discourse, reading, genre-based writing, and pragmatic competence. The authoritative volume brings together the theoretical accounts of advanced language use combined with solid empirical research. Includes contributions from an international collection of noted scholars in the field of second language acquisition Offers a variety of theoretical approaches to SLA Contains information on the most recent empirical research that contributes to an understanding of SLA Describes performance phenomena according to multiple approaches to SLA Written for scholars, students and linguists, The Handbook of Advanced Proficiency in Second Language Acquisition is a comprehensive text that offers the most recent developments in the study of advanced proficiency in the acquisition of a second language.

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David Willis Doing Task-Based Teaching


Task-based teaching has created enormous interest among teachers in recent years. But how does the idea of designing tasks (e.g. discussions, problems, games) that encourage learners to use real language work in practice? This book explains the basic principles behind task-based learning and teaching and gives practical examples of how to make it work in different teaching situations.

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Mohamed BenMhamed Reading/Writing Connections


Throughout the long history of language acquisition in general, and the acquisition of the written medium in particular, different theories have emerged and, consequently, different views to account for and explain the mysteries of written language acquisition have seen light. The understanding and discussion of these theories and views will not only shed light on the essence of writing and its place in the whole process of second language acquisition, but also give more insight into the second language teaching methods these theories advocate, especially composition teaching methods. Accordingly, this book investigated the effect of reading model essays and writing practice on Moroccan EFL students’ persuasive writing performance. The major purpose behind this study was to compare the impact of reading and writing practice on the development of Moroccan students’ argumentative writing performance and shed more light on the reading writing relationship

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Keith Johnson Language Teaching and Skill Learning


This book argues that second language acquisition has much in common with other forms of skill learning and that there is much to be learned about language teaching by studying the practices of teachers in other domains. (Education)

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Ali Shafaei Generic Features of Tasks and L2 Learners Oral Performance


Task-based language teaching is one of the burgeoning areas of research in the field of second language acquisition. Over the past two decades, many studies have been conducted to investigate different aspects of TBLT and their effects on language learners' learning as well as task performance(Ellis, 2003, 2005; Skehan and Foster, 1999; Robinson, 2007). A review of the studies conducted on tasks reveled that there is a gap in the literature on the effects of generic features of tasks and their possible effects on learners’ performance and it is one of the rarely explored areas of research in TBLT.Therefore, the present study was an attempt to investigate the ways in which generic features of tasks can influence language learners' task performance in terms of three linguistic domains of accuracy, fluency, and complexity. The findings can be helpful for second language acquisition researchers, task and syllabus designers, and language teachers.

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Tesfaye Dagnew Integrating Literature and Language Teaching


This book deals with the integration of literature and language teaching.It helps to improve the literary and linguistic competence of students learning English as a foreign or second language. It draws its theoretical framework from the reader response theory of literature, task based language teaching and perspectives from cognitive psychology. Examples of how literary texts can be used in the classroom are given.The book can be used at tertiary levels of teaching.

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Yumiko Yamaguchi Child Second Language Learning


This book presents an in-depth investigation of the developmental path of English as a second language (ESL) acquisition. Understanding the natural acquisition process benefits syllabus construction and task designs in language education as formal instruction can be more efficient if the learner is developmentally ready. However, a majority of second language acquisition (SLA) studies are cross-sectional, and studies observing second language development over time, particularly those for more than one year, are very rare. This book, based on a two-year longitudinal study of a Japanese primary school child learning English in Australia, explores the staged development of English morphology and syntax within the framework of Processability Theory (PT), which is one of the current major SLA approaches. The research in this book provides valuable evidence supporting the PT hypotheses. It also addresses the issues of the relationship between morphological and syntactic development. The findings in this book contribute to the development of SLA studies as well as ESL/EFL teaching. This book is recommended for all in the field of SLA, child language, and ESL/EFL education.

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Nima Shakouri,Shabnam Chalabi and Zahra Shakouri Language Teaching Brief-&-Easy


Language Teaching: Brief-&-Easy is a practical guide to the study of language teaching. Its main aim is to pave the way for better understanding of theories, skills, and methods that you inevitably come across in the field of teaching. The book is designed with the objectives of meeting the needs of the beginning teachers who need some background about methods, approaches, and theories in second language acquisition. Henceforth, teachers are invited to reflect upon their own beliefs and to develop their own approaches to language teaching.

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Kirsten Hummel M. Introducing Second Language Acquisition. Perspectives and Practices


Introducing Second Language Acquisition: Perspectives and Practices represents a clear and concise introduction to the main concepts, issues, and debates in second language acquisition studies aimed specifically at undergraduates encountering the topic for the first time. Follows six fictitious language learners throughout the text whose stories serve to introduce various concepts and issues Contains specific chapters on first language acquisition and bilingualism, as well as explicit references to the most recent and important research Covers key topics including acquisition contexts, theoretical perspectives, language teaching methods, second language development, and individual differences (such as age, aptitude, and motivation) Grabs student attention with lighthearted cartoons that illustrate and reinforce key ideas Features a full range of pedagogical tools to aid student learning, including “language learning in practice” textboxes; bolded new terms defined in the margins; an end-of-book glossary; self-assessment and classroom discussion questions; exercise and project ideas; and further online viewing sections

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Faramarzzadeh Khaneqah Mousa The Impact of Task-Induced Involvement on EFL Learners. Vocabulary Ret


Undoubtedly, it seems that vocabulary acquisition is considered as a crucial issue in second language acquisition. Furthermore, it should be taken into consideration that learning a foreign or second language requires the acquisition of thousands of words. Accordingly, language learners look for effective ways to increase opportunities for retaining new words in long-term memory, but they often complain forgetting new words soon after learning. On the other hand, task is seen as a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focus on meaning rather than form (Nunan, 1991). Therefore, 50 subjects were chosen as experimental n=25 and control group n=25, then, three tasks were applied to experimental group as reading comprehension by using context, dictionary, and marginal glosses, respectively. Having collected data, analysis of covariance was applied for data coding. Based on the hierarchy efficiency in the development of vocabulary retention the efficiency of contextual task was verified more than other tasks.

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Teddy Barbier La place du francais en cours de langue etrangere


Mémoire (de fin d'études) de l'année 2015 dans le domaine Anglais - Pédagogie, Didactique, Linguistique, note: 16, Université de Picardie Jules Verne, langue: Français, résumé: This work presents a study of second language acquisition within the school environment. Specialists in foreign language pedagogy and didactics promote inductive learning of grammar which is mainly based on first language acquisition. Yet the mechanisms of a child's natural acquisition process cannot be borrowed by adolescents or adults when learning the second language (L2). It appears to be impossible to copy the naturallearning process when, as adolescents or adults, we are studying or acquiring our second language in an "artificial" way. Moreover, second language exposure is short and limited by the margins of a fifty-minute lesson and age appears to be a remarkable site of difference between L1 and L2 acquisition. As a consequence it may be better to adopt a contrastive approach in order to develop and acquire the language skills necessary to communicate. Learners should adopt a metalinguistic approach involving the awareness and control of linguistic components of language in order to avoid using what is commonly called a "formulaic language". This research paper will analyse and comment upon some linguistic theories regarding second language acquisition to reflect critically on common teaching practices. My probationary year as a teacher in high school was, for me, th...

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Zoltan Dornyei The Psychology of Second Language Acquisition


The Psychology of Second Language Acquisition offers a systematic and accessible overview of the main psychological areas and theories in order to keep abreast of the ongoing paradigm shift.

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Critical Views on Teaching and Learning English Around the Globe. Qualitative Research Approaches


A volume in Research in Second Language LearningSeries Editor: Bogum Yoon, State University of New York at Binghamton, USA This volume takes a critical look at teaching and learning English across the globe. Its aim is to fill a gap in the literature created by the omission of the voices of those engaged in the everyday practice of teaching and learning English; those of students, teachers, and specialists. Three unique characteristics give this book broad appeal. They include its inclusion of the perspectives and experiences of students and educators involved in the everyday practice of English language teaching and learning its inclusion of the experiences of students and educators in both core and non-core English-speaking countries its basis on original, qualitative studies conducted by scholars in different parts of the world including Europe, the Middle East, Asia, and the AmericasOf particular interest to applied linguists, scholars from diverse fields such as English as a Foreign/Second Language, English as an International Language, anthropology and education, English education, sociolinguistics, and bilingual education will also find value in this book. Written in accessible language, it can be used in such courses as Applied Linguistics, Second Language Classroom Contexts, Bilingualism and Multilingualism, English Around the World, Research Methodologies in Second Language Acquisition, and Research in Second Language Pedagogical Contexts. In addition, by focusin...

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Neda Abedi Critical Issues in Applied Linguistics. From Tradition to Computer Assisted Language Teaching and Learning


Document from the year 2018 in the subject English Language and Literature Studies - Linguistics, Islamic Azad University, language: English, abstract: The history of language teaching has been dominated by the upward progression of teaching methods. Much of language teaching prior to the twentieth century was conducted according to a so called grammar translation methodology, which was replaced by a revolution in language teaching that focused on the Direct Method. This was then followed by a series of methods that started with Audiolingualism, developed during and after world war two. Following these methods, several methods, including audio-visual method, cognitive code, and a cluster of new methods that emerged in the 1970s such as the silent way, suggestopedia, Total Physical Response, Communicative language teaching and Task-based learning were introduced.

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Carol A. Chapelle The Handbook of Technology and Second Language Teaching Learning


The Handbook of Technology and Second Language Teaching and Learning presents a comprehensive exploration of the impact of technology on the field of second language learning. The rapidly evolving language-technology interface has propelled dramatic changes in, and increased opportunities for, second language teaching and learning. Its influence has been felt no less keenly in the approaches and methods of assessing learners language and researching language teaching and learning. Contributions from a team of international scholars make up the Handbook consisting of four parts: language teaching and learning through technology; the technology-pedagogy interface; technology for L2 assessment; and research and development of technology for language learning. It considers how technology assists in all areas of language development, the emergence of pedagogy at the intersection of language and technology, technology in language assessment, and major research issues in research and development of technologies for language learning. It covers all aspects of language including grammar, vocabulary, reading, writing, listening, speaking, pragmatics, and intercultural learning, as well as new pedagogical and assessment approaches, and new ways of conceiving and conducting research and development. The Handbook of Technology and Second Language Teaching and Learning demonstrates the extensive, multifaceted implications of technology for language teachers, learners, materials-developers, and researchers.

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Abbas Ali Zarei and Maryam Afrashab Second Language Vocabulary Learning


As one of the most important components of language, vocabulary and the way it can be taught have been a long standing concern of many teachers. This book addresses vocabulary learning in the context of task-based teaching. It compares the contribution of input-oriented and output-oriented tasks to L2 vocabulary comprehension and production. It offers a theoretical review of some of the current views in this area followed by an empirical analysis of the issue. This book is suggested for second language learners at various proficiency levels as well as teachers and materials developers who are concerned with vocabulary learning.

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Susan Oguro Crosslinguistic Influence and Classroom Pedagogy


This book explores the notion of Crosslinguistic Influence in Language Learning: how the first language of a learner influences the learning of subsequent languages. It examines not only the phenomena in regards to the process of language learning but also investigates the implications of crosslinguistic influence for classroom teaching practices. Specifically, the book focuses on the acquisition of German by adults whose first language is English and the effect of specific English syntactic patterns on the acquisition of related structures in German. The book provides a comprehensive overview of developments in theoretical understandings of crosslinguistic influence, and shows how these understandings have influenced foreign language teachers' classroom practices over time. One teaching method is empirically tested with the results supporting an approach to foreign/second language pedagogy which accounts for crosslinguistic influence in its design.

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Project-Based Second and Foreign Language Education. Past, Present, Future (PB)


Dewey's idea of Project-based Learning (PBL) was introduced into the field of second language education nearly two decades ago as a wayto reflect the principles of student-centered teaching (Hedge, 1993). Since then, PBL has also become a popular language and literacyactivity at various levels and in various contexts (see Beckett, 1999; Fried-Booth, 2002; Levis & Levis, 2003; Kobayashi, 2003; Luongo-Orlando, 2001; Mohan & Beckett, 2003; Weinstein, 2004). For example, it has been applied to teach various ESL and EFL skills around theworld (e.g., Fried-Booth, 2002). More recently, PBL has been heralded as the most appropriate approach to teaching content-based secondlanguage education (Bunch, et al., 2001; Stoller, 1997), English for specific purposes (Fried-Booth, 2002), community-based languagesocialization (Weinstien, 2004), and critical and higher order thinking as well as problem-solving skills urged by the National ResearchCouncil (1999). Despite this emphasis, there is a severe shortage of empirical research on PBL and research-based frameworks and modelsbased on sound theoretical guidance in general and second and foreign language education in particular (Thomas, 2000). Also missing fromthe second and foreign language education literature is systematic discussion of PBL work that brings together representative work,identifying obvious gaps, and guiding the field toward future directions. This, first of its kind, volume bridges these obvious gaps throughthe o...

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Gregory Lynn Thompson Intersection of Service and Learning. Research Practice in the Second Language Classroom


This book on service-learning provides a current view of service-learning research in thesecond language classroom and practical applications for the acquisition of both culturalknowledge as well as the different language modalities. This book helps inunderstanding how using service-learning in the language classroom can facilitatelanguage acquisition. The author addresses many of the challenges faced by teachers inthe second language classroom as they try to implement service-learning programs intheir curriculum. Based on the research as well as the experience of the author and otherpractitioners in the field, suggestions are given in each chapter as to how to maximizestudent learning and acquisition of specific aspects of a language as well as on theformation of successful programs and service-learning experiences. These suggestionsare integrated into the individual chapters based on the focus of the unit.This text shows how service-learning allows students real world application of the language they are learning in theclassroom. This text discusses how service-learning assists students in contextualizing their learning and seeing the realityof their field of study and the applicability of their language classes to settings that they encounter in their owncommunities. Finally, at all levels teachers, professors, and administrators are being asked to provide standards andassessments to demonstrate achievement and excellence in their different fields. This text addresses how ...

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Inge Bartning, Maisa Martin, Ineke Vedder Communicative proficiency and linguistic development


The Common European Framework of Reference for Languages (CEFR) has become the yardstick for teaching and testing language skills in Europe and elsewhere. Yet little is known about the relationships between the communicative levels established using the can-do statements of the CEFR and the developmental stages of grammatical and lexical development described by Second Language Acquisition (SLA) research.This book presents empirical research by members of the SLATE network (Second Language Acquisition and Testing in Europe), aimed at bridging this gap. The studies deal with several target languages, including Dutch, English, Finnish, French, Italian, Norwegian and Spanish, with adult, adolescent and child learners in both formal and informal contexts.

1289 РУБ

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Janos Talaber The Neurobiological Factors in Second Language Learning and Acquisition


Scientific Essay from the year 2011 in the subject English Language and Literature Studies - Linguistics, University of Debrecen (Regnum-M Educational Co. / University of Debrecen), course: English Language and Literature Studies - Linguistics, language: English, abstract: It is obvious that second language acquisition is a very inevitable phenomenon in language learning procedure, hence there is a whole library of books dealing with SLA. Contemporary findings (Pléh, 2010) have also showed that LA is one of the most important processes in our life, determining the whole procedure of language learning, not only in the case of second language, but also in the case of our mother tongue. Moreover, the whole process includes memorizing things, conceptualization, connecting cognitive information and eventual accuracy in the use of language. Interestingly enough, contemporary findings have also proved (Deb K. Roy et al., 2002) that first language acquisition begins even before the birth of the child, which means that the adaptation to the new circumstances and verbalcommunication starts in the mother's uterus. These new researches and our devotion to medical disciplines1 have made us compose an essay on the biological factors of Second Language Acquisition. No doubt, biological and neurobiological factors are very severely important parts of LA procedures, however, they are not really put into the focus of linguistic experts. The reason for this might be traced in several things...

3314 РУБ

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René Faßbender Using New Media in the Task-Based German Conversation Classroom


Master's Thesis from the year 2008 in the subject Speech Science / Linguistics, grade: 1,0 (A), Carthage College, Wisconsin (Department of Education), course: Master of Education, 56 entries in the bibliography, language: English, abstract: The main purpose of this study is to demonstrate how new audiovisual media, such as YouTube, can be effectively combined with task-based teaching approaches for communicative language teaching at the advanced level.Based on an examination of prior research, this study generates a set of criteria which are essential to the development of task-based units that utilize authentic video material to increase students' cultural awareness and communicative skills.The proposed sample units serve as models for instructors to use the presented criteria for the creation of further language activities and units that will effectively incorporate new media and task-based teaching within an engaging, student-centered learning environment.

2377 РУБ

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Irene A. Zingg Sobremesa 1


Sobremesa is a Spanish vocabulary builder for intermediate and advanced levels carefully designed to develop all four language skills with emphasis on oral production. Sobremesa is based on the most recent research on language acquisition, Brain-Based Teaching, and Project-Based Learning. It is easy, convenient and fun! Sobremesa can be used as the only textbook or as enrichment material. No lesson plans, no stress, no worries! Try it now!

4439 РУБ

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Children and Languages Today. First Second Language Literacy Development


Motivated by the need to bring together researchers involved in the acquisition, learning and teaching of the Croatian language and foreign languages to learners at lower elementary level, the recurring scientific conferences Children and Languages Today were established in 2001. At the time the Croatian academic community was short of a conference that was dedicated entirely to critical thinking and the exchange of research findings, outcomes and experience in these particular study areas. As it turns out, Children and Languages Today has served as an incentive for other conferences and meetings in Croatia that continue to promote research in the fields of first and second language acquisition of young learners.Children and Languages Today: First and Second Language Literacy Development is the outcome of the conference held in 2017 at the Faculty of Education, University of Osijek. It is a collection of papers by experts on a wide range of topics that include developing literacy in teaching first and second languages and encompassing different fields of science and expertise, such as children's literature, bilingualism, metaphor usage, translation, vocabulary, narrative and orthography. This book hopes to shed light on and open up an array of questions in the area of literacy development.

7277 РУБ

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Carina Kröger The Age Factor in Second Language Acquisition


Seminar paper from the year 2008 in the subject English - Pedagogy, Didactics, Literature Studies, grade: 1,3, University of Cologne (Englisch), course: Problems in Second Language Acquisition, language: English, abstract: This term paper will focus on the discussion of the putative maturational constraints for second language acquisition. The age factor is an aspect of first and second language acquisition research which has engendered very much controversy. In the discussion about age-related effects on language acquisition, one can find disagreements as to both the facts and to their possible explanations. The different points of view range from the notion that young learners are in all aspects of language learning more efficient and achieve better results, to the contrary position that older learners are the better learners. In this paper, four of the positions concerning the age factor, which have been listed by Singleton, will be presented because they provide a good overview of the different views on this topic and the respective evidence belonging to them. Many of the differences in the results of various studies are due to the differences in how the results are elicited. The experimental design plays an important role for the outcomes.

1952 РУБ

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