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商品コード: 9789027203069

Doing SLA Research with Implications for the Class

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書名

Doing SLA Research with Implications for the Classroom: Reconciling methodological demands and pedagogical applicability
シリーズ名 Language Learning & Language Teaching, 52
著者・編者 DeKeyser, R.M. & Botana, G.P.
出版社/発行元 John Benjamins Publishing Company
発行年/月 2019年3月   
装丁 Hardcover
ページ数/巻数 219ページ
ISBN 978-90-272-0306-9
発送予定 海外倉庫よりお取り寄せ 3-5週間以内に発送します

 

 

Description

 

This book is unique in bringing together studies on instructed second language acquisition that focus on a common question: “What renders this research particularly relevant to classroom applications, and what are the advantages, challenges, and potential pitfalls of the methodology adopted?” The empirical studies feature experimental, quasi-experimental and observational research in settings ranging from the classroom to the laboratory and CALL contexts. All contributors were asked to discuss issues of cost, ethics, participant availability, experimental control, teacher collaboration, and student motivation, as well as the generalizability of findings to different kinds of educational contexts, languages, and structures.

This volume should be of interest to graduate students in second language research, practicing teachers who want some guidance to navigate the sometimes overwhelming array of publications, and to researchers who are planning studies on instructed second language learning or teaching and are looking to make principled decisions on which of the existing methodologies to adopt.

 

Contents:

 

Chapter 1. Current research on instructed second language learning: A bird’s eye view
Chapter 2. Observing language-related episodes in intact classrooms: Context matters!
Chapter 3. Methodological strengths, challenges, and joys of classroom-based quasi-experimental research: Metacognitive instruction and corrective feedback
Chapter 4. Integrating instructed second language research, pragmatics, and corpus-based instruction
Chapter 5. The roles of explicit instruction and guided practice in the proceduralization of a complex grammatical structure
Chapter 6. The effects of recasts versus prompts on immediate uptake and learning of a complex target structure
Chapter 7. The effects of multiple exposures to explicit information: Evidence from two types of learning problems and practice conditions
Chapter 8. CALL in ISLA: Promoting depth of processing of complex L2 Spanish “Para/Por” prepositions
Chapter 9. Lexical development in the writing of intensive English program students
Chapter 10. Discussion: Balancing methodological rigor and pedagogical relevance

 

  

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