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Implicit and explicit knowledge in second language learning, testing and teaching
The implicit/explicit distinction is central to our understanding of the nature of L2 acquisition. This book begins with an account of how this distinction applies to L2 learning, knowledge and instruction. It then reports a series of studies describing the development of a battery of tests providing relatively discrete measurements of L2 explicit/ implicit knowledge. These tests were then utilized to examine a number of key issues in SLA - the learning difficulty of different grammatical structures, the role of L2 implicit/ explicit knowledge in language proficiency, the relationship between.
eBook
Early Language Learning in Context
This book critically analyses early school foreign language
teaching policy and practice, foregrounding the influence of the
socioeducational and cultural context on how policies are
implemented and assessing the factors which either promote or
constrain their effectiveness. It focuses on four Asian contexts -
Malaysia, South Korea, Sri Lanka and Thailand - while providing a
discussion of policy and practice in Canada and Finland as a
comparison. Concentrating on the state school sector, it criticises
the worldwide trend for a focus on English as the principal or only
foreign language taught in primary schools, founded on a rationale
that widespread proficiency in English is important for future
national success in a globalised economy. It maintains that the
economic rationale is not only largely unfounded and irrelevant to
the language learning experiences of young children but also that
the focus on English exacerbates system inequalities rather than
contributing to their reduction. The book argues for a broader
perspective on language learning in primary schools, one that
values multilingualism and knowledge of regional and indigenous
languages alongside a more diverse range of foreign languages. This
book will appeal to educational policymakers, researchers and
students interested in early foreign language learning in state
educational systems worldwide.
eBook
The History of Grammar in Foreign Language Teaching
This volume traces the concept of grammar chronologically from Antiquity through contemporary language pedagogy.
eBook
A humanizing dual language immersion education
\"In every corner of the world, children are learning languages at home that differ from the dominant language used in their broader social world. These children arrive at school with a precious resource: their mother tongue. In the face of this resource and the possibility for biliteracy, majority language educational programs do nothing to support primary language competence. To counter monolingual education, there are significant albeit few initiatives around the world that provide formal support for children to continue to develop competence in their mother tongue, while also learning an additional language or languages. One such initiative is dual language immersion education (DLI). Interestingly, most (if not all) research on DLI programs focus on the effectiveness of bilingual education vis-à-vis academic access and achievement. The ideologies embedded in the research and guidelines for DLI education, albeit necessary and critical during the early days of DLI schooling, are disconnected from the present realities, epistemologies, and humanness of our bilingual youth. A Humanizing Dual Language Immersion Education envisions a framework informed by bilingual teachers and students who support biliteracy as a human right. Positioning bilingual education under a human rights framework addresses the basic right of our bi/multilingual youth to human dignity. Respect for the languages of persons belonging to different linguistic communities is essential for a just and democratic society. Given the centrality of language to our sense of who we are and where we fit in the broader world, a connection between linguistic human rights and bilingual education is essential\"-- Provided by publisher.
Book
Motivation, language attitudes and globalisation
This volume presents the results of the largest ever language attitude/motivation study, involving over 13,000 teenage language learners in Hungary surveyed in 1993, 1999 and 2004. The results are not confined to the European context but have wider implications concerning attitude change, motivational dynamics and language globalisation.
eBook
Teaching Grammar in Second Language Classrooms
Recent SLA research recognizes the necessity of attention to grammar and demonstrates that form-focused instruction is especially effective when it is incorporated into a meaningful communicative context. Designed specifically for second-language teachers, this text identifies and explores the various options for integrating a focus on grammar and a focus on communication in classroom contexts and offers concrete examples of teaching activities for each option. Each chapter includes a description of the option, its theoretical and empirical background, examples of activities illustrating in a non-technical manner how it can be implemented in the classroom, questions for reflection, and a list of useful resources that teachers can consult for further information.
Hossein Nassaji is Professor of Applied Linguistics in the Department of Linguistics at the University of Victoria, British Columbia, Canada.
Sandra Fotos , retired Professor of English and Applied Linguistics, Senshu University, Tokyo, Japan, is currently an adjunct at the University of Victoria, Canada.
'This is a concise book of nine chapters nested in three sections. The heart of the book is three chapters dealing with input-based approaches to teaching with a focus on form (FonF), and three chapters with output-orientated FonF. Each of these chapters provides a clear introduction and summary of relevant theoretical positions and up-to-date research findings. The authors write in an accessible non-technical style which should appeal to language teachers.' - Stephen H. Moore, System Journal
Preface
Introduction
1: The Changing View of Grammar Instruction
Part 1: Input-based Options in Focus on Grammar
2: Focus on Grammar Through Processing Instruction
3: Focus on Grammar through Textual Enhancement
4: Focus on Grammar through Discourse
Part 2: Interaction- and Output-based Options in Focus on Grammar
5: Focus on Grammar through Interactional Feedback
6: Focus on Grammar through Structured Grammar Focused Tasks
7: Focus on Grammar through Collaborative Output Tasks
Part 3: Instructional Contexts and Focus on Grammar
8: The Role of Context in Focus on Grammar
Conclusion
9: Focus on Grammar in L2 Classrooms: Concluding Remarks
References
Index
eBook