LEADER 03761nam 22006495 450 001 9910590082203321 005 20240222101327.0 010 $a9783031065057$b(electronic bk.) 010 $z9783031065040 024 7 $a10.1007/978-3-031-06505-7 035 $a(MiAaPQ)EBC7076818 035 $a(Au-PeEL)EBL7076818 035 $a(CKB)24735741500041 035 $a(DE-He213)978-3-031-06505-7 035 $a(EXLCZ)9924735741500041 100 $a20220822d2022 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aWriting to Learn Academic Words $eAssessment, Cognition, and Learning /$fby Breno B. Silva 205 $a1st ed. 2022. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2022. 215 $a1 online resource (277 pages) 225 1 $aSecond Language Learning and Teaching,$x2193-7656 311 08$aPrint version: B. Silva, Breno Writing to Learn Academic Words Cham : Springer International Publishing AG,c2022 9783031065040 320 $aIncludes bibliographical references and index. 327 $a1: The Importance of General and Academic Vocabulary -- 2: Incidental Lexical Learning -- 3: The Writing Cycle and Cognitive Processes that May Affect Learning -- 4: An Overview of the Research Project -- 5: Inferential statistics and linear mixed models -- 6: Study 1 The Assessment of Academic Vocabulary: Developing a Reliable Academic Placement Tool -- 7: Discussion of findings for Study 1 -- 8: Study 2 Lexical Learning through Writing Sentences and Timed essays -- 9: Study 3 Lexical Learning through Writing Sentences, Timed and Untimed essays -- 10: Discussion for Studies 2 and 3. . 330 $aThis book highlights the importance of English academic vocabulary for success at university and explores written tasks as effective pedagogical tools to promote the acquisition of academic words. The book reviews germane and recent SLA, psycholinguistic, corpus linguistics, and L2 writing research to underscore the challenges associated with the learning of academic words. Then, it reports on three empirical studies conducted in the Polish context. The first study develops a reliable tool to assess the knowledge of academic vocabulary of undergraduate learners. The second and third studies investigate the learning of academic words after the writing of sentences and argumentative essays, and discuss the role of cognition as a mediator of such learning. The book also provides an accessible introduction to linear mixed-effect models, a powerful, reliable, and flexible statistical technique that has been gaining popularity among SLA and psycholinguistics researchers. 410 0$aSecond Language Learning and Teaching,$x2193-7656 606 $aEducation, Higher 606 $aLanguage and languages$xStudy and teaching 606 $aEducational tests and measurements 606 $aHigher Education 606 $aLanguage Education 606 $aAssessment and Testing 606 $aAnglès$2thub 606 $aEnsenyament de la llengua$2thub 608 $aLlibres electrònics$2thub 615 0$aEducation, Higher. 615 0$aLanguage and languages$xStudy and teaching. 615 0$aEducational tests and measurements. 615 14$aHigher Education. 615 24$aLanguage Education. 615 24$aAssessment and Testing. 615 7$aAnglès 615 7$aEnsenyament de la llengua 676 $a407.1 676 $a808.02 700 $aSilva$b Breno B.$01417063 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 912 $a9910590082203321 996 $aWriting to learn academic words$93524273 997 $aUNINA