Language Learning Context
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Author | : Dakota J Thomas-Wilhelm |
Publisher | : Saint Philip Street Press |
Total Pages | : 338 |
Release | : 2020-10-09 |
Genre | : |
ISBN | : 9781013291944 |
This book deals with the effects of three different learning contexts mainly on adult, but also on adolescent, learners' language acquisition. The three contexts brought together in the monograph include i) a conventional instructed second language acquisition (ISLA) environment, in which learners receive formal instruction in English as a Foreign Language (EFL); ii) a Study Abroad (SA) context, which learners experience during mobility programmes, when the target language is no longer a foreign but a second language learnt in a naturalistic context; iii) the immersion classroom, also known as an integrated content and language (ICL) setting, in which learners are taught content subjects through the medium of the target language-more often than not English, used as the Lingua Franca (ELF). This work was published by Saint Philip Street Press pursuant to a Creative Commons license permitting commercial use. All rights not granted by the work's license are retained by the author or authors.
Author | : Michael Byram |
Publisher | : Multilingual Matters |
Total Pages | : 116 |
Release | : 2003 |
Genre | : Language Arts & Disciplines |
ISBN | : 9781853596575 |
The chapters in this book all address the significance of the relationship between the aims and methods of language teaching and the contexts in which it takes place. Some consider the implications for the ways in which we research language teaching; others present the results of research and development work.
Author | : Kirsten Malmkjær |
Publisher | : Cambridge University Press |
Total Pages | : 212 |
Release | : 1998-10-08 |
Genre | : Foreign Language Study |
ISBN | : 9780521633550 |
The papers in this volume represent varied views on the role of context in language learning.
Author | : Kata Csizér |
Publisher | : Springer Nature |
Total Pages | : 163 |
Release | : 2021-01-04 |
Genre | : Education |
ISBN | : 3030644626 |
This book provides an overview of second language (L2) motivation research in a specific European context: Hungary, which has proved to offer an important laboratory for such research, as a number of major political changes over the past 30 years have created a changing background for L2 learning in an increasingly globalized world. The book provides an overview of theoretical research on L2 motivation, together with detailed information on large-scale L2 motivation studies in Hungary. Further, it presents a meta-analysis of the most important investigations, and qualitative data on teachers’ views regarding success in L2 learning. In turn, the interdisciplinary nature of L2 motivation is taken into account and relevant antecedent constructs to L2 motivation are investigated. Lastly, the book outlines possible future directions for L2 motivation research.
Author | : Cristina Sanz |
Publisher | : Georgetown University Press |
Total Pages | : 348 |
Release | : 2005-11-02 |
Genre | : Language Arts & Disciplines |
ISBN | : 9781589013735 |
How do people learn nonnative languages? Is there one part or function of our brains solely dedicated to language processing, or do we apply our general information-processing abilities when learning a new language? In this book, an interdisciplinary collaboration of scholars and researchers presents an overview of the latter approach to adult second language acquisition and brings together, for the first time, a comprehensive picture of the latest research on this subject. Clearly organized into four distinct but integrated parts, Mind and Context in Adult Second Language Acquisition first provides an introduction to information-processing approaches and the tools for students to understand the data. The next sections explain factors that affect language learning, both internal (attention and awareness, individual differences, and the neural bases of language acquisition) and external (input, interaction, and pedagogical interventions). It concludes by looking at two pedagogical applications: processing instruction and content based instruction. This important and timely volume is a must-read for students of language learning, second language acquisition, and linguists who want to better understand the information-processing approaches to learning a non-primary language. This book will also be of immense interest to language scholars, program directors, teachers, and administrators in both second language acquisition and cognitive psychology.
Author | : Margaret A. DuFon |
Publisher | : Multilingual Matters |
Total Pages | : 348 |
Release | : 2006-01-01 |
Genre | : Language Arts & Disciplines |
ISBN | : 9781853598517 |
Examining the overseas experience of language learners in diverse contexts through a variety of theoretical and methodological approaches, studies in this volume look at the acquisition of language use, socialization processes, learner motivation, identity and learning strategies. In this way, the volume offers a privileged window into learner experiences abroad while addressing current concerns central to second language acquisition.
Author | : Lynda Pritchard Newcombe |
Publisher | : Multilingual Matters |
Total Pages | : 154 |
Release | : 2007 |
Genre | : Language Arts & Disciplines |
ISBN | : 1853599948 |
The focus in this book is on learners experiences using Welsh outside class but the issues discussed have implications for a wide range of other situations where the population is bilingual or multilingual and interaction takes place in a language of wider communication.
Author | : Hayriye Kayi-Aydar |
Publisher | : John Benjamins Publishing Company |
Total Pages | : 208 |
Release | : 2022-01-15 |
Genre | : Language Arts & Disciplines |
ISBN | : 9027258244 |
This volume demonstrates how various methodologies and tools have been used to analyze the multidimensional, dynamic, and complex nature of identities and professional development of language teachers in digital contexts that have not been adequately examined before. It therefore offers new understandings and conceptualizations of language teacher development and learning in varied digital environments. The collection of pieces illustrates a field that is recognizing that digital environments are the contexts of teacher learning, not simply the object of it, and that issues of identity and agency are central to that learning. As an excellent resource on digital technologies, CALL, gaming, or language teacher identity and agency, the book can be used as a textbook in various applied linguistics courses and graduate seminars.
Author | : Jan Frodesen |
Publisher | : Heinle ELT |
Total Pages | : 0 |
Release | : 2005 |
Genre | : Discourse analysis |
ISBN | : 9781413001310 |
THE POWER OF CONTEXT IN LANGUAGE TEACHING AND LEARNING provides a highly accessible, in-depth study of the relationship between discourse and the context of language teaching and learning. A tribute to Marianne Celce-Murcia's groundbreaking and distinguished work, this text contains a strong combination of theory and practice that will benefit any language teacher or student.
Author | : Xuesong (Andy) Gao |
Publisher | : Multilingual Matters |
Total Pages | : 192 |
Release | : 2010-02-19 |
Genre | : Language Arts & Disciplines |
ISBN | : 1847693911 |
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.