Multiword Sequences and Language Learning Pedagogy: Bridging the Research-Practice Gap

Autor/in	Alasmary, Abdullah A.
Titel	Multiword Sequences and Language Learning Pedagogy: Bridging the Research-Practice Gap
Quelle	In: English Language Teaching, 12 (2019) 1, S.204-213 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Phrase Structure; Language Processing; Teaching Methods; Language Patterns; Learning Activities; Language Role; Native Language; Internet; Indexes; Bilingualism; Grammar; Task Analysis; Computational Linguistics + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Phrasenstruktur; Sprachverarbeitung; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachmodell; Sprachstruktur; Lernaktivität; Indexdatei; Bilingualismus; Grammatik; Aufgabenanalyse; Linguistics; Computerlinguistik
Abstract	Strong claims are made regarding the significant role that multiword sequences play in the comprehension and production of speech and writing. Although the literature is replete with research-informed, evidence-based guidelines on how to maximize the learning of such sequences, such guidelines need to be synthesized, analyzed and evaluated for learning purposes. This paper attempts to fill this gap, addressing the numerous instructional options that ESL/EFL practitioners, curriculum designers and materials authors have at their disposal while dealing with lexically bundled sequences in several learning contexts. Another purpose of this paper, is to explain the problems that may arise as a result of teaching these sequences and the ways to solve them. The bulk of discussion will be centered on the tasks, activities and techniques suggested by researchers for deepening learners' understanding of these patterns across a wide range of contexts. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01