The Cambridge Handbook of Language Learning. Cambridge Handbooks in Language and Linguistics

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Sonst. Personen	Schwieter, John W. (Hrsg.); Benati, Alessandro (Hrsg.)
Titel	The Cambridge Handbook of Language Learning. Cambridge Handbooks in Language and Linguistics
Quelle	(2019), (830 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1084-2043-3
Schlagwörter	Leitfaden; Unterricht; Lernender; Language Acquisition; Second Language Learning; Second Language Instruction; Educational Theories; Linguistic Theory; Psycholinguistics; Teaching Methods; Skill Development; Individual Differences; State of the Art Reviews; Cognitive Processes; Educational Research; Language Research; Action Research; Neurolinguistics; Communication Skills; Listening Skills; Reading Comprehension; Short Term Memory; Language Aptitude; Learning Motivation; Age Differences; Grammar; Morphology (Languages); Instructional Design; Language Proficiency; Technology Uses in Education; Bilingual Education; Policy; Native Language Instruction; Language Minorities; Acculturation; Study Abroad; Immersion Programs; Teacher Education; Educational Trends + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Sprachaneignung; Spracherwerb; Zweitsprachenerwerb; Fremdsprachenunterricht; Educational theory; Theory of education; Bildungstheorie; Linguistische Theorie; Psycholinguistik; Teaching method; Lehrmethode; Unterrichtsmethode; Kompetenzentwicklung; Qualifikationsentwicklung; Individueller Unterschied; Entwicklungsstand; Cognitive process; Kognitiver Prozess; Bildungsforschung; Pädagogische Forschung; Sprachforschung; Projektforschung; Neurolinguistisches Programmieren; Kommunikationsstil; Leseverstehen; Kurzzeitgedächtnis; Sprachbegabung; Spracheignung; Motivation for studies; Lernmotivation; Age; Difference; Age difference; Altersunterschied; Grammatik; Morphology; Morphologie; Lessonplan; Language skill; Language skills; Sprachkompetenz; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Bilingual teaching; Bilingualer Unterricht; Politik; Native language education; Muttersprachlicher Unterricht; Sprachminderheit; Akkulturation; Studies abroad; Auslandsstudium; Immersionsprogramm; Lehrerausbildung; Lehrerbildung; Bildungsentwicklung
Abstract	Providing a comprehensive survey of cutting-edge work on second language learning, this "Handbook," written by a team of leading experts, surveys the nature of second language learning and its implications for teaching. Prominent theories and methods from linguistics, psycholinguistics, processing-based, and cognitive approaches are covered and organised thematically across sections dealing with skill development, individual differences, pedagogical interventions and approaches, and context and environment. This state-of-the-art volume will interest researchers in second language studies and language education, and will also reach out to advanced undergraduate and graduate students in these and other related areas. This book: (1) Covers an exhaustive range of research and provides refreshing insights from top experts regarding new directions; (2) Puts specific focus on language learning in a wide range of settings, providing readers with a broad overview of multiple contexts; and (3) Addresses a growing need and interest to better understand theories of language learning and the instructional interventions that facilitate such learning. It includes the following chapters: Introduction (John W. Schwieter and Alessandro Benati); (1) Formal linguistic approaches to adult L2 acquisition and processing (Jason Rothman, Fatih Bayram, Ian Cunnings and Jorge González Alonso); (2) Cognitive approaches to second language acquisition (Nick C. Ellis and Stefanie Wulff); (3) The qualitative science of Vygotskian sociocultural psychology (Rémi A. Van Compernolle); (4) Theoretical frameworks in L2 acquisition (John Truscott and Michael Sharwood Smith); (5) Qualitative classroom methods (Peter I. De Costa, Wendy Li and Hima Rawal); (6) Experimental studies in L2 classrooms (Charlene Polio and Jongbong Lee); (7) Action research: developments, characteristics, and future directions (Anne Burns); (8) Classroom observational research (Nina Spada); (9) Psycholinguistic and neurolinguistic methods (Leah Roberts); (10) Interaction in L2 learning (Jaemyung Goo); (11) Speaking (Dustin Crowther and Susan M. Gass); (12) Second language listening: current ideas, current issues (John Field); (13) Contemporary perspectives on L2 upper-register text processing (Elizabeth B. Bernhardt and Cici Malik Leffell); (14) Language learning through writing: theoretical perspectives and empirical evidence (Rosa M. Manchón and Olena Vasylets); (15) Working memory in language learning and processing (Zhisheng Wen and Shaofeng Li); (16) Language aptitudes in L2 acquisition (Gisela Granena); (17) Language learner motivation: what motivates motivation researchers? (Stephen Ryan); (18) A new look at age: young and old L2 learners (Carmen Muñoz); (19) Identity (Ron Darvin and Bonny Norton); (20) Pedagogical interventions to L2 grammar instruction (Alessandro Benati and John W. Schwieter); (21) Task-based language learning (Michael H. Long, Jiyong Lee and Kyoko Kobayashi Hillman); (22) Task and syllabus design for morphologically-complex languages (Roger Gilabert and Joan Castellví); (23) Proficiency guidelines and frameworks (David Little); (24) Technology-mediated language learning (Carol Chapelle); (25) Content-based L2 teaching (Hossein Nassaji and Eva Kartchava); (26) Conceptions of L2 learning in critical language pedagogy (Graham Crookes); (27) Bilingual education and policy (Christine Hélot and Ofelia García); (28) Heritage language instruction (Kim Potowski and Sarah J. Shin); (29) Minority languages at home and abroad: education and acculturation (Aline Ferreira, Viola G. Miglio and John W. Schwieter); (30) Study abroad and immersion (Jane Jackson and John W. Schwieter); (31) Teacher education: past, present, and future (Peter Swanson); and (32) Future directions in language learning and teaching (Susan M. Gass). (ERIC).
Anmerkungen	Cambridge University Press. 32 Avenue of the Americas, New York, NY 10013. Tel: 845-353-7500; Fax: 845-353-4141; e-mail: customer_service@cambridge.org; Web site: https://www.cambridge.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01