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010   $a1-282-87352-0
010   $a9786612873522
010   $a1-4411-2225-7
035   $a(CKB)2670000000056051
035   $a(EBL)601667
035   $a(OCoLC)682540772
035   $a(MiAaPQ)EBC601667
035   $a(EXLCZ)992670000000056051
100   $a20130418d2008||||  u||            |
101 0 $aeng
135   $aur|n|---|||||
200 10$aAdvanced Language Learning$b[electronic resource] $eThe Contribution of Halliday and Vygotsky
210   $aLondon $cContinuum International Publishing$d2008
215   $a1 online resource (279 p.)
300   $aDescription based upon print version of record.
311   $a0-8264-4308-7 
327   $aContents; List of Contributors; List of Figures and Tables; What kind of resource is language and why does it matter for advanced language learning? An introduction; Part I: Theoretical Considerations in Advanced Instructed Learning; 1 Educating for advanced foreign language capacities: exploring the meaning-making resources of languages systemic-functionally; 2 Generalized collective dialogue and advanced foreign language capacities; 3 Re (de)fining language proficiency in light of the concept of 'languaculture'; Part II: Description and Pedagogy
327   $a4 Languaging, agency and collaboration in advanced second language proficiency5 Grammar as a resource for the construction of language logic for advanced language learning in Japanese; 6 The linguistic features of advanced language use: the grammar of exposition; 7 Grammatical metaphor: academic language development in Latino students in Spanish; 8 Creating textual worlds in advanced learner writing: the role of complex theme; 9 The dialogic construction of meaning in advanced L2 writing: Bakhtinian perspectives; 10 Learning advanced French through SFL: learning SFL in French
327   $aPart III: Programmatic and Curricular Issues11 Modelling a genre-based foreign language curriculum: staging advanced L2 learning; 12 Advanced language for intermediate learners: corpus and register analysis for curriculum specification in English for Academic Purposes; Index; A; B; C; D; E; F; G; H; I; K; L; M; N; O; P; R; S; T; U; V; W; Z
330   $a'The editor and authors in this volume make a convincing case for focusing on advanced foreign language instruction. Importantly, they invite consideration of this focus as an opportunity to re-examine conventional definitions of the target of instruction. In so doing, readers also learn more about the theories highlighted in this volume, and their capacity to enhance our understanding of advancedness and its development within an educational context. This book thus mediates between linguistic and language learning theories and educational practice, modelling the very best of what applied ling
606   $aApplied linguistics
606   $aFunctionism (Linguistics)
606   $aHalliday, M. A. K. (Michael Alexander Kirkwood), 1925-
606   $aLanguages, Modern -- Study and teaching
606   $aSecond language acquisition
606   $aVygotskii, L. S. (Lev Semenovich), 1896-1934
615  4$aApplied linguistics.
615  4$aFunctionism (Linguistics).
615  4$aHalliday, M. A. K. (Michael Alexander Kirkwood), 1925-.
615  4$aLanguages, Modern -- Study and teaching.
615  4$aSecond language acquisition.
615  4$aVygotskii, L. S. (Lev Semenovich), 1896-1934.
676   $a418
700   $aByrnes$b Heidi$01596247
801  0$bAU-PeEL
801  1$bAU-PeEL
801  2$bAU-PeEL
906   $aBOOK
912   $a9910820456703321
996   $aAdvanced Language Learning$93917556
997   $aUNINA