| Description |
1 online resource (225 pages) |
| Series |
Advances in instructed second language acquisition research |
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Advances in instructed second language acquisition research.
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| Contents |
Foreword / Roger Hawkins -- 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 |
| Summary |
One of the key issues in second language learning and teaching concerns the role and practice of grammar instruction. Does it make a difference? How do we teach grammar in the language classroom? Is there an effective technique to teach grammar that is better than others? While some linguists address these questions to develop a better understanding of how people acquire a grammar, language acquisition scholars are in search of the most effective way to approach the teaching of grammar in the language classroom. The individual chapters in this volume will explore a variety of approaches to grammar teaching and offer a list of principles and guidelines that those involved in language acquisition should consider to design and implement effective grammar tasks during their teaching. It proposes that the key issue is not whether or not we should teach grammar but how we incorporate a teaching grammar component in our communicative language teaching practices. 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 Linguistics and Spanish, University of Greenwich, UK Publisher's note |
| Bibliography |
Includes bibliographical references and index |
| Notes |
Print version record |
| Subject |
Grammar, Comparative and general -- Study and teaching
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Language and languages -- Grammars.
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Language and languages -- Study and teaching.
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FOREIGN LANGUAGE STUDY -- Multi-Language Phrasebooks.
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LANGUAGE ARTS & DISCIPLINES -- Alphabets & Writing Systems.
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LANGUAGE ARTS & DISCIPLINES -- Grammar & Punctuation.
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LANGUAGE ARTS & DISCIPLINES -- Linguistics -- General.
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LANGUAGE ARTS & DISCIPLINES -- Readers.
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LANGUAGE ARTS & DISCIPLINES -- Spelling.
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Grammar, Comparative and general -- Study and teaching
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Language and languages -- Grammars
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Language and languages -- Study and teaching
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Fremdsprachenlernen
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Fremdsprachenunterricht
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Grammatik
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| Form |
Electronic book
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| Author |
Arche, María J
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Benati, Alessandro G
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Laval, Cecile
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| ISBN |
9781441162045 |
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1441162046 |
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9781441148650 |
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1441148655 |
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9781472542113 |
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1472542118 |
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9781441115010 |
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1441115013 |
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