Second Language Acquisition Theory and Pedagogy

ISBN-13: 9780805816877 / Angielski / Twarda / 1995 / 344 str.

Fred R. Eckman;Eckman; Fred R. Eckman

Opis

This book deals with the relationship between L2 theory and pedagogy. Grouped into five sections, the papers in this volume: consider questions about L2 theory and pedagogy at the macro-level, from the standpoint of the L2 setting; consider input in terms of factors which are internal to the learner; examine the question of external factors affecting the input, such as the issue of whether points of grammar can be explicitly taught; deal with questions of certain complex, linguistic behaviours and the various external and social variables that influence leaners; and discuss issues surrounding the teaching of pronunciation factors that affect a non-native accent.

Recenzje

"...this volume is worth reading. Insight into the debate surrounding some of Krashen's theories will certainly add perspective that is badly needed in the teaching profession. But most useful is the advice of those who, with one foot in the classroom, can keep researchers on task, and foster more genuine dialogue. Teachers cannot, and must not, turn their backs on this responsibility."
—TESL-EJ

"This volume is well organized, with strong articles at the beginning of each section; I heartily recommend it....There are a number of excellent and applicable articles within that offer material and incentive for the building of a navigable bridge between L2 theory and practice."
—The Phonetician

Spis treści

Contents: F.R. Eckman, Preface. Part I:Factors Affecting the L2 Setting. S.M. Gass, Learning and Teaching: The Necessary Intersection. L. Schinke-Llano, Reenvisioning the Second Language Classroom: A Vygotskian Approach. A.J. Hastings, The FOCAL SKILLS Approach: An Assessment. S. Flynn, G. Martohardjono, Toward Theory-Driven Language Pedagogy. Part II:Input: Internal Factors. L. White, Input, Triggers, and Second Language Acquisition: Can Binding Be Taught? J.L.S. Bruhn-Garavito, L2 Acquisition of Verb Complementation and Binding Principle B. R.L. Hamilton, The Noun Phrase Accessibility Hierarchy in SLA: Determining the Basis for Its Developmental Effects. K.C. Croteau, Second Language Acquisition of Relative Clause Structures by Learners of Italian. Part III:Input: External Factors. D. Larsen-Freeman, On the Teaching and Learning of Grammar: Challenging the Myths. K. Bardovi-Harlig, The Interaction of Pedagogy and Natural Sequences in the Acquisition of Tense and Aspect. B. VanPatten, C. Sanz, From Input to Output: Processing Instruction and Communicative Tasks. S.D. Krashen, Free Voluntary Reading: Linguistic and Affective Arguments and Some New Applications. A.A. Ciccone, Teaching with Authentic Video: Theory and Practice. Part IV:Output: Factors Affecting Production. A.D. Cohen, SLA Theory and Pedagogy: Some Research Issues. J.E. Parker, S.M. Heitzman, A.M. Fjerstad, L.M. Babbs, A.D. Cohen, Exploring the Role of Foreign Language in Immersion Education. E. Tarone, A Variationist Framework for SLA Research: Examples and Pedagogical Insights. Part V:Output: Pronunciation. J.C. Paolillo, Markedness in the Acquisition of English /r/ and /l/. R.M. Hammond, Foreign Accent and Phonetic Interference: The Application of Linguistic Research to the Teaching of Second Language Pronunciation. D. Hansen, A Study of the Effect of the Acculturation Model on Second Language Acquisition.

O autorze

Fred R. Eckman, Jean Mileham, Rita Rutkowski Weber, Diane Highland, Peter W. Lee