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eBook Investigations in Instructed Second Language Acquisition (Studies on Language Acquisition) download

by Alex Housen,Michel Pierrard

eBook Investigations in Instructed Second Language Acquisition (Studies on Language Acquisition) download ISBN: 3110179709
Author: Alex Housen,Michel Pierrard
Publisher: De Gruyter Mouton (April 18, 2005)
Language: English
Pages: 580
ePub: 1837 kb
Fb2: 1555 kb
Rating: 4.3
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Category: Different
Subcategory: Humanities

Alex Housen and Michel Pierrard (Ed.

Alex Housen and Michel Pierrard (Ed. Berlin: Mouton de Gruyter, 2005.

Alex Housen, M. Pierrard. Скачать (pdf, . 2 Mb).

instruction on the L2 learner’s grammatical development 433. Martin Howard. The effect of type of contact or acquisition context on perception. and self-reported use of swearwords in the L2, L3, L4 and L5 469. Jean-Marc Dewaele.

Data-based studies included in this book deal with the acquisition of specific linguistic phenomena (.

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Supplementary Information.

8, Alex Housen, Michel Pierrard & Siska Van Daele present a quasi-experimental study which. to achieve its goal, thus casting doubt on the effectiveness of this instructional technique. 8, Alex Housen, Michel Pierrard & Siska Van Daele present a quasi-experimental study which.

This book gives an overview of current research on instructed second language acquisition (ISLA). Data-based studies included in this book deal with the acquisition of specific linguistic phenomena (e.g., verb and noun morphology, lexicon, clause structures) in a range of target languages (e.g., English, French, German, Russian) from a variety of instructional settings involving different instructional approaches (e.g., traditional foreign language classes, immersion classes, intensive ESL classes, content and language integrated language classes). Several of the chapters focus on the role of form-focused and meaning-focused instruction in L2 learning, but other issues such as the role of crosslinguistic influence, awareness, implicit and explicit processing mechanisms, memory and the properties of classroom input are also discussed. Although the interest in instruction in this volume is acquisitional rather than pedagogical, and all the chapters address theoretical questions, several also suggest pedagogical implications for language educators. As such this volume will be a valuable resource for researchers in SLA, psycholinguistics, linguistics, and language pedagogy.