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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 Hits 1 – 20 of 66 1 21 keys ideas for languages learning in the 21st century Morgan, Anne-Marie; Spada, Nina; Orton, Jane. - : Australian Federation of Modern Language Teachers Associations, 2017 BASE Show details 2 Form-focused Instruction in the Mainstream Classroom: Effects on the Grammatical Development of Adolescent English Language Learners Trahey, Martha. - 2017 BASE Show details 3 Paths in applied linguistics : a conversation with Nina Spada ; Caminhos em Linguística Aplicada: uma conversa com Nina Spada Spada, Nina; Lima, Marília dos Santos; Barcellos, Patrícia da Silva Campelo Costa. - 2016 BASE Show details 4 Form-focused instruction and learner investment in L2 communication Tomita, Yasuyo; Spada, Nina In: The modern language journal. - Hoboken, NJ [u.a.] : Wiley-Blackwell 97 (2013) 3, 591-610 BLLDB OLC Linguistik Show details 5 How languages are learned Lightbown, Patsy; Spada, Nina. - Oxford [u.a.] : Oxford Univ. Press, 2013 BLLDB UB Frankfurt Linguistik Show details 6 Individual Differences and the Learning of Two Grammatical Features with Turkish Learners of English Yalcin, Sebnem. - 2012 BASE Show details 7 Cognitive Patch Theory: A Comparison of the Morphosyntactic Competences of Advanced ESL Learners and Native Speakers of English Ahmed, Amer M.Th.. - 2011 BASE Show details 8 The Role of Form-focused Instruction: Learner Investment in L2 Communication Tomita, Yasuyo. - 2011 Abstract: The purpose of this study is to examine the role of form-focused instruction in relation to learner investment in second language (L2) communication and learning. Although positive effects of form-focused instruction have been reported in the instructed second language acquisition literature, most of this research has been conducted from a cognitive-interactionist perspective. Little attention has been paid to the social and cultural factors of form-focused instruction, including learner investment— a desire to learn a second/foreign language taking into consideration learners’ socially constructed identities (Norton-Peirce, 1995). Drawing on second language socialization theory (Duff, 2007) and using discursive practices (Young, 2009) as an analytic framework, this study examines how form-focused instruction influences learner investment in L2 communication in the classroom setting. Twenty-four high school students in Japan participated in a study, where two Japanese teachers of English team-taught four 50-minute lessons. Each lesson contained a 30-minute treatment period, which consisted of a 15-minute exclusively meaning-focused (MF) activity and a 15-minute form-focused (FF) activity that included attention to both form and meaning. By counter-balancing effects of tasks, target grammar features, and teachers, the study examined whether and how the same learners invested in L2 communication in similar or different ways during the two different types of activities. Data were collected through classroom observations, video-recorded classroom interactions, stimulated recalls, interviews, questionnaires, and diaries. The interactional data were analyzed quantitatively by comparing the frequency of turns and language-related episodes during FF and MF activities. The same interactional data were also analyzed qualitatively in relation to discursive practices and self-reported data. The results showed that the FF activities created contexts for learners to establish their identities as L2 learners leading to more engagement in L2 communication than in the MF activities. This suggests that FF activities create a social context that enables learners to communicate in the L2 with greater investment than in MF activities. Keyword: 0279; Communication; Discursive Practice; EFL in Japan; Form-Focused Instruction; Grammar; Identity; Instruction; Investment; Language Socialization; Second Language Learning URL: http://hdl.handle.net/1807/29892 BASE Hide details 9 EFL Learners’ Perceptions of Grammatical Difficulty in Relation to Second Language Proficiency, Performanc, and Knowledge Shiu, Li Ju. - 2011 BASE Show details 10 Awareness of L1/L2 differences: does it matter? Ammar, Ahlem; Lightbown, Patsy; Spada, Nina In: Language awareness. - Abingdon : Routledge 19 (2010) 2, 129-146 BLLDB OLC Linguistik Show details 11 Book Reviews Spada, Nina; Ortega, Lourdes In: Studies in second language acquisition. - New York, NY [u.a.] : Cambridge Univ. Press 32 (2010) 4, 651-652 OLC Linguistik Show details 12 Interactions between type of instruction and type of language feature: a meta-analysis Spada, Nina; Tomita, Yasuyo In: Language learning. - Hoboken, NJ : Wiley 60 (2010) 2, 263-308 BLLDB OLC Linguistik Show details 13 The Integration of Language and Content: Form-focused Instruction in a Content-based Language Program Valeo, Antonella. - 2010 BASE Show details 14 Developing a questionnaire to investigate second language learners’ preferences for two types of form-focused instruction Spada, Nina; Barkaoui, Khaled; Peters, Colette... In: System. - Amsterdam : Elsevier 37 (2009) 1, 70-81 OLC Linguistik Show details 15 ONE SIZE FITS ALL?: Recasts, Prompts, and L2 Learning Ammar, Ahlem; Spada, Nina In: Studies in second language acquisition. - New York, NY [u.a.] : Cambridge Univ. Press 28 (2006) 4, 543 OLC Linguistik Show details 16 One size fits all? Recasts, prompts, and L2 learning Ammar, Ahlem; Spada, Nina In: Studies in second language acquisition. - New York, NY [u.a.] : Cambridge Univ. Press 28 (2006) 4, 543-574 BLLDB Show details 17 How languages are learned Lightbown, Patsy; Spada, Nina. - Oxford [u.a.] : Oxford Univ. Press, 2006 BLLDB UB Frankfurt Linguistik Show details 18 Conditions and Challenges in Developing School-Based SLA Research Programs Spada, Nina In: The modern language journal. - Hoboken, NJ [u.a.] : Wiley-Blackwell 89 (2005) 3, 328-338 OLC Linguistik Show details 19 Methodology, epistemology, and ethics in instructed SLA research Allwright, Dick; Spada, Nina; Dewaele, Jean-Marc. - Oxford [u.a.] : Blackwell, 2005 BLLDB UB Frankfurt Linguistik Show details 20 How languages are learned Lightbown, Patsy; Spada, Nina. - Oxford [u.a.] : Oxford Univ. Press, 2004 UB Frankfurt Linguistik Show details Page: 1 2 3 4

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