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К ВОПРОСУ О СОВРЕМЕННЫХ ПУТЯХ РАЗВИТИЯ ИНФОРМАЦИОННО-ТЕХНОЛОГИЧЕСКОГО МОДЕЛИРОВАНИЯ ПРОЦЕССОВ СТРОИТЕЛЬНОГО ПРОИЗВОДСТВА, С УЧЕТОМ ЛИНГВОКОММУНИКАТИВНЫХ МЕТОДОВ
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К вопросу о коммуникативном аспекте организации и управления строительным производством
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МЕЛЬНИКОВ Л.М.; МЯСИЩЕВ Г.И.. - : Федеральное государственное автономное образовательное учреждение высшего профессионального образования «Южный федеральный университет», 2015
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КОМПЛЕКСНЫЙ ХАРАКТЕР ОБУЧЕНИЯ БАКАЛАВРОВ ПО НАПРАВЛЕНИЮ «ФИЛОЛОГИЯ», ПРОФИЛЬ «ПРИКЛАДНАЯ ФИЛОЛОГИЯ»
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ОСНОВНЫЕ НАПРАВЛЕНИЯ ПРИКЛАДНОЙ ЛИНГВИСТИКИ В УЧЕБНОМ ПРОЦЕССЕ
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ДУБИЧИНСКИЙ ВЛАДИМИР ВЛАДИМИРОВИЧ. - : Федеральное государственное бюджетное образовательное учреждение высшего профессионального образования «Новосибирский государственный педагогический университет», 2015
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ФОРМАЛЬНЫЕ ПРИЗНАКИ ЯЗЫКОВОЙ ИГРЫ В АНГЛОЯЗЫЧНОМ ТЕКСТЕ (НА ПРИМЕРЕ СКРИПТОВ КОМИЧЕСКОГО АНИМАЦИОННОГО СЕРИАЛА «ANIMANIACS»)
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Input for the Second Language Classroom: Some Innovations and Insights
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L2 Incidental Vocabulary Acquisition Through Extensive Listening to Podcasts
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Examining the Intersection between Task-Based Learning and Technology
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Applying L2 Vocabulary Research Findings to Classroom Teaching
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Abstract:
Since the late ′60s, the field of second language acquisition (SLA) has grown enormously. Throughout its development, SLA researchers have investigated a wide range of issues including the processes involved in second language learning, as well as the psycholinguistic, affective and social factors that influence its success or failure (Spada, 2014). In light of SLA’s relevance and applicability to language teaching, recently a growing number of researchers have taken an interest in second language (L2) learning in classroom settings (Spada, 2014). The term Instructed SLA (ISLA) is currently used to indicate “theory and research that pertain directly to the L2 classroom” (Loewen, 2014, p. 1). One of the main goals of ISLA is to examine which particular types of instruction are more pedagogically effective for a particular learning target. In this short commentary, this question will be investigated in the domain of vocabulary learning. Accordingly, research on instructed vocabulary learning will be briefly reviewed to reveal several insights pertaining to L2 vocabulary pedagogy.
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Keyword:
Applied linguistics; Language and education; Language and languages--Study and teaching; Second language acquisition
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URL: https://doi.org/10.7916/D8MS54QH
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An Interview with APPLE Lecture Speaker Professor James Paul Gee
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Unpacking the Concept of Complexity in Instructed SLA Research: Towards an Acquisitional Definition
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Enhancing the Role of Meaning in the L2 Classroom: A Cognitive Linguistics Perspective
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Introduction: Why Should Second/Foreign Language Teachers Tune In To Instructed SLA?
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Understanding Silence and Reticence: Ways of Participating in Second Language Acquisition
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