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Teaching languages to adolescents can be a challenge. . . but one that is most rewarding! What works? What doesn't work? This book provides a reader friendly overview on teaching modern languages to adolescents (Years 7-13). Each chapter takes an aspect of language teaching and learning, and explains the underlying theory of instructed language acquisition and its application through examples from real language classrooms. The book explores teachers' practices and the reasoning behind their pedagogic choices through the voices of both the teachers themselves and their students. At the same time, it highlights the needs of the adolescent language learner and makes the case that adolescence is a prime time for language learning. Written in an accessible, engaging way, yet comprehensive in its scope, this will be essential reading for language teachers wishing to integrate cutting-edge research into their teaching. This title is also available as Open Access on Cambridge Core at 10.1017/9781108869812.
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This book presents unique insights into the development of L2 interactional competence through the lens of complaining, demonstrating how a closer study of complaining as a social activity can enhance our understanding of certain aspects of language learning with implications for future L2 research. The volume employs a multimodal, longitudinal conversation analytic (CA) approach in its analysis of data from video-recorded interactions of several elementary and advanced L2 speakers of French as they build their interactional competence, understood as the ability to accomplish social actions and activities in the L2 in context-dependent and recipient-designed ways. Skogmyr Marian calls attention to three key dimensions of complaining in these conversations - its structural organization, the interactional resources people use when they complain, and how speakers' shared interactional histories and changing social relationships affect complaint practices. The volume underscores the fundamentally multimodal, socially situated, and co-constructed nature of L2 interactional competence and the socialization processes involved in its development, indicating paths for new work on interactional competence and L2 research more broadly. This book will be of appeal to students and scholars interested in second language acquisition, social interaction, and applied linguistics.
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This volume presents a collection of current research on pedagogies, practices and perspectives in the field of second language acquisition. It brings together different aspects of learning, teaching and researching a second language with chapters covering a range of topics from emotional communication, pragmatic competence, transformative pedagogy, inclusion, reflective teaching and innovative research methodologies. The authors address a global audience to offer insights into contemporary theories, research, policies and practices in second language acquisition. This collection of work is aimed at students, teachers and researchers wishing to reflect on current developments and identify potential research directions.
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Angesichts der Corona-bedingten Verlagerung von Unterricht ins Digitale und Private stehen vor allem neu zugewanderte Schüler:innen und ihre Lehrkräfte vor besonderen Herausforderungen beim Lernen und Lehren. Der Sammelband trägt dazu aktuelle empirische Erkenntnisse zu veränderten zweitsprachlichen Lehr-Lern-Prozessen zusammen und stellt sie für Forschung und Bildung zur Diskussion.
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Language acquisition --- Second language acquisition --- Langage --- Langue seconde --- Language acquisition. --- Second language acquisition. --- Acquisition
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This book deals with the effects of three different learning contexts mainly on adult, but also on adolescent, learners’ language acquisition. The three contexts brought together in the monograph include i) a conventional instructed second language acquisition (ISLA) environment, in which learners receive formal instruction in English as a Foreign Language (EFL); ii) a Study Abroad (SA) context, which learners experience during mobility programmes, when the target language is no longer a foreign but a second language learnt in a naturalistic context; iii) the immersion classroom, also known as an integrated content and language (ICL) setting, in which learners are taught content subjects through the medium of the target language—more often than not English, used as the Lingua Franca (ELF).
Second language acquisition. --- Second language learning --- Language acquisition --- Linguistics
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This edited volume is a collection of theoretical and empirical overview of second language (L2) proficiency based on four skills: reading, writing, listening, and speaking.
CFDM --- Linguistics --- Language acquisition --- Multilingualism --- Psycholinguistics --- Second language acquisition
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Second language acquisition --- Applied linguistics --- Langue seconde --- Linguistique appliquée --- Acquisition
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The articles in this anthology display the diversity of innovative approaches chosen in ongoing or concluded PhD and professorial dissertations in the field of German as a Foreign or Second language. They include studies in text comprehension research, critical needs analysis, discourse analysis, empirical didactics and analyses of the learning process in its cultural context. In line with the characteristics of the kaleidoscope, the editors do without any systematic classification of the contributions and do not claim to establish some kind of carthography of the current state of young GFL/GSL reaearch. They would rather invite the reader to look optimistically on the development of young GFL/GSL research and reflect upon the structure and the instruments of support to young GFL/GSL researchers. Die Beiträge des Sammelbands bieten einen kaleidoskopischen Blick auf innovative Forschungsfragen und -instrumentarien laufender oder abgeschlossener Qualifikationsprojekte im Wissenschaftsbereich Deutsch als Fremd-/Zweitsprache. Unter anderem werden Studien aus der Textverstehensforschung, der critical needs analysis, der sozialwissenschaftlichen Diskursanalyse, der empirischen Didaktik und der kulturbezogenen Lernprozessforschung zur Diskussion gestellt. Dem Prinzip der lebendig-bunten Bilderfolge eines Kaleidoskops entsprechend, verzichten die Herausgeber auf eine fachsystematische Einordnung der Beiträge und erheben keinen Anspruch auf eine 'Kartografie' des derzeitigen Stands junger DaF-/DaZ-Forschung. Vielmehr betont das Bild des Kaleidoskops das Fragmentarische der Dokumentation, ermuntert aber auch dazu, die Funktionsweise eines solchen optischen Spielzeugs als Leseperspektive anzunehmen. Im Sinne des "Schönbildschauers" (kalós: schön; eĩdos: Gestalt, Bild; skopeĩn: schauen) eröffnet der Band einen optimistischen Blick auf die Entwicklung der jungen DaF-/DaZ-Forschung und regt dazu an, den Dialog über Struktur und Instrumente der DaF-/DaZ-Nachwuchsförderung zu intensivieren.
Second language acquisition. --- Language and languages --- Study and teaching.
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Language and languages --- Second language acquisition --- Second language acquisition. --- Study and teaching --- Study and teaching. --- second language acquisition --- language learning --- language teaching --- applied linguistics --- Second language learning --- Language acquisition --- Foreign language study --- Language and education --- Language schools --- Philology & Linguistics
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