SLA Research and Materials Development for Language Learning is the only book available to focus on the interaction between second language acquisition theory and materials development for language learning. It consists of contributions written by experts in SLA, experts in materials development, researchers who have expertise in both fields, and introductions and conclusions by the editor. The book is organized into four major sections - position statements; materials driven by SLA theory; evaluations of materials in relation to SLA theory; and proposals for action - that offer a diverse…mehr
SLA Research and Materials Development for Language Learning is the only book available to focus on the interaction between second language acquisition theory and materials development for language learning. It consists of contributions written by experts in SLA, experts in materials development, researchers who have expertise in both fields, and introductions and conclusions by the editor. The book is organized into four major sections - position statements; materials driven by SLA theory; evaluations of materials in relation to SLA theory; and proposals for action - that offer a diverse range of perspectives while maintaining a cohesive and comprehensive overview on the subject. This book is ideal for post-graduate courses in applied linguistics and second language acquisition and for researchers interested in the relationship between SLA and materials development.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Brian Tomlinson is President of the Materials Development Association (MATSDA), a Visiting Professor at the University of Liverpool and a TESOL Professor at Anaheim University. He has over one hundred publications on materials development, language through literature, the teaching of reading, language awareness and teacher development.
Inhaltsangabe
SECTION 1: Position Statements. Comments on Section 1 by Brian Tomlinson. Chapter 1: Achieving a Match between SLA Theory and Materials Development by Brian Tomlinson. Chapter 2: Brain Studies and Materials for Language Learning by Hitomi Masuhara. Chapter 3: Applying SLA Principles to Whole Class Activities by Brian Tomlinson. Chapter 4: No Place for Coursebooks in the Very Young Learner Classroom by Irma-Kaarina Ghosn. SECTION 2: Materials Driven by SLA Theory. Comments on Section 2 by Brian Tomlinson. Chapter 5: A Case Study of Principled Materials in Action by Alper Darici and Brian Tomlinson. Chapter 6: Research-Informed Materials for Teaching Pragmatics: The Case of Agreement and Disagreement in English by Noriko Ishihara and Daniel Leigh Paller. Chapter 7: From SLA Research on Interaction to TBLT Materials by Alison Mackey, Nicole Ziegler and Lara Bryfonski. SECTION 3: Evaluations of Materials in Relation to SLA Theory. Comments on Section 3 by Brian Tomlinson. Chapter 8: Vocabulary Learning Exercises: Evaluating a Selection of Exercises Commonly Featured in Language Learning Materials by Tatsuya Nakata and Stuart Webb. Chapter 9: An Evaluation of Textbook Exercises on Collocations by Frank Boers and Brian Strong. Chapter 10: What Grammar Activities Do ELT Workbooks Focus On? by Sasan Baleghizadeh, Elnaz Goldouz and Mehrdad Yousefpoori-Naeim. Chapter 11: Comprehensibility and Cognitive Challenge in Language Learning Materials by Freda Mishan. Chapter 12: What Aspects of Creativity Enhancement do ELT Textbooks Take into Account?by Sasan Baleghizadeh and Zeinab Dargahi. SECTION 4: Proposals for Action. Comments on Section 4 by Brian Tomlinson. Chapter 13: Language Teaching Materials as Work Plans: an SLA Perspective by Rod Ellis. Chapter 14: Supporting Language Learning on the Move: An Evaluative Framework for Mobile Language Learning Resources by Hayo Reinders and Mark Pegru. Chapter 15: Framing Vocational English (VE) Materials from a Social Semiotic Perspective: The Design and Use of Accounting English Materials by Handoyo Puji Widodo. Chapter 16: Corpus-Based Materials Development for Teaching and Learning Pragmatic Routines by Kathleen Bardovi-Harlig and Sabrina Mossman. Chapter 17: Why One-size-fits-all is not Fit for Purpose: the Problem with Mass-Produced Teaching Materials, and How One Might Creatively and Sensitively Confront this Problem by Kevin Ottley. Chapter 18: When It's Not What You Do, but The Way that You Do It: How Research into Second Language Acquisition Can Help Teachers to Make the Most of their Classroom Materials by Pauline Foster and Ann-Marie Hunter. Conclusion: Brian Tomlinson
SECTION 1: Position Statements. Comments on Section 1 by Brian Tomlinson. Chapter 1: Achieving a Match between SLA Theory and Materials Development by Brian Tomlinson. Chapter 2: Brain Studies and Materials for Language Learning by Hitomi Masuhara. Chapter 3: Applying SLA Principles to Whole Class Activities by Brian Tomlinson. Chapter 4: No Place for Coursebooks in the Very Young Learner Classroom by Irma-Kaarina Ghosn. SECTION 2: Materials Driven by SLA Theory. Comments on Section 2 by Brian Tomlinson. Chapter 5: A Case Study of Principled Materials in Action by Alper Darici and Brian Tomlinson. Chapter 6: Research-Informed Materials for Teaching Pragmatics: The Case of Agreement and Disagreement in English by Noriko Ishihara and Daniel Leigh Paller. Chapter 7: From SLA Research on Interaction to TBLT Materials by Alison Mackey, Nicole Ziegler and Lara Bryfonski. SECTION 3: Evaluations of Materials in Relation to SLA Theory. Comments on Section 3 by Brian Tomlinson. Chapter 8: Vocabulary Learning Exercises: Evaluating a Selection of Exercises Commonly Featured in Language Learning Materials by Tatsuya Nakata and Stuart Webb. Chapter 9: An Evaluation of Textbook Exercises on Collocations by Frank Boers and Brian Strong. Chapter 10: What Grammar Activities Do ELT Workbooks Focus On? by Sasan Baleghizadeh, Elnaz Goldouz and Mehrdad Yousefpoori-Naeim. Chapter 11: Comprehensibility and Cognitive Challenge in Language Learning Materials by Freda Mishan. Chapter 12: What Aspects of Creativity Enhancement do ELT Textbooks Take into Account?by Sasan Baleghizadeh and Zeinab Dargahi. SECTION 4: Proposals for Action. Comments on Section 4 by Brian Tomlinson. Chapter 13: Language Teaching Materials as Work Plans: an SLA Perspective by Rod Ellis. Chapter 14: Supporting Language Learning on the Move: An Evaluative Framework for Mobile Language Learning Resources by Hayo Reinders and Mark Pegru. Chapter 15: Framing Vocational English (VE) Materials from a Social Semiotic Perspective: The Design and Use of Accounting English Materials by Handoyo Puji Widodo. Chapter 16: Corpus-Based Materials Development for Teaching and Learning Pragmatic Routines by Kathleen Bardovi-Harlig and Sabrina Mossman. Chapter 17: Why One-size-fits-all is not Fit for Purpose: the Problem with Mass-Produced Teaching Materials, and How One Might Creatively and Sensitively Confront this Problem by Kevin Ottley. Chapter 18: When It's Not What You Do, but The Way that You Do It: How Research into Second Language Acquisition Can Help Teachers to Make the Most of their Classroom Materials by Pauline Foster and Ann-Marie Hunter. Conclusion: Brian Tomlinson
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