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Since the introduction of communicative language teaching, collaborative learning has played an important role in the second language (L2) classroom. Drawing from sociocultural theory, which states that human cognitive development is a socially situated activity mediated by language, studies in L2 pedagogy advocate the use of tasks that require learners to work together. Collaborative dialogue encourages language learning, and research shows that the solutions reached by students in this process are more often correct with a lasting influence on their language comprehension. This volume includes ten chapters that illustrate the benefits of collaborative dialogue in second foreign language classrooms. The volume considers key issues dealing with collaborative tasks and implications for language teaching.
Dialogue --- Foreign language acquisition --- Collaboration --- Dialog --- Drama
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Can learner dictionaries help to build vocabulary? What are the preconditions for transforming learner dictionaries into teaching dictionaries? The study draws on the related disciplines of vocabulary didactics and learning psychology to examine the usefulness of learner dictionaries for systematic vocabulary acquisition. It goes on to test its hypotheses using eye-tracking studies. Das Lernen bzw. der Erwerb des Wortschatzes ist die größte Hürde, welche ein Lernender in der Fremdsprache nehmen muss. Als Hilfsmittel stehen ihm dabei Lernerwörterbücher zur Seite, von denen immer wieder behauptet wird, sie tragen zum Wortschatzerwerb bei. Welche Voraussetzungen müssen jedoch gegeben sein, damit Lerner- zu Lernwörterbüchern werden? In der Studie wird die Eignung aktueller DaF-Lernerwörterbücher zum systematischen Wortschatzerwerb untersucht. Basierend auf den Erkenntnissen der für diese Frage wichtigsten Bezugsdisziplinen – Wortschatzdidaktik und Lernpsychologie – wird geprüft, welche makro- und mikrostrukturellen Merkmale das Lernen fördern. Auf dieser Grundlage werden sechs Konsequenzen für die Konzeption von Lernerwörterbüchern formuliert. Anschließend wird eine der aus den lernpsychologischen Erkenntnissen abgeleiteten Konsequenzen exemplarisch umgesetzt und mittels Eye-Tracking überprüft, wie die neu gestalteten Artikel von Lernenden wahrgenommen werden und ob die Form der Gestaltung zum (inzidentellen) Wortschatzerwerb beitragen kann. Damit wird eine Möglichkeit aufgezeigt, wie in der Lexikographie neue, benutzeradäquate Konzepte mit wortschatzdidaktischen Ansätzen verbunden werden können.
Lexicography. --- Vocabulary --- Encyclopedias and dictionaries --- Study and teaching. --- Diction --- Lexicology --- Foreign-Language Acquisition. --- Learner's Dictionaries.
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Der sprachen- und bildungsstufenübergreifend angelegte Band stellt Heterogenität als Merkmal pädagogischer Settings in den Fokus und geht der zentralen Frage nach, wie der mehrsprachigen Lebenswirklichkeit in einem an der Bildungssprache Deutsch orientierten System entsprochen werden kann. Die Beiträge spiegeln die vielfältigen Ausgangslagen, Bedarfe und Perspektiven wider, die den deutschsprachigen Raum prägen. Dabei werden Ausbaupotenziale von Sprachförderung ebenso untersucht wie Faktoren und Facetten einer entwicklungsadäquaten Förderung von Deutsch als Bildungssprache, Gelingensbedingungen für Sprachaneignung im Kontext herkunftsbedingter Mehrsprachigkeit und integrative Ansätze zum gesteuerten (Mehr-)Sprachenerwerb. Durch die Bündelung dieser inhaltlich und methodisch breiten Themenfelder zu den vier Schwerpunkten Bildungssprache Deutsch, herkunftsbedingte Mehrsprachigkeit, Fremdsprachenerwerb und Sprachförderkompetenzen können Befunde und Handlungsempfehlungen für Bereiche zusammengeführt werden, die für angewandte Linguist/-innen, Sprachlehrforscher/-innen, Sprachendidaktiker/-innen, Lehrkräftebildner/-innen und Pädagog/-innen ebenso relevant sind wie für Entscheidungsträger/-innen in mit Sprache befassten Institutionen. This volume spans various languages and education levels, focusing on heterogeneity as an immanent characteristic of pedagogical settings. Its examines the potential of language development, the factors and facets of the developmentally appropriate promotion of German as a language of education, the conditions for successful language acquisition in the context of multilingualism, and integrative approaches toward controlled language acquisition.
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Italiano con l'immaginario introduces a humanistic approach of language teaching little known in Italy, deriving from the French teaching tradition. Simulation globale is a language teaching course which, instead of offering many detached activities and using a standard manual, follows a path on which all elements are connected by a narrative thread. Thus, the oral and written production of a large number of texts takes place within a very motivating context.
Language --- didactics --- sprache --- didaktik --- italienisch --- fremdsprachenunterricht --- instruction --- unterricht --- education --- language --- handlungsablauf --- insegnamento --- canovaccio --- kanevas --- didattica --- foreign language acquisition --- lingua --- simulation globale
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The acquisition of Mandarin Chinese, one of the most important and widely spoken languages in the world today, is the focus of this innovative study. It describes the rise of Chinese as a global language and the many challenges and opportunities associated with learning it. The collaborative, multiple-case study and cross-case analysis is presented from three distinct but complementary theoretical and analytic perspectives: linguistic, sociocultural, and narrative. The book reveals fascinating dimensions of Chinese language learning based on vivid first-person accounts (with autobiographical n
Chinese language --- Sino-Tibetan languages --- Study and teaching. --- Social aspects. --- Research. --- Applied Linguistics. --- Autobiography. --- Chinese Language. --- Language Learning. --- Narrative. --- Second and Foreign Language Acquisition.
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The book aims to address one of the main problems of Chinese language teaching: lack of research base. The rapidly growing interest in Chinese language teaching has not resulted in the development of a strong research background. This book attempts to change the current situation. The volume consists of three chapters. Chapter I: Research Base for Practice contains three papers, each of which uses research findings as a basis for solving issues connected with practical language teaching. Chapter II: Integrating Culture and Language is about one of the most intriguing topics of current language-oriented research: how to integrate culture into the process of language teaching. Chapter III: Acquisition of Language Structures consists of studies that investigate the acquisition of certain grammatical structures in Chinese. There are only a few papers in the literature on this issue, so the articles in this chapter are especially important for further research. One of the most important features of the volume is that each paper makes an attempt to bring together theory and practice by focusing on theory-building based on practice or theory application in practice. Thus the book can be recommended to both researchers and practitioners.
Chinese language --- Second language acquisition --- Second language learning --- Language acquisition --- Study and teaching --- Foreign speakers. --- Research. --- Applied Linguistics. --- Chinese Language. --- Second and Foreign Language Acquisition.
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Romance philology
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Philologie romane
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Periodicals
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Périodiques
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Romance philology.
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#BIBC:tijdschradm
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The book focuses on one aspect of foreign language acquisition that has not received much attention, that of the effect of bilingualism in the oral production of the English language learners. Two research areas have tackled this issue separately. On the one hand, third language acquisition researchers have analysed bilingualism effects in the acquisition of a third language. On the other hand, studies in interlanguage pragmatics have taken into account variables affecting the use of request acts by second language learners of English. The two research areas are connected in this volume, as it deals with bilingualism effects in the pragmatic production and awareness of third language learners of English. The first part of the book includes a theoretical description of research conducted in the areas of third language acquisition and interlanguage pragmatics, and the second part presents a detailed description of the empirical study carried out in a multilingual speech community.
Language and languages --- Pragmatics. --- Language awareness. --- Linguistic awareness --- Metalinguistic knowledge --- Awareness --- Psycholinguistics --- Pragmalinguistics --- General semantics --- Logic, Symbolic and mathematical --- Semantics (Philosophy) --- Foreign language study --- Language and education --- Language schools --- Study and teaching. --- Philosophy --- Language and languages Study and teaching --- Study and teaching --- Bilingualism . --- ELLs. --- English language learner. --- L3 acquisition. --- Multilingualism. --- foreign language acquisition. --- pragmatics . --- second language learners. --- third language acquisition.
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This companion volume to College Korean (California, 1992) enables students to continue their development of Korean language skills and to enrich their understanding of Korea. Because language is a fundamental component of culture, the text incorporates themes relating to Korea's cultural customs and social issues, presented in the form of dialogues, anecdotes, short essays, and poems. Also included are themes tied to the country's physical geography, including major cities, islands, and historical sites. Each lesson consists of a situation dialogue, core vocabulary, idiomatic expressions, grammar, and exercises on reading and listening comprehension. The vocabulary uses adult-level words from the media and professional worlds and ranges from computer terms to martial arts. Unlike other Korean language texts, Intermediate College Korean goes well beyond everyday survival skills and offers students a much wider exposure to both the language and culture of Korea. A reference section includes an index to patterns and grammar notes, a glossary, spelling tips, a list of connectives, and irregular verb charts.
K9680 --- Korea: Language and linguistics -- study materials -- general --- Korean language --- English. --- Study and teaching --- English speakers. --- advanced korean. --- computer terms. --- foreign language acquisition. --- foreign language. --- grammar. --- historical sites. --- idioms. --- intermediate korean. --- korea. --- korean culture. --- korean language. --- korean literature. --- korean. --- language arts disciplines. --- language. --- linguistics. --- listening comprehension. --- major cities. --- martial arts terms. --- media. --- nonfiction. --- physical geography. --- poems. --- professional korean. --- reading comprehension. --- vocabulary.
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This book presents research on the learning of foreign languages by children aged 6-12 years old in primary school settings. The collection provides a significant and important contribution to this often overlooked domain and aims to provide research-based evidence that might help to inform and develop pedagogical practice. Topics covered in the chapters include the influence of learner characteristics on word retrieval; explicit second language learning and language awareness; meaning construction; narrative oral development; conversational interaction and how it relates to individual variables; first language use; feedback on written production; intercultural awareness raising and feedback on diagnostic assessment. It will be of interest to undergraduate and graduate students, researchers, teachers and stakeholders who are interested in research on how children learn a second language at primary school.
English language --- Language and languages --- Language acquisition --- Bilingualism in children. --- Study and teaching (Primary) --- Foreign speakers. --- Age factors. --- L1. --- SLA. --- child SLA. --- child foreign language learning. --- children. --- early language learning. --- foreign language acquisition. --- foreign language learning. --- foreign languages. --- implicit/explicit learning. --- interaction. --- metalinguistic awareness. --- primary school. --- second language acquisition. --- teaching languages to young children . --- young language learners.
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