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Author: Jens Allwood
Publisher:
ISBN:
Category :
Languages : en
Pages : 19
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Book Description
Author: Jens Allwood
Publisher:
ISBN:
Category :
Languages : en
Pages : 19
Get Book Here
Book Description
Author: Jens S. Allwood
Publisher:
ISBN:
Category : Context (Linguistics)
Languages : en
Pages : 32
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Book Description
Author: Kim McDonough
Publisher: John Benjamins Publishing
ISBN: 9027213097
Category : Foreign Language Study
Languages : en
Pages : 333
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Book Description
This volume brings together empirical research that explores interaction in a wide range of educational settings. It includes work that takes a cognitive, brain-based approach to studying interaction, as well as studies that take a social, contextual perspective. Interaction is defined quite broadly, with many chapters focusing on oral interaction as is typical in the field, while other chapters report work that involves interaction between learners and technology. Several studies describe the linguistic and discourse features of interaction between learners and their interlocutors, but others demonstrate how interaction can serve other purposes, such as to inform placement decisions. The chapters in the book collectively illustrate the diversity of contemporary approaches to interaction research, investigating interactions with different interlocutors ( learner-learner, learner-teacher), in a variety of environments (classrooms, interactive testing environments, conversation groups) and through different modalities (oral and written, face-to-face and technology-mediated).
Author: Leo Van Lier
Publisher: Routledge
ISBN: 1317891236
Category : Language Arts & Disciplines
Languages : en
Pages : 261
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Book Description
Interaction in the Language Curriculum offers an innovative theory of language education integrating curriculum practice, research and teaching. It emphasises the interdependence of knowledge and values and stresses the central importance of learning as a social process. Leo van Lier argues that moral as well as intellectual and practical principles must underlie curriculum development and everyday teaching, captured in his triple focus on Awareness, Autonomy, and Authenticity. In addition to its rich grounding in language education practice, the book draws support for his position from diverse sources in sociology, philosophy and cognitive science, from the work of Bourdieu, Giddens, Wittgenstein, Peirce, Vygotsky, Bakhtin, and Dewey. In the current broadening context of language education this study makes an important contribution to research. It presents a coherent philosophical theory as well as considering practical issues in implementation of a new language curriculum. As such, it will be of great benefit to teachers, applied linguists and educationalists generally.
Author: John Hellermann
Publisher: Springer Nature
ISBN: 3030221652
Category : Education
Languages : en
Pages : 275
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Book Description
This volume offers insights on language learning outside the classroom, or in the wild, where L2 users themselves are the driving force for language learning. The chapters, by scholars from around the world, critically examine the concept of second language learning in the wild. The authors use innovative data collection methods (such as video and audio recordings collected by the participants during their interactions outside classrooms) and analytic methods from conversation analysis to provide a radically emic perspective on the data. Analytic claims are supported by evidence from how the participants in the interactions interpret one another’s language use and interactional conduct. This allows the authors to scrutinize the term wild showing what distinguishes L2 practices in our different datasets and how those practices differ from the L2 learner data documented in other more controlled settings, such as the classroom. We also show how our findings can feed back into the development of materials for classroom language instruction, and ultimately can support the implementation of usage-based L2 pedagogies. In sum, we uncover what it is about the language use in these contexts that facilitates developmental changes over time in L2-speakers' and their co-participants' interactional practices for language learning.
Author: Alison Mackey
Publisher: Cambridge University Press
ISBN: 1108603475
Category : Language Arts & Disciplines
Languages : en
Pages : 269
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Book Description
The role of interaction and corrective feedback is central to research in second language learning and teaching, and this volume is the first of its kind to explain and apply design methodologies and materials in an approachable way. Using examples from interaction, feedback and task studies, it presents clear and practical advice on how to carry out research in these areas, providing step-by step guides to design and methodological principles, suggestions for reading, short activities, memory aids and an A-Z glossary for easy reference. Its informative approach to study design, and in-depth discussions of implementing research methodology, make it accessible to novice and experienced researchers alike. Commonly used tools in these paradigms are explained, including stimulated recalls, surveys, eye-tracking, metanalysis and research synthesis. Open research areas and gaps in the literature are also discussed, providing a point-of-departure for researchers making their first foray into interaction, feedback and task-based teaching research.
Author: Thorsten Huth
Publisher: Routledge
ISBN: 1000177912
Category : Education
Languages : en
Pages : 172
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Book Description
This book presents a view of human language as social interaction, illustrating its implications for language learning and second language teaching. // The volume advocates for researchers, practitioners, and administrators to rethink and reconceptualize an understanding of language beyond that of the written word to one encompassing social and interactional activity built on co-construction, collaboration, and negotiation. The book emphasizes the ways in which this view of language can shed light on the language learning process as one which draws on discrete linguistic units and constructions in conjunction with a range of temporal, sequential, and embodied resources across a variety of social contexts. In turn, these insights prompt further reflection and discussion on their implications for advancing second language teaching practice. // This book will be key reading for scholars interested in second language teaching research, as well as active second language teachers and language program administrators.
Author: Rod Ellis
Publisher: John Benjamins Publishing
ISBN: 9027298874
Category : Language Arts & Disciplines
Languages : en
Pages : 296
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Book Description
This book examines different theoretical perspectives on the role that interaction plays in second language acquisition. The principal perspectives are those afforded by the Interaction Hypothesis, Socio-Cultural Theory and the Levels of Processing model. Interaction is, therefore, defined broadly; it is seen as involving both intermental and intramental activity. The theoretical perspectives are explored empirically in a series of studies which investigate the relationship between aspects of interaction and second language acquisition. A number of these studies consider the effects of interaction on the acquisition of vocabulary (word meanings) by both adult and child L2 learners. In addition, the effects of language aptitude on input processing are considered. Further studies consider the contribution that interaction makes to the acquisition of grammatical knowledge. These studies provide clear evidence that social and intermental interaction are major forces in the acquisition of an L2. Finally, the book, considers a number of pedagogic specifications. In particular, the importance of discourse control as a means of learners’ obtaining the quality of interaction likely to foster acquisition is discussed.
Author: Jürgen Streeck
Publisher: Cambridge University Press
ISBN: 0521895634
Category : Language Arts & Disciplines
Languages : en
Pages : 325
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Book Description
Leading international scholars provide a coherent framework for analyzing body movement and talk in the production of meaning.
Author: Silvia Kunitz
Publisher: Springer Nature
ISBN: 3030521931
Category : Education
Languages : en
Pages : 416
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Book Description
This book presents an international range of conversation analytic (CA) studies of classroom interaction which all discuss their empirical findings in terms of their theoretical and methodological contribution to the field of second language studies and their potential pedagogical relevance. The volume is thus unique in its focus on the theoretical and practical insights of CA classroom-based research and on the impact that such insights might have at the pedagogical level, from teaching to testing to teacher education. Given the growing interest in the pedagogical applicability of CA research, this book is a timely addition to the existing literature.
