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Understanding Second Language Acquisition 2nd Edition - Oxford Applied Linguistics
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Exploring Language Pedagogy through Second Language Acquisition Research
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Abstract:
Routledge Introductions to Applied Linguistics is a series of introductory level textbooks covering the core topics in Applied Linguistics, primarily designed for those beginning postgraduate studies, or taking an introductory MA course as well as advanced undergraduates. Titles in the series are also ideal for language professionals returning to academic study. The books take an innovative 'practice to theory' approach, with a 'back-to-front' structure. This leads the reader from real-world problems and issues, through a discussion of intervention and how to engage with these concerns, before finally relating these practical issues to theoretical foundations. Additional features include a glossary of key terms, and discussion questions. Following the back-to-front approach of the series, the book takes problematic issues in language pedagogy as its starting points. These are then examined in terms of second language acquisition. Each chapter begins with a look at the pedagogical proposals found in teacher guides and then asks 'Do these proposals accord with what we know about how languages are acquired?' Pedagogical topics covered include teaching methods, syllabus design, explicit instruction, comprehension versus production-based instruction, task-based instruction, authentic materials, the role of the learners' first language in the classroom, error correction and catering for individual differences. Including a glossary of key terms and questions for discussion at the end of each chapter, and assuming no prior knowledge of second language acquisition, this is the ideal text for all students studying language teaching methods, language teacher education, English teaching methodology and second language acquisition modules in advanced undergraduate and postgraduate/graduate TESOL and Applied Linguistics courses.
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URL: http://hdl.handle.net/20.500.11937/60660
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Investigating linguistic knowledge of a second language and its relationship to general language proficiency and individual learner differences in an EFL context
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Investigating the relationships between Chinese university EFL learners' metacognitive listening strategies and their comprehension and incidental vocabulary acquisition from listening tasks
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| 13 |
Oral Corrective Feedback, Individual Differences, and L2 Acquisition of French Past Tenses
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| 14 |
The Beliefs And Learner Strategy Use Of Low-Proficiency Chinese Learners And Their Impact On Learning English In A New Zealand Context
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The effect of written corrective feedback and revision on intermediate Chinese learners' acquisition of English
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| 16 |
The Motivation of Chinese Learners of English in a Foreign and Second Language Context
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Li, Qi. - : ResearchSpace@Auckland, 2011
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A comparison of the effects of comprehension-based and production-based instruction on the acquisition of vocabulary and grammar by young Japanese learners of English
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Variation in the ba construction in the interlanguage of L2 Chinese
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