Affect In Foreign Language And Second Language Learning
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| Author | : Dolly J. Young |
| Publisher | : |
| Total Pages | : 302 |
| Release | : 1999 |
| Genre | : Education |
| ISBN | : |
Affect in Foreign Language and Second Language Learning offers high school and college/university second language teachers, or teachers-in-training, practical suggestions for creating activities that take into account learner anxieties, frustrations or discomfort in the language learning process. The objective of the book is to offer concrete instructional approaches for language learning that are rooted in second language acquisition research and, at the same time, that promote a low-anxiety classroom environment. The authors of each chapter are specialists in specific areas of language learning and their essays, composed specifically for this volume, lay the groundwork for continued research on affect in language learning. This text is part of the McGraw-Hill Second Language Professional Series, edited by James F. Lee and Bill VanPatten.
| Author | : Janusz Arabski |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 286 |
| Release | : 2011-08-27 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 3642202012 |
In recent years language learning has been increasingly viewed by some SLA researchers as an essentially social-psychological process in which the role of a wider sociocultural context should not be marginalized. This volume offers a valuable contribution to this growing body of research by providing theoretical considerations and empirical research data on themes such as the development of intercultural communicative competence, the role of English as a lingua franca in intercultural communication, and the place of cultural factors in SLA theorizing, research, second/foreign language teaching and teacher training. The volume also contains contributions which share the linguistic interest in the culture-related concepts and constructs such as time, modesty, politeness, and respect, discussing the culture-dependent differences in conceptualization and their reflection in particular language forms and linguistic devices.
| Author | : Danuta Gabryś-Barker |
| Publisher | : Multilingual Matters |
| Total Pages | : 313 |
| Release | : 2013-05-03 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 1847699693 |
This volume presents a series of empirical studies which focus on affectivity in relation to both individual learner differences, and language learning experiences, motivation and attitudes. The volume also elaborates on affectivity in various contexts of FL use and in different educational settings such as CLIL or e-learning.
| Author | : Vivian Cook |
| Publisher | : Multilingual Matters |
| Total Pages | : 280 |
| Release | : 2003-02-14 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 1847699588 |
This book looks at changes in the first language of people who know a second language, thus seeing L2 users as people in their own right differing from the monolingual in both first and second languages. It presents theories and research that investigate the first language of second language users from a variety of perspectives including vocabulary, pragmatics, cognition, and syntax and using a variety of linguistic and psychological models.
| Author | : Carmen Muñoz |
| Publisher | : Multilingual Matters |
| Total Pages | : 296 |
| Release | : 2006-07-07 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 1847699774 |
This book examines the various ways in which age affects the process and the product of foreign language learning in a school setting. It presents studies that cover a wide range of topics, from phonetics to learning strategies. It will be of interest to students and researchers working in SLA research, language planning and language teaching.
| Author | : Jane Arnold |
| Publisher | : Cambridge University Press |
| Total Pages | : 364 |
| Release | : 1999-01-14 |
| Genre | : Foreign Language Study |
| ISBN | : 9780521659635 |
The affective domain and the emotional factors which influence language learning have been of interest in the field of language teaching for a number of years. By proposing a holistic approach to the learning process, this volume takes the position that the language learning experience will be much more effective when both affect and cognition are considered. The eighteen chapters discuss issues such as memory, anxiety, self-esteem, facilitation, autonomy, classroom activities, and assessment from the perspective of affect. Affect in Language Learning will be of interest to teachers-in-preparation, teachers, teacher educators, curriculum designers, programme administrators and researchers and to those second language teaching professionals who wish to improve language teaching through a greater awareness of the role affect plays.
| Author | : John M. Levis |
| Publisher | : John Wiley & Sons |
| Total Pages | : 356 |
| Release | : 2022-03-29 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 1119801575 |
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 | : Mick Randall |
| Publisher | : John Benjamins Publishing |
| Total Pages | : 238 |
| Release | : 2007 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 9789027219770 |
This book explores the contributions that cognitive linguistics and psychology, including neuropsychology, have made to the understanding of the way that second languages are processed and learnt. It examines areas of phonology, word recognition and semantics, examining 'bottom-up' decoding processes as compared with 'top-down' processes as they affect memory. It also discusses second language learning from the acquisition/learning and nativist/connectionist perspectives. These ideas are then related to the methods that are used to teach second languages, primarily English, in formal classroom situations. This examination involves both 'mainstream' communicative approaches, and more traditional methods widely used to teach EFL throughout the world. The book is intended to act both as a textbook for students who are studying second language teaching and as an exploration of issues for the interested teacher who would like to further extend their understanding of the cognitive processes underlying their teaching.Mick Randall is currently Senior Lecturer in TESOL and Head of the Institute of Education at the British University in Dubai. He has taught courses in second language learning and teaching, applied linguistics and psychology in a number of different contexts. He has a special interest in the cognitive processing of language and in the psycholinguistics of word recognition, spelling and reading.
| Author | : Edward Trimnell |
| Publisher | : Beechmont Crest Pub |
| Total Pages | : 244 |
| Release | : 2005 |
| Genre | : Foreign Language Study |
| ISBN | : 9780974833019 |
"The first half of this book examines the commercial, social, and political implications of American monolingualism. The second half of the book explores the techniques and tools that a working professional can use to acqure functional skills in a new language."--Back cover.
| Author | : Agnieszka Habrat |
| Publisher | : Springer |
| Total Pages | : 183 |
| Release | : 2018-02-22 |
| Genre | : Education |
| ISBN | : 3319752839 |
This book demonstrates how foreign language self-esteem (FLSE) affects foreign language (L2) learning and teaching, and how it fluctuates with growing proficiency. Further, it explains the interaction between FLSE and a range of factors of recognized importance in second language acquisition (SLA). The theoretical part of the book presents the main pillars of self-esteem as well as its notable influence on psychological functioning and learning, with special emphasis being placed on L2 learning. In turn, the empirical part presents the findings of a study that explored the trajectory and behavioural outcomes of FLSE across three stages of education. The book closes by outlining future research directions, as well as some pedagogical implications. In particular, the findings of the study can be employed in teaching English as a foreign or second language by helping instructors understand the significance of learners’ individual differences.
