Evidence-Based Second Language Pedagogy is a cutting-edge collection of empirical research conducted by top scholars focusing on instructed second language acquisition (ISLA), and offering a direct contribution to second language pedagogy by closing the gap between research and practice.
Evidence-Based Second Language Pedagogy is a cutting-edge collection of empirical research conducted by top scholars focusing on instructed second language acquisition (ISLA), and offering a direct contribution to second language pedagogy by closing the gap between research and practice.
Masatoshi Sato is Associate Professor in the Department of English at Universidad Andrés Bello, Chile. Shawn Loewen is Professor in the Second Language Studies and MA TESOL programs at Michigan State University, USA.
Inhaltsangabe
Chapter 1 Towards Evidence-Based Second Language Pedagogy: Research Proposals and Pedagogical Recommendations Masatoshi Sato & Shawn Loewen Part I A Focus on Instruction Chapter 2 Concept-Based Instruction for Concept-Based Instruction: A Model for Language Teacher Education James P. Lantolf & Olga Esteve Chapter 3 Revisiting Clarifications: Self- and Other-Clarifications in Corpus-Based Pragmatics Instruction Kathleen Bardovi-Harlig, Sabrina Mossman, John Rothgerber, Yunwen Su, & Kyle Swanson Chapter 4 Content and Language Integrated Learning Classes for Child Mandarin L2 Learners: A Longitudinal Observational Study Rhonda Oliver, Masatoshi Sato, Susan Ballinger, & Lanlan Pan Part II A Focus on Learning Processes Chapter 5 Collaborative Prewriting Discussions and ESL Students' Vocabulary Development: LREs and Depth of Engagement Kim McDonough & Teresa Hernández González Chapter 6 Peer Feedback: An Activity Theory Perspective on Givers and Receivers' Stances Neomy Storch & Khaled Aldossary Chapter 7 The Role of Peers in Young Learners' English Learning: A Longitudinal Case Study in China Yuko Goto Butler & Yeting Liu Chapter 8 The Associations Between Cognitive Aptitudes and Oral Task Performance Under Instructional Conditions With or Without Pretask Grammar Instruction Shaofeng Li & Mengxia Fu Part III A Focus on Learning Outcomes Chapter 9 Priming Spanish Subjunctives During Synchronous Computer-Mediated Communication: German Peers' Classroom-Based and Homework Interactions Marije Michel & Laura Stiefenhöfer Chapter 10 What Impact Does Heritage Language Instruction Have on Spanish Heritage Learners' Writing? Melissa A. Bowles & Adrian Bello-Uriarte Chapter 11 The Effect of Input Characteristics on Students' Perception of Task Difficulty and Their Comprehension of Authentic Listening TasksYouJin Kim & Kátia Monteiro Part IV A Focus on Learner and Teacher Psychology Chapter 12 The Predictive Power of Multicultural Personality Traits, Learner and Teacher Variables on Foreign Language Enjoyment and Anxiety Jean-Marc Dewaele & Peter MacIntyre Chapter 13 Interaction Vision Intervention to Increase Second Language Motivation: A Classroom Study Masatoshi Sato & Pamela Lara Chapter 14 The Language Learning Experiences and their Perceived Impact on Teaching: An Interview Study with English Teachers in Hungary Kata Csizér
Chapter 1 Towards Evidence-Based Second Language Pedagogy: Research Proposals and Pedagogical Recommendations Masatoshi Sato & Shawn Loewen Part I A Focus on Instruction Chapter 2 Concept-Based Instruction for Concept-Based Instruction: A Model for Language Teacher Education James P. Lantolf & Olga Esteve Chapter 3 Revisiting Clarifications: Self- and Other-Clarifications in Corpus-Based Pragmatics Instruction Kathleen Bardovi-Harlig, Sabrina Mossman, John Rothgerber, Yunwen Su, & Kyle Swanson Chapter 4 Content and Language Integrated Learning Classes for Child Mandarin L2 Learners: A Longitudinal Observational Study Rhonda Oliver, Masatoshi Sato, Susan Ballinger, & Lanlan Pan Part II A Focus on Learning Processes Chapter 5 Collaborative Prewriting Discussions and ESL Students' Vocabulary Development: LREs and Depth of Engagement Kim McDonough & Teresa Hernández González Chapter 6 Peer Feedback: An Activity Theory Perspective on Givers and Receivers' Stances Neomy Storch & Khaled Aldossary Chapter 7 The Role of Peers in Young Learners' English Learning: A Longitudinal Case Study in China Yuko Goto Butler & Yeting Liu Chapter 8 The Associations Between Cognitive Aptitudes and Oral Task Performance Under Instructional Conditions With or Without Pretask Grammar Instruction Shaofeng Li & Mengxia Fu Part III A Focus on Learning Outcomes Chapter 9 Priming Spanish Subjunctives During Synchronous Computer-Mediated Communication: German Peers' Classroom-Based and Homework Interactions Marije Michel & Laura Stiefenhöfer Chapter 10 What Impact Does Heritage Language Instruction Have on Spanish Heritage Learners' Writing? Melissa A. Bowles & Adrian Bello-Uriarte Chapter 11 The Effect of Input Characteristics on Students' Perception of Task Difficulty and Their Comprehension of Authentic Listening TasksYouJin Kim & Kátia Monteiro Part IV A Focus on Learner and Teacher Psychology Chapter 12 The Predictive Power of Multicultural Personality Traits, Learner and Teacher Variables on Foreign Language Enjoyment and Anxiety Jean-Marc Dewaele & Peter MacIntyre Chapter 13 Interaction Vision Intervention to Increase Second Language Motivation: A Classroom Study Masatoshi Sato & Pamela Lara Chapter 14 The Language Learning Experiences and their Perceived Impact on Teaching: An Interview Study with English Teachers in Hungary Kata Csizér
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