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Input for instructed L2 learners [[electronic resource] ] : the relevance of relevance / / Anna Nizegorodcew



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Autore: Niżegorodcew Anna Visualizza persona
Titolo: Input for instructed L2 learners [[electronic resource] ] : the relevance of relevance / / Anna Nizegorodcew Visualizza cluster
Pubblicazione: Clevedon, [England] ; ; Buffalo, : Multilingual Matters, 2007
Descrizione fisica: 1 online resource (194 p.)
Disciplina: 418.0071
Soggetto topico: Language and languages - Study and teaching
Second language acquisition
Discourse analysis
Language and education
Soggetto non controllato: L2 acquisition
L2 classroom discourse
L2 learners
L2 learning
L2 teachers
Relevance Theory
SLA
Second Language Acquisition
classroom communication
classroom discourse
input in SLA
Note generali: Description based upon print version of record.
Nota di bibliografia: Includes bibliographical references and index.
Nota di contenuto: Front matter -- Contents -- Acknowledgements -- Preface -- Chapter 1. The Role of L2 Classroom Input in the Light of Second Language Acquisition Models and Relevance Theory -- Chapter 2. L2 Teaching Perspective on the Role of Instructional Input -- Chapter 3. L2 Classroom Discourse Perspective on the Role of Instructional Input -- Chapter 4. Evidence from L2 Classroom Discourse Research Projects -- Chapter 5. Classroom Discourse Data Interpreted in the Light of RT: Levels of Expected Optimal Relevance of L2 Classroom Input -- Chapter 6. L2 Teaching Implications -- References -- Index
Sommario/riassunto: This book makes Relevance Theory (RT) relevant for L2 teachers and L2 teacher educators, in particular those working in foreign language teaching contexts. L2 classroom discourse data collected in seven research projects in the years 1984 – 2004 are reinterpreted in this book in the light of Relevance Theory - a theory of interpretation of the incoming messages. In this perspective the teachers’ input for instructed L2 learners facilitates shifts in the learners’ attention from meaning to form and vice versa. Such shifts of attention, according to Relevance Theory, change the level of expected optimal relevance of classroom communication, either focusing the students on form-oriented communication (accuracy), on meaning-oriented communication (fluency) or on meaning and form-oriented communication (fluency combined with accuracy). The latter is considered optimal for L2 learning/acquisition. Apart from the main focus on the relevance-theoretic interpretation of the teachers’ input, the book presents an overview of other theoretical approaches to the question of input for instructed L2 learners: the SLA approach, the communicative L2 teaching perspective, and the L2 classroom discourse approach.
Titolo autorizzato: Input for instructed L2 learners  Visualizza cluster
ISBN: 1-78892-068-6
1-280-73945-2
9786610739455
1-85359-939-5
Formato: Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione: Inglese
Record Nr.: 9910784009503321
Lo trovi qui: Univ. Federico II
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Serie: Second Language Acquisition S.