Evidence-Based Second Language Pedagogy (eBook, PDF)

A Collection of Instructed Second Language Acquisition Studies
Redaktion: Sato, Masatoshi; Loewen, Shawn

• Format: PDF

Produktbeschreibung

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.

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Produktdetails

• Verlag: Taylor & Francis
• Seitenzahl: 358
• Erscheinungstermin: 17. Mai 2019
• Englisch
• ISBN-13: 9781351190541
• Artikelnr.: 56888066

Autorenporträt

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