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Peaceful neighbor : discovering the countercultural Mister Rogers / / Michael G. Long ; book design by Drew Stevens
| Peaceful neighbor : discovering the countercultural Mister Rogers / / Michael G. Long ; book design by Drew Stevens |
| Autore | Long Michael G. |
| Edizione | [First edition.] |
| Pubbl/distr/stampa | Louisville, Kentucky : , : Westminster John Knox Press, , 2015 |
| Descrizione fisica | 1 online resource (176 p.) |
| Disciplina | 791.4502/8092 |
| ISBN | 1-61164-569-7 |
| Classificazione | BIO018000REL012120REL012110 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | ""Title Page""; ""Copyright Page""; ""Contents""; ""Acknowledgments""; ""Introduction""; ""Chapter 1""; ""Chapter 2""; ""Chapter 3""; ""Chapter 4""; ""Chapter 5""; ""Chapter 6""; ""Chapter 7""; ""Chapter 8""; ""Chapter 9""; ""Chapter 10""; ""Chapter 11""; ""Chapter 12""; ""Conclusion""; ""Notes""; ""Index"" |
| Record Nr. | UNINA-9910797055703321 |
Long Michael G.
|
||
| Louisville, Kentucky : , : Westminster John Knox Press, , 2015 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Peaceful neighbor : discovering the countercultural Mister Rogers / / Michael G. Long ; book design by Drew Stevens
| Peaceful neighbor : discovering the countercultural Mister Rogers / / Michael G. Long ; book design by Drew Stevens |
| Autore | Long Michael G. |
| Edizione | [First edition.] |
| Pubbl/distr/stampa | Louisville, Kentucky : , : Westminster John Knox Press, , 2015 |
| Descrizione fisica | 1 online resource (176 p.) |
| Disciplina | 791.4502/8092 |
| ISBN | 1-61164-569-7 |
| Classificazione | BIO018000REL012120REL012110 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | ""Title Page""; ""Copyright Page""; ""Contents""; ""Acknowledgments""; ""Introduction""; ""Chapter 1""; ""Chapter 2""; ""Chapter 3""; ""Chapter 4""; ""Chapter 5""; ""Chapter 6""; ""Chapter 7""; ""Chapter 8""; ""Chapter 9""; ""Chapter 10""; ""Chapter 11""; ""Chapter 12""; ""Conclusion""; ""Notes""; ""Index"" |
| Record Nr. | UNINA-9910817111803321 |
|
Long Michael G.
|
||
| Louisville, Kentucky : , : Westminster John Knox Press, , 2015 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Second language acquisition and task-based language teaching / / Mike Long
| Second language acquisition and task-based language teaching / / Mike Long |
| Autore | Long Michael H. |
| Edizione | [First Edition.] |
| Pubbl/distr/stampa | West Sussex, England : , : John Wiley & Sons, Ltd., , 2015 |
| Descrizione fisica | 1 online resource (456 pages) |
| Disciplina | 418.0071 |
| Soggetto topico |
Second language acquisition - Study and teaching
Language and languages - Study and teaching Task analysis in education |
| Soggetto genere / forma | Electronic books. |
| ISBN |
0-470-65893-2
1-118-88206-7 |
| Classificazione | LAN009000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Machine generated contents note: Preface and acknowledgments Theory and research 1. Why TBLT? 1.1. The importance of second language learning and teaching in the 21st century 1.2. TBLT and the meaning of 'task' 1.3. A rationale for TBLT 1.3.1. Consistency with SLA theory and research findings 1.3.2. Basis in philosophy of education 1.3.3. Accountability 1.3.4. Relevance 1.3.5. Avoidance of known problems with existing approaches 1.3.6. Learner-centeredness 1.3.7. Functionality 1.4. Summary 1.5. Suggested readings 2. SLA and the fundamental LT divide 2.1. Interventionist and non-interventionist positions 2.1.1. Interventionist positions 2.1.2. Non-interventionist positions 2.2. Synthetic and analytic approaches to LT 2.2.1. Synthetic approaches 2.2.2. Analytic approaches 2.3. Problems with synthetic approaches and Focus on Forms 2.4. Problems with analytic approaches and Focus on Meaning 2.5. A third option: analytic approaches with a Focus on Form 2.6. A role for ISLA research 2.7. Summary 2.8. Suggested readings 3. Psycholinguistic underpinnings: A cognitive-interactionist theory of instructed SLA (ISLA) 3.1. Theoretical disunity in SLA 3.2. When knowledge is incomplete: the role of theory 3.3. A cognitive-interactionist theory of SLA: problems and explanations P1. Purely incidental and implicit child L1A is overwhelmingly successful P2. Purely incidental and implicit adult L2A is highly variable and largely unsuccessful E1. Adult SLA is maturationally constrained E2. Adults, so defined, are partially 'disabled' language learners P3. Some classes of linguistic features in adult SLA are fragile E3. Implicit learning is still the default learning mechanism E4. Explicit learning (including focal attention) is required to improve implicit processing in adult SLA, but is constrained E5. Attention is critical, at two levels E6. The Interaction Hypothesis E7. The role of negative feedback, including recasts P4. Success and failure in adult SLA varies among and within individuals E8. Individual differences, especially input sensitivity, and linguistic differences, especially perceptual saliency, are responsible for variability in, and within, ultimate L2 attainment 3.4. Summary 3.5. Suggested readings 4. Philosophical underpinnings: L'education integrale 4.1. TBLT's philosophical principles: origins and overview 4.2. L'education integrale and learning by doing 4.3. Individual freedom 4.4. Rationality 4.5. Emancipation 4.6. Learner-centeredness 4.7. Egalitarian teacher-student relationships 4.8. Participatory democracy 4.9. Mutual aid and cooperation 4.10. Summary Design and implementation 5. Task-based needs and means analysis 5.1. Why needs analysis? 5.2. Needs analysis and learner diversity 5.3. Doubts about needs analysis 5.3.1. General English for all 5.3.2. The ex-post-facto process syllabus 5.3.3. Felt needs or objective needs? 5.3.4. Learner heterogeneity 5.3.5. Surface linguistic features or underlying technical competence? 5.3.6. The dark side 5.4. The growth of needs analysis 5.4.1. The Council of Europe's unit credit system 5.4.2. Munby's Communication Needs Processor and its critics 5.5. Task as the unit of (needs) analysis 5.5.1. Tasks defined 5.5.2. Avoiding the traditional bottleneck in needs analysis 5.5.3. The availability of ready-made task-based analyses 5.6. Means analysis 5.7. Summary 5.8. Suggested readings 6. Identifying target tasks 6.1. Sources of information 6.1.1. Published and unpublished literature 6.1.2. The learners 6.1.3. Applied linguists 6.1.4. Domain experts 6.1.5. Triangulated sources 6.2. Methodology 6.2.1. The use of multiple measures, and their sequencing 6.2.2. Sampling 6.2.3. Expert and non-expert intuitions 6.2.4. Interviews 6.2.5. Questionnaire surveys 6.2.6. Language audits 6.2.7. Participant and non-participant observation 6.2.8. Journals and logs 6.2.9. Proficiency measures 6.2.10. Triangulation by methods and sources -- the flight attendants study 6.3. Summary 6.4. Suggested readings 7. Analyzing target discourse 7.1. Conventional approaches to language analysis for language teaching 7.2. The dynamic qualities of target discourse 7.2.1. Boswood and Marriot's "ethnographic approach" 7.2.2. Mohan & Marshall Smith's "language socialization" approach 7.2.3. Watson-Gegeo's true ethnography and "thick explanation" 7.2.4. TBLT 7.3. Discourse analysis and analysis of discourse 7.3.1. Discourse analysis 7.3.2. Analysis of discourse 7.3.3. Sampling and data-collection 7.4. Analysis of target discourse: Five cases 7.4.1. The railway ticket purchase 7.4.2. Japanese tourist shopping 7.4.3. Doing architecture 7.4.4. Buying and selling a cup of coffee 7.4.5. When small talk is a big deal 7.5. Summary 7.6. Suggested readings 8. Task-based syllabus design 8.1. Some minimum requirements 8.2. The unit of analysis 8.2.1. The structural, or grammatical, syllabus 8.2.2. The notional-functional syllabus 8.2.3. The lexical syllabus 8.2.4. Topical and situational syllabuses 8.2.5. The content syllabus 8.2.6. The procedural syllabus 8.2.7. The process syllabus 8.2.8. The task syllabus 8.2.9. The hybrid syllabus 8.3. Selection 8.3.1. Target tasks and target task-types 8.3.2. Pedagogic tasks 8.4. Grading 8.4.1. Valency and criticality 8.4.2. Frequency 8.4.3. Learnability 8.4.4. Complexity and difficulty 8.4.5. Some research findings on pedagogic task-types 8.5. Summary 8.6. Suggested readings 9. Task-based materials 9.1. Desirable qualities of pedagogic tasks 9.2. Input simplification and elaboration 9.2.1. Genuineness, input simplification, and authenticity 9.2.2. Input elaboration 9.2.3. The Paco sentences 9.2.4. Effects of simplification and elaboration on L2 comprehension and acquisition 9.3. Sample task-based materials 9.3.1. Preliminaries 9.3.2. Sample modules for true and false beginners 9.3.2.1. Geometric figures tasks (Matching shapes) 9.3.2.2. "Spot-the-difference" tasks 9.3.3. Sample modules for elementary learners 9.3.3.1. Obtaining and following street directions 9.3.3.2. Decoding drug labels 9.3.4. Sample modules for intermediate learners 9.3.4.1. Negotiating a police traffic stop 9.3.4.2. Delivering a sales report 9.3.5. Sample modules for advanced learners 9.3.5.1. A complex political issue 9.3.5.1.2. Attending an academic lecture 9.4. Summary 9.5. Suggested readings 10. Methodological principles and pedagogic procedures 10.1. Methodological principles, pedagogic procedures, and evaluation criteria 10.2. Ten methodological principles 10.2.1. MP1: Use task, not text, as the unit of analysis 10.2.2. MP2: Promote learning by doing 10.2.3. MP3: Elaborate input 10.2.4. MP4: Provide rich input 10.2.5. MP5: Encourage inductive "chunk" learning 10.2.6. MP6: Focus on form 10.2.7. MP7: Provide negative feedback 10.2.8. MP8: Respect learner syllabuses and developmental processes 10.2.9. MP9: Promote cooperative collaborative learning 10.2.10. MP10: Individualize instruction 10.3. Pedagogic procedures 10.4. Summary 10.5. Suggested readings 11. Task-based assessment and program evaluation 11.1. Task-based, criterion-referenced performance tests 11.2. Task completion and/or language abilities? 11.3. Target tasks or underlying constructs and abilities? 11.4. The transferability of task-based abilities 11.5. Program evaluation 11.5.1. Some general requirements on TBLT evaluations 11.5.2. Laboratory and classroom studies 11.5.3. Research findings on methodological principles 11.5.4. Evaluating task-based courses and programs 11.5.4.1. Establishing construct validity 11.5.4.2. Sample evaluations and findings 11.6. Summary 11.7. Suggested readings The road ahead 12. Does TBLT have a future? 12.1. Diffusion of innovation 12.2. A research program for TBLT 12.3. Building the road as we travel References Index Appendix: List of abbreviations . |
| Record Nr. | UNINA-9910460150503321 |
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Long Michael H.
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| West Sussex, England : , : John Wiley & Sons, Ltd., , 2015 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Second language acquisition and task-based language teaching / / Mike Long
| Second language acquisition and task-based language teaching / / Mike Long |
| Autore | Long Michael H. |
| Pubbl/distr/stampa | West Sussex, England : , : John Wiley & Sons, Ltd., , 2015 |
| Descrizione fisica | 1 online resource (456 pages) |
| Disciplina | 418.0071 |
| Soggetto topico |
Language and languages - Study and teaching
Second language acquisition - Study and teaching Task analysis in education |
| ISBN |
9781118882061
1118882067 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910795805403321 |
|
Long Michael H.
|
||
| West Sussex, England : , : John Wiley & Sons, Ltd., , 2015 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Second language acquisition and task-based language teaching / / Mike Long
| Second language acquisition and task-based language teaching / / Mike Long |
| Autore | Long Michael H. |
| Pubbl/distr/stampa | West Sussex, England : , : John Wiley & Sons, Ltd., , 2015 |
| Descrizione fisica | 1 online resource (456 pages) |
| Disciplina | 418.0071 |
| Soggetto topico |
Language and languages - Study and teaching
Second language acquisition - Study and teaching Task analysis in education |
| ISBN |
9781118882061
1118882067 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910809026803321 |
|
Long Michael H.
|
||
| West Sussex, England : , : John Wiley & Sons, Ltd., , 2015 | ||
| 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 [[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-9910818503803321 |
| Amsterdam, : John Benjamins Publishing Company, 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
The unnatural scene : a study in shakesperean tragedy / Michael Long
| The unnatural scene : a study in shakesperean tragedy / Michael Long |
| Autore | Long, Michael |
| Pubbl/distr/stampa | London : Methuen, c1976 |
| Descrizione fisica | VIII, 266 p. ; 21 cm |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNISOB-E600200073974 |
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Long, Michael
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| London : Methuen, c1976 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Suor Orsola Benincasa | ||
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The Unnatural Scene : a study in Shakespearean tragedy / Michael Long
| The Unnatural Scene : a study in Shakespearean tragedy / Michael Long |
| Autore | LONG, Michael |
| Pubbl/distr/stampa | London, : Methuen & Co, 1976 |
| Descrizione fisica | viii, 266 p. ; 20 cm. |
| Disciplina | 822.33(Letteratura drammatica inglese. William Shakespeare) |
| Soggetto topico | SHAKESPEARE WILLIAM |
| ISBN | 04-16-82140-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNIOR-UON00343301 |
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LONG, Michael
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| London, : Methuen & Co, 1976 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. L'Orientale | ||
| ||
