LEADER 05579nam 2200709 a 450 001 9910806268603321 005 20200520144314.0 010 $a1-282-19390-2 010 $a9786612193903 010 $a3-11-019737-5 024 7 $a10.1515/9783110197372 035 $a(CKB)1000000000520528 035 $a(EBL)325694 035 $a(OCoLC)191935111 035 $a(SSID)ssj0000183309 035 $a(PQKBManifestationID)11171837 035 $a(PQKBTitleCode)TC0000183309 035 $a(PQKBWorkID)10194117 035 $a(PQKB)11047663 035 $a(MiAaPQ)EBC325694 035 $a(DE-B1597)32208 035 $a(OCoLC)853255295 035 $a(OCoLC)948655881 035 $a(DE-B1597)9783110197372 035 $a(Au-PeEL)EBL325694 035 $a(CaPaEBR)ebr10194852 035 $a(CaONFJC)MIL219390 035 $a(OCoLC)935267441 035 $a(PPN)168202158 035 $a(EXLCZ)991000000000520528 100 $a20050209d2005 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 00$aInvestigations in instructed second language acquisition /$fedited by Alex Housen, Michel Pierrard 205 $a1st ed. 210 $aBerlin ;$aNew York $cMouton de Gruyter$dc2005 215 $a1 online resource (580 p.) 225 1 $aStudies on language acquisition ;$v25 300 $aDescription based upon print version of record. 311 0 $a3-11-017970-9 320 $aIncludes bibliographical references and index. 327 $tFront matter --$tContents --$tInvestigating Instructed Second Language Acquisition --$tInvestigating cognitive and processing mechanisms in instructed SLA --$tInstructed learners' fluency and implicit/explicit language processes --$tPsycholinguistic aspects of gender acquisition in instructed GFL learning --$tLanguage analytic ability and oral production in a second language: Is there a connection? --$tFormal instruction and the acquisition of verbal morphology --$tInvestigating the role and effects of form-focused instruction --$tTeaching marked linguistic structures - more about the acquisition of relative clauses by Arab learners of English --$tThe importance of form/meaning mappings in explicit form-focused instruction --$tStructure complexity and the efficacy of explicit grammar instruction --$tFocus on forms as a means of improving accurate oral production --$tInstructed Second Language Vocabulary Learning: The fault in the 'default hypothesis' --$tInvestigating the role and effects interaction and Communication-Focused Instruction --$tNegative feedback and learner uptake in analytic foreign language teaching --$tNoticing and the role of interaction in promoting language learning --$tInteractional strategies for interlanguage communication: Do they provide evidence for attention to form? --$tAssessment of the role of communication tasks in the development of second language oral production skills --$tLanguage learning in content-based instruction --$tEffects of teacher discourse on learner discourse in a second language classroom --$tComparing the effects of instructed and naturalistic L2 acquisition contexts --$tSecond language acquisition in a study abroad context: A comparative investigation of the effects of study abroad and foreign language instruction on the L2 learner's grammatical development --$tThe effect of type of acquisition context on perception and self-reported use of swearwords in L2, L3, L4 and L5 --$tBack matter 330 $aMethods in current instructed second language acquisition research range from laboratory experiments to ethnography using non-obtrusive participant observation, from cross-sectional designs to longitudinal case studies. Many different types of data serve as the basis for analysis, including reaction times measurements, global test scores, paper and pencil measures, introspective comments, grammaticality judgements, as well as textual data (elicited or naturalistic, oral or written, relating to comprehension or production). Some studies rely on extensive quantification of data, while others may favour a more qualitative and hermeneutic analytic approach. Many of these issues and methods are exemplified by the contributions to this volume. Data-based studies included here deal with the acquisition of specific linguistic phenomena (e.g. verb and noun morphology, lexicon, clause structures) in a range of target languages (e.g. English, French, German, Russian) from a variety of settings involving different instructional approaches (e.g. traditional foreign language classes, immersion classes, intensive ESL classes, content and language integrated language classes). Collectively, the chapters in this book illustrate the productivity and diversity of current research on instructed second language acquisition. As such they serve as a valuable resource for researchers in SLA, psycholinguistics, linguistics, and language education. 410 0$aStudies on language acquisition ;$v25. 606 $aSecond language acquisition 606 $aLanguage and languages$xStudy and teaching 615 0$aSecond language acquisition. 615 0$aLanguage and languages$xStudy and teaching. 676 $a418/.0071 686 $aER 925$2rvk 701 $aHousen$b Alex$f1964-$01612113 701 $aPierrard$b M$01676869 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910806268603321 996 $aInvestigations in instructed second language acquisition$94043345 997 $aUNINA