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The handbook of language teaching / / edited by Michael H. Long and Catherine J. Doughty
| The handbook of language teaching / / edited by Michael H. Long and Catherine J. Doughty |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Malden, MA, : Wiley-Blackwell, 2009 |
| Descrizione fisica | 1 online resource (861 p.) |
| Disciplina | 418.0071 |
| Altri autori (Persone) |
LongMichael H
DoughtyCatherine |
| Collana | Blackwell handbooks in linguistics |
| Soggetto topico |
Language and languages - Study and teaching
Second language acquisition |
| ISBN |
1-4443-1579-X
1-78034-187-3 1-4443-1578-1 1-4443-3152-3 1-282-37182-7 9786612371820 1-4443-4561-3 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
""Cover""; ""Half Title page""; ""Series page""; ""Title page""; ""Copyright page""; ""Contributors""; ""Part I: Overview""; ""Chapter 1: Language Teaching""; ""Notes""; ""Part II: Social, Political, and Educational Contexts of Language Teaching""; ""Chapter 2: The Social and Sociolinguistic Contexts of Language Learning and Teaching""; ""The Social Context of Language Learning and Teaching""; ""The Sociolinguistic Context of Language Learning and Teaching""; ""Major Second and Foreign Language Learning and Teaching Contexts""; ""Conclusion""; ""References""
""Chapter 3: The Politics and Policies of Language and Language Teaching""""Introduction""; ""Historical and Global Contextualization""; ""Politics and/or Policy?""; ""Linguistic Human Rights, Linguistic Diversity, and Language Maintenance in and through Education: Issues of Language Policy and Politics""; ""Language Policy, Exemplified by the European Region""; ""Notes""; ""References""; ""Further Reading""; ""Chapter 4: History of Language Teaching""; ""The Context of Second-Language Teaching""; ""Beliefs about Language Learning, Methodologies and Historical Context"" ""The Role and Status of the Language Teacher""""The Role and Status of the Learner""; ""Conclusion""; ""References""; ""Part III: Psycholinguistic Underpinnings of Language Learning""; ""Chapter 5: The Language-Learning Brain""; ""What is Neurolinguistics?""; ""Some Promising Neurolinguistic Research""; ""Neurolinguistic Research and L2 Learning and Teaching""; ""Some Confusions""; ""Conclusion""; ""References""; ""Chapter 6: Sequences and Processes in Language Learning""; ""Learner Language or Interlanguage""; ""Sequences in Language Learning""; ""Processes"" ""Sequences, Processes, and Instruction: Five Generalizations and a Coda""""Note""; ""References""; ""Chapter 7: The Importance of Cross-Linguistic Similarity in Foreign Language Learning""; ""Actual, Perceived, and Assumed Similarities""; ""Types of Cross-Linguistic Similarity Relationships""; ""Item Transfer and System Transfer in Comprehension, Learning, and Production""; ""Implications for Teaching""; ""References""; ""Further Reading""; ""Chapter 8: Cognitive-Psychological Processes in Second Language Learning""; ""The Components of Second Language Knowledge"" ""How the Components of Second Language Knowledge Are Used""""How the Components of Second Language Knowledge Are Learned, Acquired, Practiced, Monitored, and Consolidated""; ""References""; ""Chapter 9: Optimizing the Input: Frequency and Sampling in Usage-Based and Form-Focused Learning""; ""Estimating How Language Works: From Tokens to Types to System""; ""The Units of Language Acquisition""; ""Acquiring Constructions""; ""Frequency and the Roles of Input""; ""Tuning the System: Frequency and the Attainment of Nativelike Fluency and Selection"" ""The Language Calculator Has No "Clear" Button"" |
| Record Nr. | UNINA-9910877558503321 |
| Malden, MA, : Wiley-Blackwell, 2009 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
The handbook of second language acquisition / / edited by Catherine J. Doughty and Michael H. Long
| The handbook of second language acquisition / / edited by Catherine J. Doughty and Michael H. Long |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Malden, MA, : Blackwell Pub., c2003 |
| Descrizione fisica | ix, 888 p. : ill |
| Disciplina | 418 |
| Altri autori (Persone) |
DoughtyCatherine
LongMichael H |
| Collana | Blackwell handbooks in linguistics |
| Soggetto topico | Second language acquisition |
| ISBN |
1-280-28564-8
9786610285648 0-470-75649-7 1-4051-5188-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Intro -- The Handbook of Second Language Acquisition -- Contents -- List of Contributors -- Acknowledgments -- I Overview -- 1 The Scope of Inquiry and Goals of SLA -- II Capacity and Representation -- 2 On the Nature of Interlanguage Representation: Universal Grammar in the Second Language -- 3 The Radical Middle: Nativism without Universal Grammar -- 4 Constructions, Chunking, and Connectionism: The Emergence of Second Language Structure -- 5 Cognitive Processes in Second Language Learners and Bilinguals:The Development of Lexical and Conceptual Representations -- 6 Near-Nativeness -- III Environments for SLA -- 7 Language Socialization in SLA -- 8 Social Context -- 9 Input and Interaction -- 10 Instructed SLA: Constraints, Compensation, and Enhancement -- IV Processes in SLA -- 11 Implicit and Explicit Learning -- 12 Incidental and Intentional Learning -- 13 Automaticity and Second Languages -- 14 Variation -- 15 Cross-Linguistic Influence -- 16 Stabilization and Fossilization in Interlanguage Development -- V Biological and Psychological Constraints -- 17 Maturational Constraints in SLA -- 18 Individual Differences in Second Language Learning -- 19 Attention and Memory during SLA -- 20 Language Processing Capacity -- VI Research Methods -- 21 Defining and Measuring SLA -- 22 Data Collection in SLA Research -- VII The State of SLA -- 23 SLA Theory: Construction and Assessment -- 24 SLA and Cognitive Science -- Index. |
| Altri titoli varianti | Second language acquisition |
| Record Nr. | UNINA-9910143253203321 |
| Malden, MA, : Blackwell Pub., c2003 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Sensitive periods, language aptitude, and ultimate L2 attainment [[electronic resource] /] / Edited by Gisela Granena ; Mike Long, University of Maryland
| Sensitive periods, language aptitude, and ultimate L2 attainment [[electronic resource] /] / Edited by Gisela Granena ; Mike Long, University of Maryland |
| Pubbl/distr/stampa | Amsterdam, : John Benjamins Publishing Company, 2013 |
| Descrizione fisica | 1 online resource (311 p.) |
| Disciplina | 401/.93 |
| Altri autori (Persone) |
GranenaGisela
LongMichael H |
| Collana | Language learning & language teaching |
| Soggetto topico |
Communicative competence in children
Language awareness Second language acquisition |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-299-44019-3
90-272-7206-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Sensitive periods, language aptitude, and ultimate L2 attainment; Editorial page; Title page; LCC data; Table of contents; List of contributors; Introduction and overview; References; Maturational constraints on child and adult SLA; 1. Maturational constraints on language learning; 2. What is meant by a sensitive period for language development?; 3. Eight reasons for the lack of consensus on maturational constraints; 3.1 Phonology; 3.2 Lexis; 3.3 Morpho-syntax; 3.4 Language use; 3.5 Background questionnaire; 4. Positive developments over the past decade, and future research programs
ReferencesMaturational constraints on lexical acquisition in a second language; 1. Introduction; 2. Method; 2.1 Selection of NNS participants; 2.2 Test materials; 2.3 Coding data; 2.4 Reliability and validity; 3. Results; 3.1 Word associations; 3.2 Written test of lexical use; 3.3 General trends in use of core vocabulary; 3.4 General trends in use of multi-word units; 4. Conclusions; References; Age of acquisition effects or effects of bilingualism in second language ultimate attainment?; 1. Introduction; 2. Review of the literature 2.1 Conceptual frameworks on bilingualism effects and supporting empirical research2.2 Counter-evidence to bilingualism effects on L2 ultimate attainment?; 3. Discussion; 3.1 Assumptions about monolingualism among native controls and about bilingualism among L2 speakers; 3.2 Bilingualism effects or different communicative contexts; 3.3 Differential effects as a function of linguistic domain; 4. Conclusions; References; Cognitive aptitudes for second language learning and the LLAMA Language Aptitude Test*; 1. Introduction; 2. The LLAMA aptitude test; 2.1 LLAMA B: Vocabulary learning 2.2 LLAMA D: Sound recognition2.3 LLAMA E: Sound-symbol association; 2.4 LLAMA F: Grammatical inferencing; 3. The LLAMA aptitude test in SLA research: An overview; 4. The LLAMA aptitude test: An exploratory validation study; 4.1 Participants; 4.2 Instruments and procedure; 4.3 GAMA; 4.4 Probabilistic SRT task; 4.5 Operation span (OSPAN) test; 4.6 Letter span test; 4.7 Digit-symbol correspondence test; 4.8 Simon task; 4.9 Data analysis; 4.10 Results; 4.10.1 Reliability; 4.10.2 Validity: An exploratory approach; 4.11 Discussion; 4.12 Conclusions and directions for further research; References New conceptualizations of language aptitude in second language attainment1. Introduction; 2. Definitions and constructs of aptitude; 3. Aptitude, working memory and phonological short-term memory; 4. Aptitude in L1 and L2, and its role in ultimate attainment; 5. Aptitude and language learning processes; 6. The stability of language learning aptitude; 7. Redefining aptitude in ultimate attainment; References; Optimizing post-critical-period language learning; 1. Introduction; 2. Defining language aptitude; 3. Defining high-level attainment; 4. Hi-LAB constructs; 5. Hi-LAB measures 6. Validity studies |
| Record Nr. | UNINA-9910453086303321 |
| Amsterdam, : John Benjamins Publishing Company, 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Sensitive periods, language aptitude, and ultimate L2 attainment [[electronic resource] /] / Edited by Gisela Granena ; Mike Long, University of Maryland
| Sensitive periods, language aptitude, and ultimate L2 attainment [[electronic resource] /] / Edited by Gisela Granena ; Mike Long, University of Maryland |
| Pubbl/distr/stampa | Amsterdam, : John Benjamins Publishing Company, 2013 |
| Descrizione fisica | 1 online resource (311 p.) |
| Disciplina | 401/.93 |
| Altri autori (Persone) |
GranenaGisela
LongMichael H |
| Collana | Language learning & language teaching |
| Soggetto topico |
Communicative competence in children
Language awareness Second language acquisition |
| ISBN |
1-299-44019-3
90-272-7206-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Sensitive periods, language aptitude, and ultimate L2 attainment; Editorial page; Title page; LCC data; Table of contents; List of contributors; Introduction and overview; References; Maturational constraints on child and adult SLA; 1. Maturational constraints on language learning; 2. What is meant by a sensitive period for language development?; 3. Eight reasons for the lack of consensus on maturational constraints; 3.1 Phonology; 3.2 Lexis; 3.3 Morpho-syntax; 3.4 Language use; 3.5 Background questionnaire; 4. Positive developments over the past decade, and future research programs
ReferencesMaturational constraints on lexical acquisition in a second language; 1. Introduction; 2. Method; 2.1 Selection of NNS participants; 2.2 Test materials; 2.3 Coding data; 2.4 Reliability and validity; 3. Results; 3.1 Word associations; 3.2 Written test of lexical use; 3.3 General trends in use of core vocabulary; 3.4 General trends in use of multi-word units; 4. Conclusions; References; Age of acquisition effects or effects of bilingualism in second language ultimate attainment?; 1. Introduction; 2. Review of the literature 2.1 Conceptual frameworks on bilingualism effects and supporting empirical research2.2 Counter-evidence to bilingualism effects on L2 ultimate attainment?; 3. Discussion; 3.1 Assumptions about monolingualism among native controls and about bilingualism among L2 speakers; 3.2 Bilingualism effects or different communicative contexts; 3.3 Differential effects as a function of linguistic domain; 4. Conclusions; References; Cognitive aptitudes for second language learning and the LLAMA Language Aptitude Test*; 1. Introduction; 2. The LLAMA aptitude test; 2.1 LLAMA B: Vocabulary learning 2.2 LLAMA D: Sound recognition2.3 LLAMA E: Sound-symbol association; 2.4 LLAMA F: Grammatical inferencing; 3. The LLAMA aptitude test in SLA research: An overview; 4. The LLAMA aptitude test: An exploratory validation study; 4.1 Participants; 4.2 Instruments and procedure; 4.3 GAMA; 4.4 Probabilistic SRT task; 4.5 Operation span (OSPAN) test; 4.6 Letter span test; 4.7 Digit-symbol correspondence test; 4.8 Simon task; 4.9 Data analysis; 4.10 Results; 4.10.1 Reliability; 4.10.2 Validity: An exploratory approach; 4.11 Discussion; 4.12 Conclusions and directions for further research; References New conceptualizations of language aptitude in second language attainment1. Introduction; 2. Definitions and constructs of aptitude; 3. Aptitude, working memory and phonological short-term memory; 4. Aptitude in L1 and L2, and its role in ultimate attainment; 5. Aptitude and language learning processes; 6. The stability of language learning aptitude; 7. Redefining aptitude in ultimate attainment; References; Optimizing post-critical-period language learning; 1. Introduction; 2. Defining language aptitude; 3. Defining high-level attainment; 4. Hi-LAB constructs; 5. Hi-LAB measures 6. Validity studies |
| Record Nr. | UNINA-9910779405903321 |
| Amsterdam, : John Benjamins Publishing Company, 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Sensitive periods, language aptitude, and ultimate L2 attainment / / Edited by Gisela Granena ; Mike Long, University of Maryland
| Sensitive periods, language aptitude, and ultimate L2 attainment / / Edited by Gisela Granena ; Mike Long, University of Maryland |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Amsterdam, : John Benjamins Publishing Company, 2013 |
| Descrizione fisica | 1 online resource (311 p.) |
| Disciplina | 401/.93 |
| Altri autori (Persone) |
GranenaGisela
LongMichael H |
| Collana | Language learning & language teaching |
| Soggetto topico |
Communicative competence in children
Language awareness Second language acquisition |
| ISBN |
1-299-44019-3
90-272-7206-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Sensitive periods, language aptitude, and ultimate L2 attainment; Editorial page; Title page; LCC data; Table of contents; List of contributors; Introduction and overview; References; Maturational constraints on child and adult SLA; 1. Maturational constraints on language learning; 2. What is meant by a sensitive period for language development?; 3. Eight reasons for the lack of consensus on maturational constraints; 3.1 Phonology; 3.2 Lexis; 3.3 Morpho-syntax; 3.4 Language use; 3.5 Background questionnaire; 4. Positive developments over the past decade, and future research programs
ReferencesMaturational constraints on lexical acquisition in a second language; 1. Introduction; 2. Method; 2.1 Selection of NNS participants; 2.2 Test materials; 2.3 Coding data; 2.4 Reliability and validity; 3. Results; 3.1 Word associations; 3.2 Written test of lexical use; 3.3 General trends in use of core vocabulary; 3.4 General trends in use of multi-word units; 4. Conclusions; References; Age of acquisition effects or effects of bilingualism in second language ultimate attainment?; 1. Introduction; 2. Review of the literature 2.1 Conceptual frameworks on bilingualism effects and supporting empirical research2.2 Counter-evidence to bilingualism effects on L2 ultimate attainment?; 3. Discussion; 3.1 Assumptions about monolingualism among native controls and about bilingualism among L2 speakers; 3.2 Bilingualism effects or different communicative contexts; 3.3 Differential effects as a function of linguistic domain; 4. Conclusions; References; Cognitive aptitudes for second language learning and the LLAMA Language Aptitude Test*; 1. Introduction; 2. The LLAMA aptitude test; 2.1 LLAMA B: Vocabulary learning 2.2 LLAMA D: Sound recognition2.3 LLAMA E: Sound-symbol association; 2.4 LLAMA F: Grammatical inferencing; 3. The LLAMA aptitude test in SLA research: An overview; 4. The LLAMA aptitude test: An exploratory validation study; 4.1 Participants; 4.2 Instruments and procedure; 4.3 GAMA; 4.4 Probabilistic SRT task; 4.5 Operation span (OSPAN) test; 4.6 Letter span test; 4.7 Digit-symbol correspondence test; 4.8 Simon task; 4.9 Data analysis; 4.10 Results; 4.10.1 Reliability; 4.10.2 Validity: An exploratory approach; 4.11 Discussion; 4.12 Conclusions and directions for further research; References New conceptualizations of language aptitude in second language attainment1. Introduction; 2. Definitions and constructs of aptitude; 3. Aptitude, working memory and phonological short-term memory; 4. Aptitude in L1 and L2, and its role in ultimate attainment; 5. Aptitude and language learning processes; 6. The stability of language learning aptitude; 7. Redefining aptitude in ultimate attainment; References; Optimizing post-critical-period language learning; 1. Introduction; 2. Defining language aptitude; 3. Defining high-level attainment; 4. Hi-LAB constructs; 5. Hi-LAB measures 6. Validity studies |
| Record Nr. | UNINA-9910818503803321 |
| Amsterdam, : John Benjamins Publishing Company, 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||