Psycholinguistic and sociolinguistic perspectives on second language learning and teaching. Studies in honor of Waldemar Marton.

Autor/in	Marton, Waldemar
Sonst. Personen	Drozdzia-Szelest, Krystyna (Hrsg.); Pawlak, Miroslaw (Hrsg.)
Titel	Psycholinguistic and sociolinguistic perspectives on second language learning and teaching. Studies in honor of Waldemar Marton. Gefälligkeitsübersetzung: Psycholinguistische und soziolinguistische Perspektiven auf das Lernen und Lehren der Zweitsprache. Studien zu Ehren von Waldemar Marton.
Quelle	Heidelberg: Springer (2013), X, 250 S. PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Second language learning and teaching
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISBN	978-3-642-23546-7; 978-3-642-23547-4
DOI	10.1007/978-3-642-23547-4
Schlagwörter	Psycholinguistik; Soziolinguistik; Fremdsprachenunterricht
Abstract	"The volume provides a state-of-the-art overview of key issues in second language learning and teaching, adopting as a point of reference both psycholinguistic and sociolinguistic perspectives. The papers included in the collection, which have been contributed by leading specialists in the field from Poland and abroad, touch upon important theoretical issues, report latest research findings and offer guidelines for classroom practice. The range of topics covered and the inclusion of concrete pedagogic proposals ensures that the book will be of interest to a wide audience, not only SLA specialists, but also methodologists, material designers, undergraduate and graduate students, and practitioners" (publisher's description). Content: Theoretical Considerations: Maria Dakowska: Foreign Language Didactics Encounters Cognitive Science (3-25); Michael Sharwood Smith: Only Connect: The Interface Debate in Second Language Acquisition (27-39); Maria Wysocka: Teaching English as an International Language: Problems and Research Questions (41-55); Hanna Komorowska: Metaphor in Language Education (57-72); Halina Chodkiewicz: Dual Focus an Language and Content as an Issue in L2/FL Reading Development (73-88); Research Projects: Susan M. Gass, Jennifer N. Behney, Baburhan Uzum: Inhibitory Control, Working Memory and L2 Interaction (91-114); Anna B. Cieslicka: Second Language Learners' Processing of Idiomatic Expressions: Does Compositionality Matter (115-136); Anna Michoniska-Stadnik: The Relationship Between Impulsive/Reflective Cognitive Style and Success in Grammar Acquisition in English as a Foreign Language (137-149); Anna Nizegorodcew: The Appeal of the Teaching Method in the Postmethod Era: The Motivation of Adult EFL Course Participants (151-161); Michael D. Pasquale, Dennis R. Preston: The Folk Linguistics of Language Teaching and Learning (163-174); Classroom Applications: Krystyna Drozdzial-Szelest: Methods in Language Teaching: Do We Still Need Them? (177-197); Miroslaw Pawlak: Principles of Instructed Language Learning Revisited: Guidelines for Effective Grammar Teaching in the Foreign Language Classroom (199-220); Teresa Siek-Piskozub: Using Simulations to Develop Intercultural Communication Competence in an EFL Methodology Seminar (221-231); Roger Berry: Metalinguistic Relativity and the Personal Pronoun Paradigm (233-244).
Erfasst von	GESIS - Leibniz-Institut für Sozialwissenschaften, Mannheim
Update	2015/1