LEADER 02958nam 2200433 450 001 9910467163003321 005 20200319153041.0 010 $a90-272-6265-9 035 $a(CKB)4100000007742625 035 $a(MiAaPQ)EBC5719040 035 $a(EXLCZ)994100000007742625 100 $a20190311d2019 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aDoing SLA research with implications for the classroom $ereconciling methodological demands and pedagogical applicability /$fedited by Robert M. DeKeyser and Goretti Prieto Botana 210 1$aAmsterdam ;$aPhiladelphia :$cJohn Benjamins Publishing Company,$d2019. 215 $a1 online resource (219 pages) 225 1 $aLanguage learning & language teaching (LL<) ;$vVolume 52 311 $a90-272-0306-7 320 $aIncludes bibliographical references and index. 327 $aCurrent research on instructed second language learning : a bird's eye view / Robert DeKeyser and Goretti Prieto Botana -- Observing language-related episodes in intact classrooms : context matters! / Laura Collins and Joanna White -- Metacognitive instruction and corrective feedback : methodological strengths, challenges, and joys of classroom-based quasi-experimental research / Masatoshi Sato and Shawn Loewen -- Integrating instructed second language research, pragmatics, and corpus-based instruction / Kathleen Bardovi-Harlig, Sabrina Mossman and Yunwen Su -- The roles of explicit instruction and guided practice in the proceduralization of a complex grammatical structure / Natsuko Shintani -- The effects of recasts versus prompts on immediate uptake and learning of a complex target structure / Hossein Nassaji -- The effects of multiple exposures to explicit information : evidence from two types of learning problems and practice conditions / Goretti Prieto Botana and Robert DeKeyser -- CALL in ISLA : promoting depth of processing of complex L2 Spanish "para/por" prepositions / Ronald P. Leow, Luis Cerezo, Allison Caras and Gorky Cruz -- Lexical development in the writing of intensive English program students / Alan Juffs -- Discussion: Balancing methodological rigor and pedagogical relevance / Nina Spada. 410 0$aLanguage learning and language teaching ;$vVolume 52. 606 $aSecond language acquisition$xResearch$xMethodology 606 $aLanguage and languages$xStudy and teaching$xResearch$xMethodology 615 0$aSecond language acquisition$xResearch$xMethodology. 615 0$aLanguage and languages$xStudy and teaching$xResearch$xMethodology. 676 $a418.0072 702 $aDeKeyser$b Robert 702 $aBotana$b Goretti Prieto 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910467163003321 996 $aDoing SLA research with implications for the classroom$91909800 997 $aUNINA LEADER 03808nam 2200697 450 001 9910463411103321 005 20200520144314.0 010 $a0-8014-6288-6 010 $a0-8014-6287-8 024 7 $a10.7591/9780801462870 035 $a(CKB)3170000000065179 035 $a(CaPaEBR)ebrary10822180 035 $a(SSID)ssj0000870129 035 $a(PQKBManifestationID)11474709 035 $a(PQKBTitleCode)TC0000870129 035 $a(PQKBWorkID)10808156 035 $a(PQKB)10304803 035 $a(StDuBDS)EDZ0001499054 035 $a(MiAaPQ)EBC3138557 035 $a(OCoLC)861793338 035 $a(MdBmJHUP)muse28815 035 $a(DE-B1597)480077 035 $a(OCoLC)1013950674 035 $a(OCoLC)979579711 035 $a(DE-B1597)9780801462870 035 $a(Au-PeEL)EBL3138557 035 $a(CaPaEBR)ebr10822180 035 $a(CaONFJC)MIL681333 035 $a(OCoLC)922998413 035 $a(EXLCZ)993170000000065179 100 $a20110525d2012 uy| 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aAggressive fictions $ereading the contemporary American novel /$fKathryn Hume 210 1$aIthaca :$cCornell University Press,$d2012. 215 $a1 online resource (217 p.) 300 $aBibliographic Level Mode of Issuance: Monograph 311 $a1-322-50051-7 311 $a0-8014-5001-2 320 $aIncludes bibliographical references (pages [185]-193) and index. 327 $aThe author-reader contract -- The narrative speed in contemporary fiction -- Modalities of complaint -- Conjugations of the grotesque -- Violence -- Attacking the reader's ontological assumptions -- Why read aggressive fictions? 330 $aA frequent complaint against contemporary American fiction is that too often it puts off readers in ways they find difficult to fathom. Books such as Bret Easton Ellis's American Psycho, Katherine Dunn's Geek Love, and Don DeLillo's Underworld seem determined to upset, disgust, or annoy their readers-or to disorient them by shunning traditional plot patterns and character development. Kathryn Hume calls such works "aggressive fiction." Why would authors risk alienating their readers-and why should readers persevere? Looking beyond the theory-based justifications that critics often provide for such fiction, Hume offers a commonsense guide for the average reader who wants to better understand and appreciate books that might otherwise seem difficult to enjoy.In her reliable and sympathetic guide, Hume considers roughly forty works of recent American fiction, including books by William Burroughs, Kathy Acker, Chuck Palahniuk, and Cormac McCarthy. Hume gathers "attacks" on the reader into categories based on narrative structure and content. Writers of some aggressive fictions may wish to frustrate easy interpretation or criticism. Others may try to induce certain responses in readers. Extreme content deployed as a tactic for distancing and alienating can actually produce a contradictory effect: for readers who learn to relax and go with the flow, the result may well be exhilaration rather than revulsion. 606 $aAggressiveness in literature 606 $aAmerican fiction$y20th century$xHistory and criticism 606 $aAmerican fiction$y21st century$xHistory and criticism 608 $aElectronic books. 615 0$aAggressiveness in literature. 615 0$aAmerican fiction$xHistory and criticism. 615 0$aAmerican fiction$xHistory and criticism. 676 $a813/.5409 700 $aHume$b Kathryn$f1945-$0458540 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910463411103321 996 $aAggressive fictions$92484907 997 $aUNINA