A Practical Guide to Second Language Teaching and Learning

Name: A Practical Guide to Second Language Teaching and Learning
Price: 4190 ISK
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Author: Shawn Loewen; Masatoshi Sato
ISBN: 9781108801263

Höfundar: Shawn Loewen; Masatoshi Sato (Útgáfa: 0)

Kaup valmöguleikar

Þessi bók er nauðsynlegt námsefni fyrir þau sem stíga sín fyrstu skref á sviði kennslu og náms annars máls (L2). Hún hefur að geyma heildstætt safn kennsluefnis á aðgengilegu máli og nægilegt efni fyrir heilt misseri. Fjallað er um fjölbreytt verkefni fyrir kennslu annars máls ásamt þeim kenningum og rannsóknum sem liggja þeim til grundvallar, þar á meðal hvernig tengja megi fræði og framkvæmd.

Í hverjum kafla er að finna:

ítarlegt og nýlegt efni sem sett er fram á skýran, áhugaverðan og aðgengilegan hátt;
verkefni fyrir og eftir lestur sem hjálpa nemendum að tengja viðfangsefnin eigin reynslu;
kennslufræðilegar leiðbeiningar með hagnýtum ábendingum;
samantektir á gagnreyndum rannsóknum á skýru máli án óþarfa fræðiorða;
verkefni í lok kafla sem styrkja þekkingu nemenda og tengjast efni hans beint.

Nánar um bókina

Útgefandi: Cambridge University Press

ISBN: 9781108801263

Print ISBN: 9781108490238

Format: ePub

Útgáfa: 0

Höfundar: Shawn Loewen; Masatoshi Sato

Tungumál: English

Útgefið: 2024-05-30

Prent takmörkun á líftíma: 10

Prent takmörkun: 2

Afritunar takmörkun: 2

Flokkar: Tungumál og málvísindi

Efnisflokkar: Málvísindi › Almennt

Kaflar

Cover
Half title
Reviews
Title page
Imprints page
Dedication
Contents
Figures
Tables
Preface
Acknowledgments
1 Language Acquisition
1.1 Chapter Introduction
1.2 Pre-Reading Activities
1.3 What Is Language?
1.3.1 Components of Language
1.3.1.1 Grammar
1.3.1.2 Vocabulary
1.3.1.3 Pronunciation
1.3.1.4 Pragmatics
1.3.1.5 Discourse
1.3.2 Languages around the World
1.4 What Is First Language Acquisition?
1.4.1 Order and Stages of Acquisition
1.5 Theories of L1 Acquisition
1.5.1 Behaviorism
1.5.2 Universal Grammar
1.5.3 The Critical Period Hypothesis
1.6 Bilingualism
1.7 Summary
1.8 Post-Reading Activities
Activity 1: Count the Words (Text Analysis)
Activity 2: First Language Acquisition (Pair Work)
Activity 3: Being a Bilingual (Survey)
Activity 4: Accents and Prejudice (Survey)
1.9 Additional Reading and Resources
References
2 Second Language Acquisition
2.1 Chapter Introduction
2.2 Pre-Reading Activities
2.3 What Is Second Language Acquisition (SLA)?
2.3.1 Defining “Second”
2.3.2 Defining “Language”
2.3.3 Defining “Acquisition”
2.4 Similarities between L1 and L2 Acquisition
2.4.1 Input
2.4.2 Developmental Stages
2.5 Differences between L1 and L2 Acquisition
2.5.1 Starting Point
2.5.2 Ultimate Attainment
2.5.3 Unavailability of Universal Grammar
2.5.4 Lack of L1 Instruction
2.5.5 Other Factors
2.5.6 Age of Onset of L2 Learning
2.6 Second Language Acquisition Theories
2.6.1 Behaviorism
2.6.2 Skill Acquisition Theory
2.6.3 Universal Grammar
2.6.4 Monitor Theory
2.6.4.1 The Acquisition–Learning Hypothesis
2.6.4.2 The Monitor Hypothesis
2.6.4.3 The Input Hypothesis
2.6.4.4 The Affective Filter Hypothesis
2.6.4.5 The Natural Order Hypothesis
2.6.5 Usage-Based Theories
2.6.6 Input Processing Theory
2.6.7 Sociocultural Theory
2.6.8 Complex Dynamic Systems Theory
2.6.9 Translanguaging
2.7 Summary
2.8 Post-Reading Activities
Activity 1: L2 Autobiography (Short Writing)
Activity 2: Interlanguage Analysis (Text Analysis)
Activity 3: Audiolingualism (Interaction Analysis)
2.9 Additional Reading and Resources
References
3 Instructed Second Language Acquisition
3.1 Chapter Introduction
3.2 Pre-Reading Activities
3.3 What Is Instructed Second Language Acquisition (ISLA)?
3.3.1 Contexts of ISLA
3.3.2 Goal of L2 Instruction
3.4 Implicit and Explicit L2 Knowledge
3.4.1 Explicit Linguistic Knowledge
3.4.2 Implicit Knowledge
3.4.3 Interface Hypothesis
3.4.4 Why Does This Matter?
3.5 Implicit versus Explicit Learning
3.6 Implicit versus Explicit Teaching
3.7 Taxonomy of ISLA
3.7.1 Interaction-Based Approaches
3.7.2 Communicative Language Teaching (CLT)
3.7.3 Task-Based Language Teaching (TBLT)
3.7.4 Input Flood and Enhancement
3.7.5 Corrective Feedback
3.7.6 Present, Practice, Produce (PPP)
3.7.7 Explicit Metalinguistic Instruction
3.8 Study Abroad
3.9 Technology-Enhanced Language Learning
3.10 Summary
3.11 Pedagogical Guidance
3.11.1 General Guidelines
3.11.2 Focus on the Goal of Instruction
3.11.3 Use Research Syntheses
3.11.4 Use Research Summaries
3.11.5 Assess Feasibility of Research Evidence
3.11.6 Adjust Research Evidence
3.11.7 Implement Changes at Different Levels
3.12 Post-Reading Activities
Activity 1: Goals of Instruction (Policy and Lesson Analysis)
Activity 2: Types of L2 Knowledge (Theory Application)
3.13 Additional Reading and Resources
3.14 Class Assignment: L2 Learning Autobiography
References
4 Input, Interaction, and Output
4.1 Chapter Introduction
4.2 Pre-Reading Activities
4.3 Input
4.3.1 Simplification
4.3.2 Elaboration
4.3.3 Comprehensible Input
4.4 Interaction
4.4.1 What Is Interaction?
4.4.2 Things That Affect Interaction
4.4.3 Cognitive-Interactionist Approach
4.4.4 Interaction and Sociocultural Theory
4.4.5 Communicative Language Teaching (CLT)
4.4.6 Task-Based Language Teaching (TBLT)
4.5 Output
4.6 Summary
4.7 Pedagogical Guidance
4.7.1 General Guidelines
4.7.2 Manipulate Input
4.7.3 Make Interaction Meaningful
4.7.4 Give Corrective Feedback
4.7.5 Adjust Corrective Feedback
4.7.6 Facilitate Meaningful Output
4.7.7 Balance Attention to Form Depending on Learners
4.7.8 Consider Social and Psychological Sides of Interaction
4.8 Post-Reading Activities
Activity 1: Input Modification (Text Analysis)
Activity 2: Maximizing Interaction (Interaction Analysis)
Activity 3: Promoting Automatization (Activity Development)
4.9 Additional Reading and Resources
4.10 Class Assignment: Peer Interaction Analysis
References
5 Grammar
5.1 Chapter Introduction
5.2 Pre-Reading Activities
5.3 More about Grammar
5.3.1 Descriptive and Prescriptive Grammar
5.3.2 Punctuation
5.3.3 Rule-Learning versus Item-Learning
5.3.4 Systemic Functional Linguistics
5.3.5 Stages and Orders of Development
5.3.6 Error Analysis
5.3.7 Complexity, Accuracy, Lexical Complexity, and Fluency (CALF)
5.3.8 Processability Theory and the Teachability Hypothesis
5.3.9 Communicative Competence
5.4 Grammar Instruction
5.4.1 Implicit Grammar Instruction
5.4.2 Proactive versus Reactive Grammar Teaching
5.4.3 Isolated and Integrated FFI
5.4.4 Focused and Unfocused Tasks
5.4.5 Concept-Based Instruction
5.5 Summary
5.6 Pedagogical Guidance
5.6.1 General Guidelines
5.6.2 Consider Different Aspects of Communicative Competence
5.6.3 Understand Students’ Current Developmental Levels
5.6.4 Choose Online Materials Well
5.6.5 Use Both Explicit and Implicit Instruction
5.6.6 Use Both Proactive and Reactive Focus on Form
5.7 Post-Reading Activities
Activity 1: Prescriptive versus Descriptive Grammar (Grammar Analysis)
Activity 2: Explicit L2 Knowledge versus Explicit L1 Knowledge (Cross-Linguistic Analysis)
Activity 3: Grammar Teaching (Mini Lesson Planning)
5.8 Additional Reading and Resources
5.9 Class Assignment: Grammar Teaching
References
6 Vocabulary
6.1 Chapter Introduction
6.2 Pre-Reading Activities
6.3 More about Vocabulary
6.3.1 Knowing a Word
6.3.2 Depth and Breadth of Vocabulary Knowledge
6.3.3 Multi-Word Units
6.3.4 Corpora
6.3.5 Explicit and Implicit Vocabulary Knowledge
6.3.6 Incidental versus Intentional Vocabulary Learning
6.4 Vocabulary Instruction
6.4.1 Explicit Vocabulary Teaching
6.4.2 Extensive Reading
6.4.3 Glossing
6.4.4 Corpus-Based Instruction
6.4.5 Involvement Load Hypothesis
6.4.6 Focus on Form
6.4.7 Strategy Instruction
6.5 Summary
6.6 Pedagogical Guidance
6.6.1 General Guidelines
6.6.2 Use Word Frequency
6.6.3 Target Words to Teach
6.6.4 Recycle Words
6.6.5 Use a Variety of Teaching Methods
6.6.6 Don’t Forget Other Aspects of Vocabulary Knowledge
6.7 Post-Reading Activities
Activity 1: What Is a Word? (Corpus Analysis)
Activity 2: How Much Do You Know? (Vocabulary Knowledge Analysis)
Activity 3: Multi-Word Knowledge (Survey)
6.8 Additional Reading and Resources
6.9 Class Assignment: Vocabulary Teaching
References
7 Pronunciation
7.1 Chapter Introduction
7.2 Pre-Reading Activities
7.3 More about Pronunciation
7.3.1 Segmentals
7.3.2 Suprasegmentals
7.3.3 Comprehensibility, Intelligibility, and Accentedness
7.3.4 Perception and Production
7.3.5 Transfer and Contrastive Analysis
7.3.6 Factors Affecting Pronunciation Learning
7.3.7 Social Issues
7.3.8 English as a Lingua Franca
7.4 Pronunciation Instruction
7.4.1 Goal of Pronunciation Instruction
7.4.2 Explicit Pronunciation Teaching
7.4.3 Skill-Learning Approaches
7.4.4 Technology and Pronunciation Instruction
7.5 Summary
7.6 Pedagogical Guidance
7.6.1 General Guidelines
7.6.2 Balance Student Needs and Pedagogical Goals
7.6.3 Adjust Pronunciation Models and Pedagogical Targets to Context
7.6.4 Raise Students’ Awareness of Various Pronunciation Norms
7.6.5 Target Comprehensibility
7.6.6 Distinguish Perception and Production
7.6.7 Deal with Segmentals and Suprasegmentals Separately
7.6.8 Be Proud of Your Own Accent
7.7 Post-Reading Activities
Activity 1: Different Languages, Different Sounds (Sounds Analysis)
Activity 2: Comprehensibility and Accentedness (Speech Rating)
Activity 3: Intelligibility (Speech Analysis)
7.8 Additional Reading and Resources
7.9 Class Assignment: Pronunciation Teaching
References
8 Pragmatics
8.1 Chapter Introduction
8.2 Pre-Reading Activities
8.3 More about Pragmatics
8.3.1 Pragmalinguistics
8.3.2 Sociopragmatics
8.3.3 Speech Acts
8.3.4 Illocutionary Force
8.3.5 Intercultural Communicative Competence
8.3.6 Productive and Receptive Knowledge
8.3.7 Individual Differences
8.4 Pragmatics Instruction
8.4.1 Metapragmatic Instruction
8.4.2 Consciousness-Raising Activities
8.4.3 Study Abroad
8.4.5 Implicit Instruction
8.4.6 Assessment
8.5 Summary
8.6 Pedagogical Guidance
8.6.1 General Guidelines
8.6.2 Expose Students to Authentic Input
8.6.3 Raise Students’ Metapragmatic Awareness
8.6.4 Consider Students’ Proficiency
8.6.5 Teach Formulaic Expressions
8.6.6 Provide Metalinguistic Vocabulary
8.6.7 Learn the Culture of the Target Language
8.7 Post-Reading Activities
Activity 1: Discourse Completion Task (Pragmatics Assessment)
Activity 2: Email Communications (Pragmatics Analysis)
Example 1
Example 2
Example 3
Example 4
Example 5
Example 6
Example 7
Example 8
Example 9
Example 10
Activity 3: Intercultural Communication (Group Work)
8.8 Additional Reading and Resources
8.9 Class Assignment: Pragmatics Teaching
References
9 Academic Language Skills
9.1 Chapter Introduction
9.2 Pre-Reading Activities
9.3 More about the Four Skills
9.4 What Is Reading?
9.4.1 Decoding/Bottom-Up Strategies
9.4.2 Top-Down Strategies
9.4.3 Readability
9.5 What Is Writing?
9.5.1 Writing-to-Learn and Learning-to-Write
9.5.2 Genre and Discourse
9.5.3 Written Corrective Feedback
9.5.4 Process and Product of Writing
9.6 What Is Speaking?
9.6.1 Monologue versus Dialogue
9.6.2 Different Aspects of Speaking
9.6.3 Speaking Anxiety
9.7 What Is Listening?
9.7.1 Parsing
9.7.2 Listening Strategies
9.8 Summary
9.9 Pedagogical Guidance
9.9.1 General Guidelines
9.9.2 Target Each Skill
9.9.3 Sequence Skills
9.9.4 Include Academic Skills
9.9.5 Increase Metacognition
9.9.6 Give Pre-, During-, and Post-Instruction Activities
9.9.7 Leverage L1 Literacy
9.9.8 Use Technology for Each Skill
9.9.9 Provide Numerous Purposeful Activities: Listening and Reading
9.9.10 Teach Bottom-Up and Top-Down Strategies: Reading
9.9.11 Combine Writing-to-Learn-Language and Learning-to-Write
9.9.12 Target Specific Genres: Reading and Writing
9.9.13 Provide Corrective Feedback: Writing and Speaking
9.9.14 Think Why Students Don’t Speak
9.10 Post-Reading Activities
Activity 1: Text Decoding (Reading)
Activity 2: Theory Analysis (Speaking)
Activity 3: Written Corrective Feedback (Writing)
9.11 Additional Reading and Resources
9.12 Class Assignment: Teaching Four Skills
References
10 Cognitive Individual Differences
10.1 Chapter Introduction
10.2 Pre-Reading Activities
10.3 What Are Cognitive IDs?
10.3.1 General Intelligence
10.3.2 Working Memory
10.3.3 Language Learning Aptitude
10.3.3.1 Phonemic Coding Ability
10.3.3.2 Grammatical Sensitivity
10.3.3.3 Rote Memorization
10.4 Aptitude–Treatment Interaction
10.5 Neurodiversity
10.5.1 Autism
10.5.2 Attention Deficit Hyperactivity Disorder (ADHD)
10.5.3 Dyslexia
10.6 Language Learning Strategies
10.6.1 Cognitive Strategies
10.6.2 Metacognitive Strategies
10.6.3 Affective Strategies
10.6.4 Social Strategies
10.6.5 Compensatory Strategies
10.7 Summary
10.8 Pedagogical Guidance
10.8.1 General Guidelines
10.8.2 Be Inclusive
10.8.3 Don’t Stereotype Students
10.8.4 Distinguish L2 Knowledge and Learning Abilities
10.8.5 Teach Metacognitive Skills
10.8.6 Give Extra Support
10.8.7 Give More Input with Varied Focus on Form
10.8.8 Vary Feedback Types
10.8.9 Organize Tasks and Simplify Instruction (for Autism)
10.8.10 Use Multi-Sensory Instruction (for Dyslexia, ADHD, and Others)
10.9 Post-Reading Activities
Activity 1: Test Your Working Memory and Aptitude (Analysis of Tests)
Activity 2: Compensatory Strategies for Dyslexia (Activity Development)
Activity 3: Multi-Sensory Instruction (Lesson Planning)
10.10 Additional Reading and Resources
10.11 Class Assignment: Cognitive Individual Differences
References
11 Psychological Individual Differences
11.1 Chapter Introduction
11.2 Pre-Reading Activities
11.3 What Are Psychological IDs?
11.3.1 Trait-Like versus State-Like Learner Psychology
11.3.2 Dynamics of Learner Psychology
11.3.3 Learner Psychology and Instruction
11.4 Different Psychological Constructs
11.4.1 Motivation
11.4.2 Foreign Language Anxiety and Enjoyment
11.4.3 Metacognition and Self-Regulated Learning
11.4.4 Mindsets
11.4.5 Interaction Mindset
11.4.6 Other Psychological Individual Differences
11.5 Teacher Psychology
11.6 Summary
11.7 Pedagogical Guidance
11.7.1 General Guidelines
11.7.2 Create and Sustain Vision
11.7.3 Heighten Metacognition
11.7.4 Increase Participation
11.7.5 Enhance Enjoyment
11.8 Post-Reading Activities
Activity 1: Motivated Behaviors (Classroom Observation)
Activity 2: Exploring Metacognition (Group Project)
11.9 Additional Reading and Resources
11.10 Class Assignment: Psychological Individual Differences
References
12 Social Individual Differences
12.1 Chapter Introduction
12.2 Pre-Reading Activities
12.3 What Are Social IDs?
12.3.1 Foreign Language versus Second Language Contexts
12.3.2 Social Identity
12.3.3 Acculturation Theory
12.3.4 A Transdisciplinary Framework: The Douglas Fir Group
12.4 Other Socially Constructed IDs
12.4.1 Heritage Language Learners
12.4.2 Race and Ethnicity
12.4.3 Social Class
12.4.4 Sex, Gender, and Sexual Orientation
12.5 Summary
12.6 Pedagogical Guidance
12.6.1 General Guidelines
12.6.2 Explore Your Own Biases
12.6.3 Consider Social IDs in the Classroom
12.6.4 Validate Your Students
12.6.5 Take Advantage of Positive Views
12.6.6 Allow Space for Students’ L1s
12.6.7 Let Students Share Their Stories
12.6.8 Include Other Students
12.6.9 Involve Parents, Administrators, and Policy Makers
12.7 Post-Reading Activities
Activity 1: Your Identity (Picture Drawing)
Activity 2: Materializing Social Justice (Action Planning)
Activity 3: Social IDs and L2 Learning (Group Work)
12.8 Additional Reading and Resources
12.9 Class Assignment: Social Individual Differences
References
13 The Research–Practice Dialogue
13.1 Chapter Introduction
13.2 Pre-Reading Activities
13.3 Research and Our Lives
13.4 The Relationship between Research and Practice
13.4.1 Researchers’ Attitudes
13.4.2 Researchers’ Challenges
13.4.3 Teachers’ Attitudes
13.4.4 Teachers’ Challenges
13.5 Potential Solutions
13.5.1 Solution #1: Setting the Scene
13.5.2 Solution #2: Practice-Based Research
13.5.3 Solution #3: Dissemination Formats
13.5.4 Solution #4: Venues for the Dialogue
13.5.5 Solution #5: Institutional Support
13.6 Moving Forward
13.7 Summary
13.8 Post-Reading Activities
Activity 1: Revisit Your Beliefs (Learning Check)
Activity 2: Research Summary (Group Work)
Activity 3: Research Use in the Classroom (Interview)
Activity 4: Creation of a Venue (Group Project)
13.9 Additional Reading and Resources
13.10 Class Assignment: The Research–Practice Relationship
References
Key Terms
Index