This book gives an overview of current research on instructed second language acquisition (ISLA). Data-based studies included in this book deal with the acquisition of specific linguistic phenomena (e.g., verb and noun morphology, lexicon, clause structures) in a range of target languages (e.g., English, French, German, Russian) from a variety of instructional settings involving different instructional approaches (e.g., traditional foreign language classes, immersion classes, intensive ESL classes, content and language integrated language classes). Several of the chapters focus on the role of form-focused and meaning-focused instruction in L2 learning, but other issues such as the role of crosslinguistic influence, awareness, implicit and explicit processing mechanisms, memory and the properties of classroom input are also discussed. Although the interest in instruction in this volume is acquisitional rather than pedagogical, and all the chapters address theoretical questions, several also suggest pedagogical implications for language educators. As such this volume will be a valuable resource for researchers in SLA, psycholinguistics, linguistics, and language pedagogy.
Investigations in Instructed Second Language Acquisition
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Description
This book gives an overview of current research on instructed second language acquisition (ISLA). Data-based studies included in this book deal with the acquisition of specific linguistic phenomena (e.g., verb and noun morphology, lexicon, clause structures) in a range of target languages (e.g., English, French, German, Russian) from a variety of instructional settings involving different instructional approaches (e.g., traditional foreign language classes, immersion classes, intensive ESL classes, content and language integrated language classes). Several of the chapters focus on the role of form-focused and meaning-focused instruction in L2 learning, but other issues such as the role of crosslinguistic influence, awareness, implicit and explicit processing mechanisms, memory and the properties of classroom input are also discussed. Although the interest in instruction in this volume is acquisitional rather than pedagogical, and all the chapters address theoretical questions, several also suggest pedagogical implications for language educators. As such this volume will be a valuable resource for researchers in SLA, psycholinguistics, linguistics, and language pedagogy.
How does classroom language learning take place? How does an understanding of second language acquisition contribute to language teaching? In answering these questions, Rod Ellis reviews a wide range...
The book concerns theoretical, interdisciplinary and methodological issues in L2 acquisition research. It gives an accurate and up-to-date overview of high quality work currently in progress in...
Instructed Second Language Acquisition of Arabic examines the acquisition of agreement asymmetries in the grammatical system of Arabic as a second/foreign language through the lens of instructed...
This book provides a holistic overview of what leads to success in foreign language learning at an early age and deepens our understanding of early foreign language learning. The studies use an array...
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