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Author: John Michael Norris
Publisher: John Benjamins Publishing
ISBN: 9027219656
Category : Language Arts & Disciplines
Languages : en
Pages : 365
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Book Description
This volume presents the first collection of work on research synthesis in applied linguistics. It introduces readers to a cutting-edge approach for reviewing and summarizing exactly what accumulated research has to say about theoretical and practical subjects. John Norris and Lourdes Ortega first elucidate the value and practice of synthesis, and they challenge all members of the research community to adopt a synthetic ethic. The book then features seven empirical syntheses, each modeling rigorous synthetic practice in definitively reviewing the state of knowledge and research quality in important domains. Included are five meta-analyses on: Universal Grammar; Task-Based Interaction; Corrective Feedback; Instructed Pragmatics Development; and Reading Strategy Training. Also included are a qualitative meta-synthesis on Effective Teaching for English Language Learners, and a historiographical synthesis of Proficiency Assessment practices. Rounding out the collection are commentaries by two renowned experts in language learning and teaching research: Nick Ellis and Craig Chaudron.
Author: John Michael Norris
Publisher: John Benjamins Publishing
ISBN: 9027219656
Category : Language Arts & Disciplines
Languages : en
Pages : 365
Get Book Here
Book Description
This volume presents the first collection of work on research synthesis in applied linguistics. It introduces readers to a cutting-edge approach for reviewing and summarizing exactly what accumulated research has to say about theoretical and practical subjects. John Norris and Lourdes Ortega first elucidate the value and practice of synthesis, and they challenge all members of the research community to adopt a synthetic ethic. The book then features seven empirical syntheses, each modeling rigorous synthetic practice in definitively reviewing the state of knowledge and research quality in important domains. Included are five meta-analyses on: Universal Grammar; Task-Based Interaction; Corrective Feedback; Instructed Pragmatics Development; and Reading Strategy Training. Also included are a qualitative meta-synthesis on Effective Teaching for English Language Learners, and a historiographical synthesis of Proficiency Assessment practices. Rounding out the collection are commentaries by two renowned experts in language learning and teaching research: Nick Ellis and Craig Chaudron.
Author: Ilona Leki
Publisher: Routledge
ISBN: 1135601534
Category : Education
Languages : en
Pages : 272
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Book Description
Synthesizing twenty-five years of the most significant and influential findings of published research on second language writing in English, this volume promotes understanding and provides access to research developments in the field. It is an essential reference tool for libraries and for serious writing professionals, both researchers and practitioners, both L1 and L2.
Author: Rod Ellis
Publisher: John Wiley & Sons
ISBN: 1444336118
Category : Language Arts & Disciplines
Languages : en
Pages : 403
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Book Description
This book examines current research centered on the second language classroom and the implications of this research for both the teaching and learning of foreign languages. It offers illuminating insights into the important relationship between research and teaching, and the inherent complexities of the teaching and learning of foreign languages in classroom settings. Offers an accessible overview of a range of research on instruction and learning in the L2 classroom Bridges the relationship between research, teachers, and learners Helps evolve the practice of dedicated current language teachers with research findings that suggest best practices for language teaching
Author: Eve Gregory
Publisher: SAGE
ISBN: 1473903009
Category : Education
Languages : en
Pages : 326
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Book Description
′[This book] is a helpful edition to a field where there is a limited amount of good literature to support teachers dealing with second language acquisition in the classroom′ - ESCalate `Gregory′s book is an important and timely contribution to the literature on literacy, biliteracy, second language learning and early childhood education, synthesizing cutting-edge research, perspectives and teaching approaches in a clear and accessible way. Overall, it is a terrific resource′ - Dinah Volk Across the world, an increasing number of young children are learning to read in languages different from their mother tongue, and there is a clear need for a book which addresses the ways in which these children should be taught. Eve Gregory′s book is unique in doing so. Building upon the ideas proposed in Making Sense of a New World, this second edition widens its scope, arguing for the limitations of policies designed for ′monolingual minds′ in favour of methodologies which put plurilingualism at the centre of literacy tuition. This book offers a practical reading programme -- an ′Inside-Out′ (starting from experience) and ′Outside-In′ (starting from literature) approach to teaching which can be used with individuals, small groups and whole classes. It uses current sociocultural theory, while drawing on examples of children from America, Australia, Britain, China, France, Singapore, South Africa and Thailand who are engaged in learning to read nursery rhymes and songs, storybooks, letters, the Bible and the Qur′an as well as school texts, in languages they do not speak fluently. Gregory argues that, in order for literacy tuition to be successful, reading must make sense -- children must feel part of a community of readers. There is no common method which they use to learn, but rather a shared aim to which they aspire: making sense of a new world through new words. Eve Gregory is Professor of Language and Culture in Education at Goldsmiths, University of London.
Author: John M. Levis
Publisher: John Wiley & Sons
ISBN: 1119801575
Category : Language Arts & Disciplines
Languages : en
Pages : 356
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Book Description
Practical resources designed to help language educators apply the latest research and most effective pedagogical methods to classroom pronunciation instruction In Second Language Pronunciation: Bridging the Gap Between Research and Teaching, a team of distinguished researchers and educators delivers an incisive and practical approach to evidence-based pronunciation instruction in second language classrooms. Developed for language teachers who want to incorporate and implement the most effective pedagogical methods in their language instruction, this edited volume offers 15 essays that connect the latest research with practical applications in the classroom. In addition to exploring recent but less well-known methods—like High Variability Phonetic Training, discourse-based teaching, communicative classrooms, and technology-based methods—these chapters are unified in bringing theory to bear on practical questions faced by language teachers. The chapters follow a standard format, moving from critical research issues to pedagogical implications, and practical resources to equip language teachers, scholars, administrators, and teachers-in-training with the tools they require to develop their students’ pronunciation abilities. Readers will also find: A thorough introduction to using empirical evidence to guide pronunciation instruction in second language students Comprehensive explorations of the integration of pronunciation instruction into second language education Practical discussions of perception training in pronunciation instruction and the importance of L2 segmental and suprasegmental contrasts in pronunciation learning In-depth examinations of classroom research for pronunciation and the use of technology to explore L2 pronunciation Perfect for upper-level undergraduate and graduate students studying TESOL, applied linguistics, and second language acquisition, Second Language Pronunciation: Bridging the Gap Between Research and Teaching will also earn a place in the libraries of researchers, scholars, and teachers of language and education.
Author: Michael Burke
Publisher: Bloomsbury Publishing
ISBN: 1441159878
Category : Language Arts & Disciplines
Languages : en
Pages : 241
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Book Description
This book offers a global exploration of current theory and practice in the teaching of stylistics and the implementation of stylistic techniques in teaching other subjects. Pedagogical stylistics is a field that looks at employing stylistic analysis in teaching, with the aim of enabling students to better understand literature, language and also improving their language acquisition. It is also concerned with the best practice in teaching stylistics. The book discusses a broad range of interrelated topics including hypertext, English as a Foreign Language, English as a Second Language, poetry, creative writing, and metaphor. Leading experts offer focused, empirical studies on specific developments, providing in-depth examinations of both theoretical and practical teaching methods. This interdisciplinary approach covers linguistics and literature from the perspective of current pedagogical methodology, moving from general tertiary education to more specific EFL and ESL teaching. The role of stylistics in language acquisition is currently underexplored. This contemporary collection provides academics and practitioners with the most up to date trends in pedagogical stylistics and delivers analyses of a diverse range of teaching methods.
Author: Rod Ellis
Publisher: Multilingual Matters
ISBN: 1788920155
Category : Language Arts & Disciplines
Languages : en
Pages : 273
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Book Description
Task-based language teaching is now a well-established pedagogic approach but problematic issues remain, such as whether it is appropriate for all learners and in all instructional contexts. This book draws on the author’s experience of working with teachers, together with his knowledge of relevant research and theory, to examine the key issues. It proposes flexible ways in which tasks can be designed and implemented in the language classroom to address the problems that teachers often face with task-based language teaching. It will appeal to researchers and teachers who are interested in task-based language teaching and the practical and theoretical issues involved. It will also be of interest to students and researchers working in the areas of applied linguistics, TESOL and second language acquisition.
Author: David Gough
Publisher: SAGE
ISBN: 1446289362
Category : Literary Criticism
Languages : en
Pages : 382
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Book Description
This timely, engaging book provides an overview of the nature, logic, diversity and process of undertaking systematic reviews as part of evidence informed decision making. A focused, accessible and technically up-to-date book, it covers the full breadth of approaches to reviews from statistical meta analysis to meta ethnography. It is ideal for anyone undertaking their own systematic review - providing all the necessary conceptual and technical background needed to make a good start on the process. The content is divided into five clear sections: • Approaches to reviewing • Getting started • Gathering and describing research • Appraising and synthesising data • Making use of reviews/models of research use. Easy to read and logically structured, this book is essential reading for anyone doing systematic reviews. David Gough is Professor of Evidence Informed Policy and Practice and Director of SSRU and its EPPI-Centre and Co-Editor of the journal Evidence & Policy. Sandy Oliver is Professor of Public Policy and Deputy Director of SSRU and its EPPI-Centre. James Thomas is Reader in Social Policy, Assistant Director of SSRU and Associate Direcctor of the EPPI-Centre.
Author: Hossein Nassaji
Publisher: Routledge
ISBN: 1317219937
Category : Foreign Language Study
Languages : en
Pages : 262
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Book Description
Bringing together current research, analysis, and discussion of the role of corrective feedback in second language teaching and learning, this volume bridges the gap between research and pedagogy by identifying principles of effective feedback strategies and how to use them successfully in classroom instruction. By synthesizing recent works on a range of related themes and topics in this area and integrating them into a single volume, it provides a valuable resource for researchers, graduate students, teachers, and teacher educators in various contexts who seek to enhance their skills and to further their understanding in this key area of second language education.
Author: Xuesong (Andy) Gao
Publisher: Multilingual Matters
ISBN: 1847693911
Category : Language Arts & Disciplines
Languages : en
Pages : 192
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Book Description
This monograph reports on a longitudinal inquiry into mainland Chinese undergraduates’ language learning experiences in an English medium university in a multilingual setting with a focus on their strategic language learning efforts. This book examines the issue as to what extent language learners’ strategic learning efforts depend on their ‘choice’, if ‘the element of choice’ is the defining characteristic of language learners’ strategic learning behaviour. The inquiry, using a qualitative and ethnographic research approach, reveals dynamic interaction between learners’ agency and contextual conditions underlying the participants’ strategic learning process. Such understanding informs pedagogical efforts to foster individual learners’ capacity for strategic learning and their capacities in opening up and sustaining a social learning space for exercising their strategic learning capacity or utilizing their strategic learning knowledge.
