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|Additional Physical Format:||Print version:
Bloomsbury Companion to Second Language Acquisition.
London : Bloomsbury Publishing, ©2013
|Document Type:||Book, Computer File|
|All Authors / Contributors:||
|Notes:||Higher-Order Amalgams of Learner Characteristics.|
|Description:||1 online resource (668 pages).|
|Contents:||Cover; Contents; Acknowledgements; Notes on Contributors; Dedication; Copyright; Title; Series; 1 Second Language Acquisition: The Landscape, the Scholarship and the Reader; Second Language Acquisition; Origins of the Study of SLA; Books on Second Language Acquisition; A Companion to SLA; Journals of Second Language Acquisition; Second Language Lexis and Second Language Rules; Second Language Skills; Interaction; Belief Systems; Teaching Approaches; Advice to the Reader of SLA Literature; Notes; Part 1 The Second Language Acquisition Landscape. 2 A Compendium of Key Concepts in Second Language AcquisitionIntroduction; Key Concepts; 3 Research Methods in Second Language Acquisition; Introduction; Epistemological Basis for Research; Taking Stock of Current Research Practices; Study Design Types; Research Instruments in SLA; Research Instruments and Their Purpose; Verbal Report: From Think-Aloud Protocols to Stimulated Recall; A Focus on Instrumentation Involving Tests and Tasks; Conclusions; 4 The Relationship between First and Second Language Acquisition Revisited; SLA Research Springing from First Language Acquisition. L1 Acquisition Theories and L2 AcquisitionDifferences and Similarities between First and Second Language Acquisition; Conclusions; Part 2 Issues and Relationships in Second Language Acquisition; 5 The Relationship between Age of Learning and Type of Linguistic Exposure in Children Learning a Second Language; Introduction; Age and First Language Development; Minority Language Learners in a Majority Language Community; Age and Second (Foreign) Language Instruction; Age and Immersion; Discussion and Conclusions; Notes; 6 The Relationship between L2 Vocabulary Knowledge and L2 Vocabulary Use. The Vocabulary Knowledge FrameworkSome Alternatives to the Word Knowledge Framework; Deep Word Knowledge; Vocabulary Use; Conclusions; 7 The Relationship between L2 Input and L2 Output; Linking L2 Input and L2 Output; Input; Output; Input/Output --
Possible Links; Conclusions; Notes; 8 The Relationship between Pedagogical Focus and Interaction in L2 Lessons; Introduction; Pedagogy in Language Teaching; Intended Pedagogy and Actual Pedagogy; How Can Pedagogical Focus Be Determined?; Interaction in Language Teaching; The Relationship between Pedagogy and Interaction. The Complexity of the Relationship between Pedagogy and InteractionConclusions; Notes; 9 The Relationship between Language Aptitude and Language Learning Motivation: Individual Differences from a Dynamic Systems Perspective; A Brief History of Language Aptitude Research; A Brief History of L2 Learning Motivation Research; Problems with the Modular View of Individual Difference Variables; Cognition-Motivation Interaction and Overlap in SLA Research; Cognition-Motivation Overlap in Cognitive Psychology; A Dynamic Systems Approach to Understanding Learner Characteristics in SLA.
|Series Title:||Bloomsbury companions.|
Ernesto Macaro is Professor of Applied Linguistics (Second Language Acquisition) in the Department of Education at the University of Oxford, UK. He has previously been a Head of Languages in a