LEADER 04474nam 2200625 450 001 9910461433503321 005 20200520144314.0 010 $a0-262-33046-6 035 $a(CKB)3710000000470813 035 $a(EBL)4093095 035 $a(SSID)ssj0001543979 035 $a(PQKBManifestationID)16134530 035 $a(PQKBTitleCode)TC0001543979 035 $a(PQKBWorkID)13226992 035 $a(PQKB)11679686 035 $a(MiAaPQ)EBC4093095 035 $a(MaCbMITP)10273 035 $a(Au-PeEL)EBL4093095 035 $a(CaPaEBR)ebr11120967 035 $a(CaONFJC)MIL828145 035 $a(OCoLC)919720196 035 $a(EXLCZ)993710000000470813 100 $a20151214h20152015 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aBecoming fluent $ehow cognitive science can help adults learn a foreign language /$fRichard Roberts and Roger Kreuz 210 1$aCambridge, Massachusetts ;$aLondon, England :$cThe MIT Press,$d2015. 210 4$dİ2015 215 $a1 online resource (245 p.) 300 $aDescription based upon print version of record. 311 $a0-262-02923-5 320 $aIncludes bibliographical references and index. 327 $aContents; Prologue; Acknowledgments; About the Authors; 1 Terms and Conditions; Three Myths about Foreign Language Learning; What Is Cognitive Science?; Mind the Gap; What Does "Meta" Mean?; 2 Set Yourself Up for Success; Well Begun Is Half Done; Caution: Contents May Be Habit Forming; Suggestions for Developing Effective Language Study Habits; A Sense of Self; Trying Hard Not to Try Hard; Getting in the Zone; 3 Aspects of Language; I Before E / Except After C / or When Sounded as A / as inNeighbor or Weigh; Behind the Scenes at the Foreign Service Institute; Measuring Fluency and Proficiency 327 $aInterlanguageI Know You Know What I Know; 4 Pragmatics and Culture; The Language, the Culture, and You; Cooperation; Speech Act Theory; Figurative Language; Don't Be a Language Zombie; 5 Language and Perception; Speed versus Accuracy; Can Learning a Foreign Language Prevent Dementia?; Generalization Is for the Birds; Acquiring an Accent; Can You Change Your Accent?; In Praise of Nonnative Speakers; 6 Cognition from Top to Bottom; Hearing Is Also Seeing; Untranslatable; False Friends and Kissing Cousins; Words, Words, Words; Learning to Swim by Swimming 330 $a"Adults who want to learn a foreign language are often discouraged because they believe they cannot acquire a language as easily as children. Once they begin to learn a language, adults may be further discouraged when they find the methods used to teach children don't seem to work for them. What is an adult language learner to do? In this book, Richard Roberts and Roger Kreuz draw on insights from psychology and cognitive science to show that adults can master a foreign language if they bring to bear the skills and knowledge they have honed over a lifetime. Adults shouldn't try to learn as children do; they should learn like adults. Roberts and Kreuz report evidence that adults can learn new languages even more easily than children. Children appear to have only two advantages over adults in learning a language: they acquire a native accent more easily, and they do not suffer from self-defeating anxiety about learning a language. Adults, on the other hand, have the greater advantages--gained from experience--of an understanding of their own mental processes and knowing how to use language to do things. Adults have an especially advantageous grasp of pragmatics, the social use of language, and Roberts and Kreuz show how to leverage this metalinguistic ability in learning a new language. Learning a language takes effort. But if adult learners apply the tools acquired over a lifetime, it can be enjoyable and rewarding"--MIT CogNet. 606 $aCognitive neuroscience 606 $aSecond language acquisition 606 $aLanguage acquisition 608 $aElectronic books. 615 0$aCognitive neuroscience. 615 0$aSecond language acquisition. 615 0$aLanguage acquisition. 676 $a612.8/233 700 $aRoberts$b Richard$g(Richard Miller),$f1959-$0923949 702 $aKreuz$b Roger J. 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910461433503321 996 $aBecoming fluent$92073462 997 $aUNINA LEADER 07495nam 22007571 450 001 9910511490903321 005 20140925152430.0 010 $a1-350-20210-X 010 $a1-4742-1987-X 010 $a1-4725-7222-X 024 7 $a10.5040/9781474219877 035 $a(CKB)2670000000587113 035 $a(EBL)1894992 035 $a(SSID)ssj0001382503 035 $a(PQKBManifestationID)11802661 035 $a(PQKBTitleCode)TC0001382503 035 $a(PQKBWorkID)11459891 035 $a(PQKB)10725585 035 $a(MiAaPQ)EBC1894992 035 $a(OCoLC)898214292 035 $a(UtOrBLW)bpp09258989 035 $a(EXLCZ)992670000000587113 100 $a20150504d2015 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aContemporary Task-Based Language Learning and Teaching in Asia /$fedited by Michael Thomas & Hayo Reinders 210 1$aLondon ;$aNew York :$cBloomsbury Academic,$d2015. 215 $a1 online resource (417 p.) 225 0 $aContemporary studies in linguistics 300 $aDescription based upon print version of record. 311 $a1-322-49760-5 311 $a1-4725-7221-1 320 $aIncludes bibliographical references and index. 327 $aMachine generated contents note: -- Foreword, Professor David NunanIntroduction, Michael Thomas, University of Central Lancashire, UK. SECTION I: The SOUTH - EAST Asian Context: PHILOSOPHY AND IMPLEMENTATION1. Task-Based Language Teaching in the Asian Context: Where Are We Now and Where are We Going?, Chun Lai, University of Hong Kong, HK -- 2. Exploring Ways to Accommodate Task-based Language Teaching in Chinese Schools, Shaoqian Luo, The Chinese University of Hong Kong, HK & Yafu Gong, English Education Research Center, China -- 3. Bridging Task-Based Language Teaching and Communicative Language Teaching in Cambodia: A Case Study of an Integrated TBLT and CLT Program, Nicole Takeda, Bayon English Academy, Cambodia -- 4. Applications and Implications of TBLT in Thailand, Punchalee Wasansomsithi, Chulalongkorn University, Thailand. 327 $aSECTION II: FOCUSING ON THE LEARNER. 5. Empowering University Students For The Global Workplace: A Multi-Modal, Task-Based Project, Brad Blackstone, National University Singapore, Singapore & Radhika Jaidev, National University Singapore, Singapore -- 6. 'Old Wine in New Bottles': Two Case Studies of TBLT in Vietnam, Nguyen Gia Viet, Ha Tinh University, Vietnam & Le Van Canh, Vietnam National University, Vietnam & Roger Barnard, University of Waikato, New Zealand -- 7. TBLT in the Primary Schools of South China, Yuefeng Zhang, Hong Kong Institute of Education, HK -- 8. Tasks for language learners in Yangon, Daniel Sang, Starfish Language and Business, New Zealand & Marilyn Lewis, University of Auckland, New Zealand. 327 $aSECTION III: TEACHERS' PERSPECTIVES. 9. Preparing for Tasks in Vietnamese EFL High School Classrooms: Teachers in Action, Bao Trang Thi Nguyen, Victoria University Wellington, New Zealand & Jonathan Newton, Victoria University Wellington, New Zealand & David Crabbe, Victoria University Wellington, New Zealand -- 10. Teachers' Perceived Difficulty in Implementing TBLT in China, Shaoqian Luo, The Chinese University of Hong Kong, HK -- 11. Gaining Acceptance of Task-Based Teaching During Malaysian Rural In Service Teacher Training, Stephen Hall, Sunway University, Malaysia. 327 $aSECTION IV: TECHNOLOGY. 12. TBLT and Technology in an Asian Context: The Case of Japan, Michael Thomas, University of Central Lancashire, UK -- 13. Employing Online Chat to Resolve Task-based Activities: Using Online Chat to Promote Cultural Language Exchange with Taiwanese Learners, Mark Freiermuth, Gunma Prefectural Women's University, Japan -- 14. Language Learning Performance Using Engineering-based Tasks via Text Chat in Malaysia, Nik Aloesnita Nik Mohd Alwi, Universiti Malaysia Pahang, Malaysia. 327 $aSECTION V: MATERIALS AND CURRICULUM DESIGN. 15. Contextually Framing Task-Based English Language Pedagogy: Vocational English Materials Development, Handoyo Puji Widodo, University of Adelaide, Australia -- 16. Materials Design for TBLT in Thailand: Balancing Process and Content, Pornapit Darasawang, King Mongkut's University of Technology Thonburi, Thailand & Wilaksana Srimavin, King Mongkut's University of Technology Thonburi, Thailand -- 17. The Effects of Input on Output-based L2 Tasks in a Japanese University Setting, Wataru Suzuki, University of Toronto, Canada & Nobuya Itagaki, University of Toronto, Canada -- 18. A Needs Analysis for a Korean Middle School EFL General English Curriculum, Moonyoung Park, Iowa State University, USA. 327 $aSECTION VI: ASSESSMENT AND EVALUATION. 19. Task-based Assessment for Young Learners: Old Meets New Cultures, Yuko Goto Butler, University of Pennsylvania, USA & Wei Zeng, University of Pennsylvania, USA -- 20. Students' Perceptions of Task-based Language Teaching: An exploration of course Evaluation, Gusti Astika, Satya Wacana Universitya, IndonesiaCONCLUSION TBLT in Asia: Lessons for the Future, Hayo Reinders, Chulalongkorn University, Thailand. 330 $a"Over the last decade task-based approaches to language learning and teaching (TBLT) have become a global focus of increased levels of research. Governments around the world have turned to TBLT as a potential solution for curricula that lack authentic and meaningful engagement with language learning and are failing to motivate students as a result. This book focuses on Asia, where this shift has been particularly in evidence. TBLT has often been implemented in top-down approaches to curriculum development, which presents a huge range of challenges at the cultural as well as the pedagogic level.Contemporary Task Based Language Teaching in Asia looks at the drivers, stakeholders and obstacles across the region. Some countries have adapted TBLT to deal with the local constraints, others have found it hard to apply and many are still in the process of investigating its implementation in their specific contexts. This collection is important to all involved in language development, from curriculum reform to materials development. It assists from programme evaluation to the setting of assessment standards. The chapters cover all aspects of language education across Asia, from primary to tertiary, private and public education, as well as innovations at local, regional and national levels."--Bloomsbury Publishing. 410 0$aContemporary Studies in Linguistics 606 $aCognitive learning 606 $aCompetence and performance (Linguistics) 606 $aLanguage and languages$xStudy and teaching$zAsia 606 $aLanguage policy$zAsia 606 $aPsycholinguistics 606 $aTask analysis in education$zAsia 606 $2Applied linguistics for ELT 615 0$aCognitive learning. 615 0$aCompetence and performance (Linguistics) 615 0$aLanguage and languages$xStudy and teaching 615 0$aLanguage policy 615 0$aPsycholinguistics. 615 0$aTask analysis in education 676 $a428.0071/05 702 $aReinders$b Hayo 702 $aThomas$b Michael$f1969- 801 0$bUtOrBLW 801 1$bUtOrBLW 906 $aBOOK 912 $a9910511490903321 996 $aContemporary Task-Based Language Learning and Teaching in Asia$92551322 997 $aUNINA