Innovative research and practices in second language acquisition and bilingualism / / Edited by John W. Schwieter

• Pubblicazione: Amsterdam, : John Benjamins Publishing Company, 2013
• Edizione: 1st ed.
• Descrizione fisica: xiii, 335 p
• Disciplina: 418.0071
• Soggetto topico: Second language acquisition - Study and teaching; Second language acquisition - Research; Language and languages - Study and teaching; Language and languages - Research; Education, Bilingual; Language acquisition
• Altri autori: SchwieterJohn W. <1979->
• Note generali: Bibliographic Level Mode of Issuance: Monograph
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: Innovative Research and Practicesin Second Language Acquisition and Bilingualism -- Editorial page -- Title page -- LCC data -- Table of contents -- Acknowledgments -- Preface -- Part I. Linguistic perspectives and implications for L2 pedagogy -- Chapter 1. Mental representation and skill in instructed SLA -- 1. Introduction -- 2. Language as mental representation -- 2.1 What is mental representation of language? -- 2.2 How does mental representation develop? -- 2.3 Is the development of mental representation amenable to instruction? -- 3. Language as skill -- 3.1 What is skill? -- 3.2 How does skill develop? -- 3.3 Is skill development amenable to instruction? -- 4. A confusion in the profession -- 4.1 Grammar as skill in teaching -- 5. Conclusion and pedagogical implications -- References -- Chapter 2. Input and output in SLA -- 1. Introduction -- 2. Mental representation and skill -- 3. Input, output, and pedagogy -- 3.1 Drills -- 3.2 Krashen and input -- 3.3 Communicative Language Teaching (CLT) -- 4. Pedagogical implications -- 4.1 Activities: Development of mental representation -- 4.2 Activities: Skill development -- 5. Conclusion -- References -- Appendix A -- Appendix B -- Chapter 3. Interaction and the Noun Phrase Accessibility Hierarchy -- 1. Introduction -- 2. Research questions -- 3. Method -- 3.1 Participants -- 3.2 Design -- 3.3 Materials -- 3.4 Procedure -- 3.5 Target structure -- 3.6 Coding -- 3.7 Analysis -- 4. Results -- 5. Discussion -- 6. What about pedagogy? -- 7. Conclusion -- References -- Chapter 4. Generative approaches and the competing systems hypothesis -- 1. Introduction -- 2. The Competing Systems Hypothesis -- 2.1 Rothman (2008) -- 3. Reducing the gap: Towards a theoretical linguistically informed pedagogy -- 4. Towards an empirically informed pedagogy: Grammatical aspect explanations from a descriptive grammar. ; 5. Conclusion -- References -- Chapter 5. Why theory and research are important for the practice of teaching -- 1. Introduction -- 2. Interfaces -- 3. The use of mood in relative clauses -- 4. Specific vs. non-specific: Is interpretation learnable? -- 5. Approach to relative clauses in textbooks -- 6. Discussion and conclusions -- Reference -- Chapter 6. Input-based incremental vocabulary instruction for the L2 classroom -- 1. Introduction -- 2. Lexical input processing: Theory, research, and instruction -- 3. Summary of key implications of research -- 4. Ten principles of IBI vocabulary instruction -- 5. A checklist for designing IBI lessons -- 6. A sample IBI lesson -- 6.1 Sample lesson -- 6.2 Explanation and analysis of sample lesson -- 7. Summary and conclusion -- References -- Chapter 7. Experimentalized CALL for adult second language learners -- 1. Introduction -- 2. eCALL examination of SLA principles -- 2.1 Corrective feedback in the classroom -- 2.2 Corrective feedback in eCALL -- 2.3 Explicit rule instruction -- 2.4 Repeated practice and student modeling -- 3. Automating trial generation and data collection -- 3.1 Automatic generation of materials -- 3.2 Data logging -- 3.3 Limitations to computerization -- 4. Future directions in eCALL -- 4.1 Experiments with large data sets -- 4.2 Mobile computing and usage patterns -- 4.3 Computerized studies of naturalistic interactions -- 5. Conclusion -- References -- Chapter 8. Accounting for variability in L2 data -- 1. Introduction -- 2. Background and motivation -- 3. Accounting for variability -- 4. The current study -- 4.1 The linguistic phenomenon -- 4.2 Participants -- 4.3 Materials -- 5. Results -- 5.1 Results proficiency task -- 5.2 Results production tasks -- 6. Discussion -- 7. Conclusions and pedagogical implications -- References. ; Chapter 9. The development of tense and aspect morphology in child and adult heritage speakers -- 1. Introduction -- 2. Aspectual contrasts in English and Spanish -- 3. The bilingual acquisition of tense and aspect morphology in Spanish -- 3.1 Developmental implications for child and adult heritage Spanish -- 4. The study -- 4.1 Participants -- 4.2 Task and coding -- 4.3 Results -- 5. Conclusions -- References -- Part II. Cognitive perspectives and implications for L2 pedagogy -- Chapter 10. Control and representation in bilingualism -- 1. Introduction -- 2. Executive control -- 3. Language representation -- 4. Executive control and language representations -- 5. Implications for pedagogy -- 6. Conclusions -- References -- Chapter 11. Language selection, control, and conceptual-lexical development in bilinguals and multilinguals -- 1. Introduction -- 2. Bilingual speech production -- 3. Language selection -- 4. Language control -- 5. The variable nature of language selection and control -- 6. The dynamic conceptual-lexical system -- 6.1 The architecture: The modified hierarchical model -- 6.2 The functionality: The selection by proficiency model -- 7. Beyond two languages -- 7.1 Executive functions and a (multi)lingual advantage -- 8. Implications for language teaching and learning -- 9. Conclusion -- References -- Chapter 12. Lexical access in bilinguals and second language learners -- 1. Introduction -- 2. Lexical access and word recognition -- 3. A model of word recognition -- 3.1 Neighbors -- 3.2 Homographs and cognates -- 3.3 Controlling the competition -- 3.4 L2 proficiency -- 4. A more detailed model of word recognition -- 5. Bilingual word recognition in sentence contexts -- 5.1 Features restriction hypothesis -- 6. Implications for L2 learning and teaching -- 7. Conclusion -- References. ; Chapter 13. Cognitive foundations of crosslinguistic influence -- 1. Introduction -- 2. Cognitive consequences of bilingualism and multilingualism -- 3. CLI, executive control, and memory -- 3.1 Effects of crosslinguistic relationships on executive control -- 3.2 Effects of executive control on CLI -- 3.3 Effects of CLI and executive control on memory -- 4. Conceptualization -- 5. Conclusion -- References -- Part III. Concluding remarks -- Chapter 14. Ideas for the practice of instructed SLA and their rationale -- 1. Instructional materials -- 2. Curricular changes and language programs -- 3. Teacher education and awareness -- 4. Conclusion -- References -- About the editor -- About the contributors -- Index.
• Sommario/riassunto: In developing this summary and commentary, I have chosen to highlight the connections the authors make to the practice of instructed second language acquisition and their rationale. To that end, I have classified the pedagogical applications, implications and extrapolations offered by the authors into three categories. First, we find suggestions for particular types of instructional materials, activity sequences, and/or approaches to instruction. Second, we find recommendations for curricular changes and language programs in terms of the timing, sequencing and/or the content of instruction. Lastly, we find calls for teacher education and/or awareness of the processes and products of second language acquisition. I will summarize and comment on each chapter as it relates to these categories.
• Titolo autorizzato: Innovative research and practices in second language acquisition and bilingualism
• ISBN: 90-272-7166-6
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910814384103321
• Lo trovi qui: Univ. Federico II