The Grammar Dimension in Instructed Second Language Learning: Advances in Instructed Second Language Acquisition Research
Editat de Professor Alessandro G. Benati, Cécile Laval, María Archeen Limba Engleză Hardback – 19 dec 2013
While some linguists address these questions to develop a better understanding of how people acquire a grammar, language acquisition scholars are in search of the most effective way to approach the teaching of grammar in the language classroom.
The individual chapters in this volume will explore a variety of approaches to grammar teaching and offer a list of principles and guidelines that those involved in language acquisition should consider to design and implement effective grammar tasks during their teaching. It proposes that the key issue is not whether or not we should teach grammar but how we incorporate a teaching grammar component in our communicative language teaching practices.
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Specificații
ISBN-13: 9781441162045
ISBN-10: 1441162046
Pagini: 224
Dimensiuni: 156 x 234 x 23 mm
Greutate: 0.49 kg
Ediția:New.
Editura: Bloomsbury Publishing
Colecția Bloomsbury Academic
Seria Advances in Instructed Second Language Acquisition Research
Locul publicării:London, United Kingdom
ISBN-10: 1441162046
Pagini: 224
Dimensiuni: 156 x 234 x 23 mm
Greutate: 0.49 kg
Ediția:New.
Editura: Bloomsbury Publishing
Colecția Bloomsbury Academic
Seria Advances in Instructed Second Language Acquisition Research
Locul publicării:London, United Kingdom
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Cuprins
List of contributors
Foreword
Roger Hawkins
Acknowledgements
Introduction: Grammar Dimension in Instructed Second Language Learning
Alessandro Benati, Cecile Laval, and Maria Arche
Part One: Theoretical and Pedagogical Developments
Chapter 1. Against Rules
Bill VanPatten and Jason Rothman
Chapter 2. Possibilities and Limitations of Enhancing Language Input: a MOGUL
perspective
Mike Sharwood-Smith
Chapter 3. Processing Instruction: Where research meets practice
James Lee
Chapter 4. Collaborative Tasks and Their Potential for Grammar Instruction in
Second/Foreign Language Context
María del Pilar García Mayo
Chapter 5. Interactional Feedback: Insights from theory and research
Hossein Nassaji
Part Two: Empirical Research
Chapter 6. Instructed SLA as parameter setting: Evidence from earliest-stage learners
of Japanese as L2
Megan Smith and Bill VanPatten
Chapter 7. The Relationship between Learning Rate and Learning Outcome for
Processing Instruction on the Spanish Passive Voice
James Lee
Chapter 8. Coproduction of Language Forms and Its effects on L2 Learning
Hossein Nassaji and Jun Tian
Chapter 9. Raising Language Awareness for Learning and Teaching L3 Grammar
Tanja Angelovska and Angela Hahn
Index
Foreword
Roger Hawkins
Acknowledgements
Introduction: Grammar Dimension in Instructed Second Language Learning
Alessandro Benati, Cecile Laval, and Maria Arche
Part One: Theoretical and Pedagogical Developments
Chapter 1. Against Rules
Bill VanPatten and Jason Rothman
Chapter 2. Possibilities and Limitations of Enhancing Language Input: a MOGUL
perspective
Mike Sharwood-Smith
Chapter 3. Processing Instruction: Where research meets practice
James Lee
Chapter 4. Collaborative Tasks and Their Potential for Grammar Instruction in
Second/Foreign Language Context
María del Pilar García Mayo
Chapter 5. Interactional Feedback: Insights from theory and research
Hossein Nassaji
Part Two: Empirical Research
Chapter 6. Instructed SLA as parameter setting: Evidence from earliest-stage learners
of Japanese as L2
Megan Smith and Bill VanPatten
Chapter 7. The Relationship between Learning Rate and Learning Outcome for
Processing Instruction on the Spanish Passive Voice
James Lee
Chapter 8. Coproduction of Language Forms and Its effects on L2 Learning
Hossein Nassaji and Jun Tian
Chapter 9. Raising Language Awareness for Learning and Teaching L3 Grammar
Tanja Angelovska and Angela Hahn
Index
Recenzii
This is an excellent collection of papers concerned with theory, pedagogic developments and empirical research on the complex role of grammar instruction in second language learning. Essential reading for language teachers, researchers of second language acquisition and educators.
Combining chapters describing the theoretical motivation for such pedagogic interventions as `input enhancement`, `processing instruction` and `interactional feedback` with chapters reporting careful empirical studies of the effects of these and other interventions on developing knowledge of L2 grammar, this book is an excellent example of how Second Language Acquisition research can contribute to effective L2 pedagogy. Each chapter is authoritative, accessible, and the range of issues the book deals with in learning grammar is wide. The result is a very valuable contribution to our understanding of how instruction can facilitate L2 learning.
The particular strength of this book is the linkage it creates between theory based in linguistics and evidence-based practice research.
Reviewed
Combining chapters describing the theoretical motivation for such pedagogic interventions as `input enhancement`, `processing instruction` and `interactional feedback` with chapters reporting careful empirical studies of the effects of these and other interventions on developing knowledge of L2 grammar, this book is an excellent example of how Second Language Acquisition research can contribute to effective L2 pedagogy. Each chapter is authoritative, accessible, and the range of issues the book deals with in learning grammar is wide. The result is a very valuable contribution to our understanding of how instruction can facilitate L2 learning.
The particular strength of this book is the linkage it creates between theory based in linguistics and evidence-based practice research.
Reviewed