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ISBN: 9781847691750 1847691757 9781847691743 1847691749 9781847691767 1847691765 1847698859 1282135872 9786612135873 Year: 2009 Publisher: Blue Ridge Summit, PA
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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 learning experiences and learners’ language knowledge profiles, the metalinguistic knowledge of teacher trainees and the effects of different types of form-focused instruction on L2 acquisition. The book concludes with a consideration of how the tests can be further developed and applied in the study of L2 acquisition.
Psycholinguistics --- Sociolinguistics --- Language and languages --- Second language acquisition --- 800.7 --- Second language learning --- Language acquisition --- Foreign language study --- Language and education --- Language schools --- 800.7 Taalonderwijs. Taalverwerving --- Taalonderwijs. Taalverwerving --- Study and teaching --- Second language acquisition. --- Study and teaching. --- Language and languages Study and teaching --- Language and languages - Study and teaching --- L2 acquisition. --- L2 instruction. --- L2 teaching. --- SLA. --- Second Language Acquisition. --- explicit knowledge. --- explicit/implicit knowledge. --- foreign language learning. --- implicit knowledge. --- language learning. --- language proficiency. --- language teaching. --- language testing. --- learning grammar. --- teaching grammar.
Book
ISBN: 1847693849 1282657011 9786612657016 1847692249 9781847692245 9781847692238 1847692230 9781847692221 1847692222 9781847693846 Year: 2009 Publisher: Bristol Blue Ridge Summit
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This book presents a comprehensive review of previous research on lexical inferencing, co-authored by Kirsten Haastrup, and a major new trilingual study of lexical inferencing by both first (L1) and second language (L2) readers. Research since the 1970's on this apparently universal cognitive process in L2 reading and vocabulary learning is surveyed, including the kinds of knowledge and textual cues L2 readers use when inferring unknown word meanings, factors influencing their success and knowledge retention, and relevant theory. A comparative study of L1 and L2 lexical inferencing by Persian and French and English speakers is then presented, focusing on evidence of L1 transfer in the L2 inferencing process, its success and readers’ gains in L2 word knowledge. Influences of the specific L1 are distinguished from those of native versus non-native proficiency, relative cultural familiarity of texts, readers’ L2 proficiency, text language features and other factors. The relative typological distance between readers’ L1 and L2 is reflected in systematic differences between L1 speakers of Persian and French in their L2 lexical inferencing. Implications are drawn for L2 instruction at advanced levels.
Vocabulary --- Second language acquisition. --- Language and languages --- Inference. --- Foreign language study --- Language and education --- Language schools --- Second language learning --- Language acquisition --- Ampliative induction --- Induction, Ampliative --- Inference (Logic) --- Reasoning --- Study and teaching. --- Reading comprehension. --- Vocabulary. --- English language --- Word books --- Words, Stock of --- Diction --- Lexicology --- Comprehension --- Language and languages Study and teaching --- Study and teaching --- L1 transfer. --- L2 instruction. --- L2 reading. --- Lexical Inferencing. --- SLA. --- Second Language Acquisition. --- crosslinguistic influence. --- transfer in language learning. --- vocab learning. --- vocabulary learning.
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