File Name: language learning and teaching .zip
Please note that ebooks are subject to tax and the final price may vary depending on your country of residence. Language Learner Strategies combines principles with research and classroom practice, providing a new view of language learning to inform policy and teaching methodology.
Divided into three parts, the book draws links between language learning theory in the established research literature, the authors' own empirical studies and the implications for curriculum policy and teacher education.
The book addresses issues that to date have not been fully explored including the strategies of the year old age range learning Modern Languages such as French, German, Spanish and Mandarin Chinese. A special focus is given to the sociocultural aspects of learner strategies and their link with psychological contexts in which they are used. The authors explore the cognitive turn in language learner strategy research and the practical teaching approaches it helps to develop.
It sets a future agenda for learner strategy research and classroom practice. Introduction Par t I: Principles and Practice 1. The Case for Language Learner Strategies 2. Strategy Based Instruction 8. Shaping Learning: Curricula and Syllabuses 9. Grenfell and Harris add a personal aspect to their work by adopting a reflective approach, this makes the readers feel more connected to the issues discussed in their book.
They manage to keep their readers engaged throughout Most importantly, they engage and invite their readers to reflect critically. They not only provide theoretical insights by relating strategies to evolving methods and principles of language teaching, but they also give fascinating examples of learner strategies projects conducted in classrooms.
The book's consideration of the role of context in the deployment of language learner strategies, and its attention to strategies employed by bilingual learners are especially valuable. I'm sure it will be of interest to a range of readers, including teachers, teacher educators and researchers. They provide a refreshing review of research, integrating it expertly with their own innovative research focused on an understudied group of foreign language learners, namely, middle schoolers, including a look at affect and at strategies for memorizing Chinese characters.
The volume provides numerous ideas for further research. The authors also balance breadth and depth, striking a tone one might describe as 'accessibly authoritative'. This is a text for all professionals in the realm of second language development. The insights into hitherto overlooked issues such as affect, third language learning and non-alphabetic writing systems, are refreshing and illuminating.
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The first book to focus exclusively on language teacher education for teachers of young children. This book investigates both the theoretical and practical aspects of teacher education for early language teachers. It focuses on the complexity of teacher learning, innovations in mentoring and teacher supervision, strategies in programme development and perceptions, and knowledge and assessment in early language learning teacher education. Early language learning and the policies associated with it have been introduced around the world, but there is still little known about teacher education in global contexts. This book addresses this need and brings together a group of major scholars who have done a brilliant job in each chapter.
On the occasion of the 40th anniversary of the journal, we have put together an extensive reading list of the latest articles in language teaching and learning published in Applied Linguistics since to showcase new research in this core area. Can't access the papers? The Douglas Fir Group argued that applied linguistics needed new interdisciplinary perspectives, and I suggest here that the concepts provided by new materialism might aid in gaining such perspectives. The debate on the concept of the native speaker and its use has been raging for decades and shows no sign of abating. Conversation-for-learning is a pedagogical arrangement set up with a view to maximizing the potential benefit of interaction for language learning. As participants for conversation-for-learning are recruited for their relative expertise in the target languages, the talk is often characterized by asymmetries in knowledge and language expertise.
Department of European Languages and Literature. Sections: AC. 4 - 9 March Language, Learning, and Teaching. References: Brown, D. H. ().
The language of publication is English. The journal is devoted to reporting previously unpublished highest quality theoretical and empirical research on learning and teaching second and foreign languages. It deals with the learning and teaching of any language, not only English, and focuses on a variety of topics ranging from the processes underlying second language acquisition, various aspects of language learning in instructed and non-instructed settings, as well as different facets of the teaching process, including syllabus choice, materials design, classroom practices and evaluation. Each issue carries about 6 papers, words in length, as well as reply articles and reviews.
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Please note that ebooks are subject to tax and the final price may vary depending on your country of residence.Reply
Disturbing developments in the field of modern-language teaching include a decline in the number of students majoring in foreign languages, drastic reductions in.Reply