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Author: Maria Noelia Ruiz-Madrid
Publisher: Cambridge Scholars Publishing
ISBN: 1443808903
Category : Language Arts & Disciplines
Languages : en
Pages : 341
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Book Description
Pedagogical Reflections on Learning Languages in Instructed Settings is intended to provide the latest pedagogical reflections that derive from research in a variety of key areas within the discipline of language learning. Thus, this volume aims at helping practising language teachers to update their teaching methodology.The book has fifteen chapters that are grouped around five sections. The first section of the book includes three chapters, which outline past approaches to language learning and highlight advances in our understanding of how languages are likely to be learned and taught. These three chapters provide the theoretical grounding for the rest of the volume by discussing outstanding concepts in the language learning field, namely: those of eclecticism (Chapter 1), communication (Chapter 2), and learner autonomy (Chapter 3). The second section of the book contains three chapters, which explore new directions in the field that have recently caught the attention of language researchers and practitioners, namely: the Information and Communication Technology (ICT) in language learning (Chapter 4) the use of language corpora (Chapter 5) and finally, the use of the portfolio as a new assessment tool responding to new pedagogical demands (Chapter 6). The third section of the book consists of three chapters, which discuss the role of learners' individual variables such as affect (Chapter 7), learning styles (Chapter 8), and learning strategies (Chapter 9), crucial for understanding the nature of language learning. The fourth section of the book has five chapters and provides insights into understanding the nature of the four language skills, that is to say, listening (Chapter 10), speaking (Chapter 11), reading (Chapter 12) and writing (Chapter 13). This section also addresses the issue of assessment with the aim of increasing awareness on the duality teaching/assessing and its pedagogical dimension (Chapter 14). The book concludes with the fifth section, which includes a single chapter, that pulls all aforementioned topics together and highlights connections to a student-centred approach, which involves a reformulation of language teachers' teaching practices (Chapter 15).
Author: Maria Noelia Ruiz-Madrid
Publisher: Cambridge Scholars Publishing
ISBN: 1443808903
Category : Language Arts & Disciplines
Languages : en
Pages : 341
Get Book Here
Book Description
Pedagogical Reflections on Learning Languages in Instructed Settings is intended to provide the latest pedagogical reflections that derive from research in a variety of key areas within the discipline of language learning. Thus, this volume aims at helping practising language teachers to update their teaching methodology.The book has fifteen chapters that are grouped around five sections. The first section of the book includes three chapters, which outline past approaches to language learning and highlight advances in our understanding of how languages are likely to be learned and taught. These three chapters provide the theoretical grounding for the rest of the volume by discussing outstanding concepts in the language learning field, namely: those of eclecticism (Chapter 1), communication (Chapter 2), and learner autonomy (Chapter 3). The second section of the book contains three chapters, which explore new directions in the field that have recently caught the attention of language researchers and practitioners, namely: the Information and Communication Technology (ICT) in language learning (Chapter 4) the use of language corpora (Chapter 5) and finally, the use of the portfolio as a new assessment tool responding to new pedagogical demands (Chapter 6). The third section of the book consists of three chapters, which discuss the role of learners' individual variables such as affect (Chapter 7), learning styles (Chapter 8), and learning strategies (Chapter 9), crucial for understanding the nature of language learning. The fourth section of the book has five chapters and provides insights into understanding the nature of the four language skills, that is to say, listening (Chapter 10), speaking (Chapter 11), reading (Chapter 12) and writing (Chapter 13). This section also addresses the issue of assessment with the aim of increasing awareness on the duality teaching/assessing and its pedagogical dimension (Chapter 14). The book concludes with the fifth section, which includes a single chapter, that pulls all aforementioned topics together and highlights connections to a student-centred approach, which involves a reformulation of language teachers' teaching practices (Chapter 15).
Author: Eva Alcón Soler
Publisher: Peter Lang
ISBN: 9783039116010
Category : Education
Languages : en
Pages : 272
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Book Description
Interlanguage Pragmatics (ILP) is a field of growing interest. Focussing on the speech act of requesting, the volume provides information about opportunities for pragmatic learning and how pragmatics can be integrated into instructional foreign language learning contexts. In addition, the research reported here provides methodological insights for those interested in investigating ILP from a second language acquisition perspective. The reader will also encounter some research issues worth examining in relation to pragmatic language learning. Topics include the use of assessment instruments in measuring learners' perception and production of different pragmatic issues, the long-term effects of instruction, and the effectiveness of different teaching approaches.
Author: Masatoshi Sato
Publisher: Routledge
ISBN: 1351190547
Category : Language Arts & Disciplines
Languages : en
Pages : 359
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Book Description
Evidence-Based Second Language Pedagogy is a cutting-edge collection of empirical research conducted by top scholars focusing on instructed second language acquisition (ISLA) and offering a direct contribution to second language pedagogy by closing the gap between research and practice. Building on the conceptual, state-of-the-art chapters in The Routledge Handbook of Instructed Second Language Acquisition (2017), studies in this volume are organized according to the key components of ISLA: types of instruction, learning processes, learning outcomes, and learner and teacher psychology. The volume responds to pedagogical needs in different L2 teaching and learning settings by including a variety of theoretical frameworks (sociological, psychological, sociocultural, and cognitive), methodologies (qualitative and quantitative), target languages (English, Spanish, and Mandarin), modes of instruction (face-to-face and computer-mediated), targets of instruction (speaking, writing, listening, motivation, and professional development), and instructional settings (second language, foreign language, and heritage language). A novel synthesis of research in the rapidly growing field of ISLA that also covers effective research-based teaching strategies, Evidence-Based Second Language Pedagogy is the ideal resource for researchers, practitioners, and graduate students in SLA, applied linguistics, and TESOL.
Author: Anna Krulatz
Publisher: Multilingual Matters Limited
ISBN: 9781788926416
Category :
Languages : en
Pages : 304
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Book Description
This book promotes linguistically responsive foreign language teaching practices in multilingual contexts. It advances a discussion of how best to connect the acquisition of subsequent foreign languages with previous language knowledge, and how to strengthen the connection between research and foreign language teaching practice.
Author: Vanessa Hammler Kenon
Publisher: John Wiley & Sons
ISBN: 1119226996
Category : Education
Languages : en
Pages : 656
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Book Description
Inclusive Guide Provides Practical Applications for Workplace Education Theory from Diverse Perspectives The Wiley Handbook of Global Workplace Learning explores the field of workplace education using contributions from both experts and emerging scholars in industry and academia. Unlike many previously published titles on the subject, the Handbook focuses on offering readers a truly global overview of workplace learning at a price point that makes it accessible for independent researchers and Human Resources professionals. Designed to strike a balance between theory and practice, the Handbook provides a wealth of information on foundational topics, theoretical frameworks, current and emerging trends, technological updates, implementation strategies, and research methodologies. Chapters covering recent research illustrate the importance of workplace learning topics ranging from meditation to change management, while others give pragmatic and replicable applications for the design, promotion, and implementation of impactful learning opportunities for employees at any company, regardless of industry. A sampling of topics addressed includes: “Using an Experiential Learning Model to Design an Assessment Framework for Workplace Learning” “Measuring Innovative Thinking and Acting Skills as Workplace-Related Professional Competence” Multiple chapters specifically addressing international business, such as “Competency in Globalization and Intercultural Communication”, “Global Strategic Planning” and “Global Talent Management” Research and recommendations on bridging generational and cultural divides as well as addressing employee learning disabilities With its impressive breadth of coverage and focus on real-world problem solving, this volume serves as a comprehensive tool for examining and improving practices in global workplace learning. It will prove to be a valuable resource for students and recent graduates entering the workforce and for those working in Human Resources and related fields.
Author: Douglas Fisher
Publisher: Routledge
ISBN: 1317307356
Category : Language Arts & Disciplines
Languages : en
Pages : 711
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Book Description
Now in its fourth edition, the Handbook of Research on Teaching the English Language Arts – sponsored by the International Literacy Association and the National Council of Teachers of English – remains at the forefront in bringing together prominent scholars, researchers, and professional leaders to offer an integrated perspective on teaching the English language arts and a comprehensive overview of research in the field. Reflecting important developments since the publication of the third edition in 2010, this new edition is streamlined and completely restructured around "big ideas" in the field related to theoretical and research foundations, learners in context, and new literacies. A Companion Website extends and enhances the Handbook with a wealth of additional resources. The Handbook of Research on Teaching the English Language Arts, Fourth Edition: Addresses all of the language arts within a holistic perspective (speaking/listening, language, writing, reading). Is well grounded and balanced in theory and research while promoting validated practice. Features authors who are known for their expertise and who represent diversity in culture, years in the profession, and geographic location. Gives attention to special populations and instructional contexts. Includes new media literacies. Has the authority of a research handbook while remaining practical for students in masters and doctoral classes.
Author: Otilia Martí-Arnándiz
Publisher: Rodopi
ISBN: 9401209715
Category : Education
Languages : en
Pages : 257
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Book Description
Little exposure and few opportunities for practice are two main drawbacks for learners in instructional contexts. These problems are intensified when dealing with face-threatening acts such as refusals, as learners are not fully capable of expressing their meanings and miscommunication is a likely by-product. The present volume aims at exploring factors and production of refusals in different instructional settings by means of ten original papers which address key questions dealing with the speech act of refusals. The relevance of the volume lies in the individual contributions which embrace innovative perspectives on refusals in order to provide an excellent contribution to this field of enquiry. The book is an obligatory reading for researchers and students interested in the field of interlanguage pragmatics, who will benefit from the range of educational contexts in which refusals are investigated.
Author: Marta Navarro Coy
Publisher: Peter Lang
ISBN: 9783039116614
Category : Education
Languages : en
Pages : 314
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Book Description
What does learning a language involve? Obviously, a rapid and definitive answer cannot be provided for this question since the aspects and situations affecting language learning are many and varied. From the role of culture to the use of new technologies in foreign language learning, this work aims to offer its readers some of the current research being carried out in different areas relevant to the topic. A long developing project has become reality thanks to the work of several researchers who are also experienced teaching professionals. In this sense, it is worth mentioning that most chapters of the book relate to different aspects of language learning within the classroom context which has resulted in realistic approaches to foreign language learning that can be of great help to those involved and/or interested in this field. Moreover, the clear division into sections allows readers to make their choice on how to proceed with the reading of the book depending on their thematic interests. Five sections make up this practical work: culture and language learning, human resources in language learning, language learning strategies, language learning software and language learning web resources.
Author: Elena Bárcena
Publisher: Springer Science & Business Media
ISBN: 3319022229
Category : Language Arts & Disciplines
Languages : en
Pages : 354
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Book Description
Explores the direct relation of modern CALL (Computer-Assisted Language Learning) to aspects of natural language processing for theoretical and practical applications, and worldwide demand for formal language education and training that focuses on restricted or specialized professional domains. Unique in its broad-based, state-of-the-art, coverage of current knowledge and research in the interrelated fields of computer-based learning and teaching and processing of specialized linguistic domains. The articles in this book offer insights on or analyses of the current state and future directions of many recent key concepts regarding the application of computers to natural languages, such as: authenticity, personalization, normalization, evaluation. Other articles present fundamental research on major techniques, strategies and methodologies that are currently the focus of international language research projects, both of a theoretical and an applied nature.
Author: María José Luzón
Publisher: Cambridge Scholars Publishing
ISBN: 1443823619
Category : Language Arts & Disciplines
Languages : en
Pages : 260
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Book Description
The exponential growth in the amount and complexity of information transmitted and shared on the Internet and the capabilities afforded by new information technologies result in the continuous emergence of new genres and new literacy practices that call for new models of genre analysis and new approaches to teaching literacy and language, where language learning autonomy has to take centre stage. Any pedagogical approach which seeks to develop autonomy in online language learning should also be concerned with the development of new literacies, with raising an awareness of digital texts and with the cognitive processes learners engage in when constructing meaning in hypertext. The purpose of this volume is to lay the foundations for an approach to online language learning which draws on the analysis of digital texts and of the practices and strategies involved in using such texts. With this aim in mind, this book incorporates and draws relations between research on digital genres, autonomy, electronic literacies and language learning tasks, combining theoretical reflections with pedagogical research. The chapters in this volume, written by researchers from different academic traditions, report research concerning digital genres, new literacy skills and the design of webtasks for effective language learning. These chapters will be useful resources for researchers and doctoral students interested in the development of autonomous language learning in digital environments.
