Grammar Dimension in Instructed Second Language Learning
Produktdetaljer
Biografisk notat
Alessandro Benati is Professor in Applied Linguistics and Second Language Studies and Director of Research and Enterprise at the University of Greenwich, UK.
Cécile Laval is Principal Lecturer in Applied Linguistics, French & International Studies, University of Greenwich, UK.
Maria Arche is Senior Lecturer in Applied Linguistics, French & International Studies, University of Greenwich, UK.
This is an excellent collection of papers concerned with theory, pedagogic developments and empirical research on the complex role of grammar instruction in second language learning. Essential reading for language teachers, researchers of second language acquisition and educators.
- Carmen Muñoz, Professor of Applied Linguistics, Universitat de Barcelona, Spain,
Combining chapters describing the theoretical motivation for such pedagogic interventions as `input enhancement`, `processing instruction` and `interactional feedback` with chapters reporting careful empirical studies of the effects of these and other interventions on developing knowledge of L2 grammar, this book is an excellent example of how Second Language Acquisition research can contribute to effective L2 pedagogy. Each chapter is authoritative, accessible, and the range of issues the book deals with in learning grammar is wide. The result is a very valuable contribution to our understanding of how instruction can facilitate L2 learning.
- Peter Robinson, Professor of Linguistics and Second Language Acquisition, Aoyama Gakuin University, Tokyo, Japan,
The particular strength of this book is the linkage it creates between theory based in linguistics and evidence-based practice research.
- Richard Towell, Emeritus Professor of French Applied Linguistics, University of Salford, UK,
Reviewed
The Year's Work in English Studies, 94:1
List of contributors
Foreword
Roger Hawkins
Acknowledgements
Introduction: Grammar Dimension in Instructed Second Language Learning
Alessandro Benati, Cecile Laval, and Maria Arche
Part One: Theoretical and Pedagogical Developments
Chapter 1. Against Rules
Bill VanPatten and Jason Rothman
Chapter 2. Possibilities and Limitations of Enhancing Language Input: a MOGUL
perspective
Mike Sharwood-Smith
Chapter 3. Processing Instruction: Where research meets practice
James Lee
Chapter 4. Collaborative Tasks and Their Potential for Grammar Instruction in
Second/Foreign Language Context
María del Pilar García Mayo
Chapter 5. Interactional Feedback: Insights from theory and research
Hossein Nassaji
Part Two: Empirical Research
Chapter 6. Instructed SLA as parameter setting: Evidence from earliest-stage learners
of Japanese as L2
Megan Smith and Bill VanPatten
Chapter 7. The Relationship between Learning Rate and Learning Outcome for
Processing Instruction on the Spanish Passive Voice
James Lee
Chapter 8. Coproduction of Language Forms and Its effects on L2 Learning
Hossein Nassaji and Jun Tian
Chapter 9. Raising Language Awareness for Learning and Teaching L3 Grammar
Tanja Angelovska and Angela Hahn
Index
The mission of this series is to publish new theoretical insights in Instructed Second Language Acquisition research that advance our understanding of how languages are learned and should be taught. Research in Instructed SLA has addressed questions related to the degree to which any form of external manipulation (e.g., grammar instruction, input manipulation, etc...) can affect language development. The main purpose of research in instructed second language acquisition is to establish how classroom language learning takes place, and how an understanding of second language acquisition contributes to language teaching.
Despite the clear relationship between theory and research in SLA, and language practice, there are still very few cross-references between these areas. This series will publish research in instructed SLA that bridges this gap and provide academics with a set of theoretical principles for language teaching and acquisition. The calibre of research will inspire scholars and practitioners to learn more about acquisition and to reflect on their language teaching practices more generally.
Editorial Board
James F. Lee, University of New South Wales, Australia
Florence Myles, University of Newcastle, UK
Emma Marsden, University of York, UK
María del Pilar García Mayo, Universidad del País Vasco, Spain
Cristina Sanz, Georgetown University, USA
Teresa Cadierno, Syddansk Universitet, Denmark
Pedro Guijarro-Fuentes, University of Plymouth, UK
Produktdetaljer
Biografisk notat
Alessandro Benati is Professor in Applied Linguistics and Second Language Studies and Director of Research and Enterprise at the University of Greenwich, UK.
Cécile Laval is Principal Lecturer in Applied Linguistics, French & International Studies, University of Greenwich, UK.
Maria Arche is Senior Lecturer in Applied Linguistics, French & International Studies, University of Greenwich, UK.