Digital Language Learning and Teaching_
β Michael Carrier, Ryan M. Damerow
π Library
π
2017
π Routledge
π English
β¦ LIBER β¦
π
Second language classrooms: research on teaching and learning
β Scribed by Craig Chaudron
- Publisher
- Cambridge University Press
- Year
- 1988
- Tongue
- English
- Leaves
- 240
- Category
- Library
β¬ Acquire This Volume
No coin nor oath required. For personal study only.
β¦ Synopsis
This important new book provides a critical overview of recent classroom-centered research and its implications for the teaching and learning of languages. Chaudron synthesizes and evaluates crucial research about the way student and teacher behaviours affect language learning and discusses research methods. Second Language Classrooms will be of vital interest to researchers, language teachers, and curriculum specialists, as well as readers with a general interest in education, linguistics, sociology, or psychology.
β¦ Table of Contents
Frontmatter
List of tables and figures (page xi)
Series editors' preface (page xiii)
Preface (page xv)
1 Major issues in second language classroom research (page 1)
The value of second language instruction (page 4)
The context of second language instruction (page 4)
Major issues (page 6)
Methodological problems (page 10)
Overview of the book (page 11)
2 Classroom research methods (page 13)
Four traditions in research (page 13)
General methodological issues (page 15)
The traditions in perspective (page 28)
Conclusion (page 49)
3 Teacher talk in second language classrooms (page 50)
Amount and types of teacher talk (page 50)
Modifications in teacher speech (page 54)
Elaborated descriptions of teacher discourse (page 86)
Conclusion (page 87)
4 Learner behavior in second language classrooms (page 90)
Language production (page 91)
Input generation (page 100)
Interaction between learners (page 106)
Learner strategies (page 109)
Conclusion (page 116)
5 Teacher and student interaction in second language (page 118)
Differential allocation of teacher speech to learners (page 119)
Choice of language (page 121)
Questioning behavior (page 126)
Feedback (page 132)
Conclusion (page 152)
6 Learning outcomes (page 154)
Teacher input and learner comprehension/production (page 154)
Formal language instruction (page 164)
Learner behavior and learning outcomes (page 167)
Classroom interaction and learning outcomes (page 171)
Conclusion (page 178)
7 Direction for research and teaching (page 180)
Methodological issues (page 180)
Implications for research and teaching (page 184)
The value of second language instruction (page 191)
References (page 193)
Index (page 215)
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