A Cognitive Approach to Language LearningOUP Oxford, 5 Φεβ 1998 - 332 σελίδες This book has two major themes: firstly, it discusses psycholinguistic and cognitive aspects of language learning, and secondly, it looks at the contrast between universalist accounts of language learning and accounts which focus on individual differences between learners. Interwoven throughout is a focus on practical applications of these themes in task-based learning and language testing. Winner MLA Kenneth W Mildenberger Prize |
Περιεχόμενα
Learning style | 237 |
Learners learning and pedagogy | 259 |
Conclusions | 283 |
Πνευματικά δικαιώματα | |
1 άλλες ενότητες δεν εμφανίζονται
Άλλες εκδόσεις - Προβολή όλων
Συχνά εμφανιζόμενοι όροι και φράσεις
accuracy achieved activities analysis analytic Applied Linguistics aptitude research aptitude tests areas argued aspects assessment attention Bialystok capacity Chapter cognitive psychology communication complexity components comprehension comprehension-based concerned context contrast critical period Critical Period Hypothesis dimensions discussion earlier effective example exemplars factors fluency focus on form Foster and Skehan framework function goals grammar greater implications important influence information-processing input interaction interlanguage development interlanguage system knowledge Language Acquisition Device language development language learning ability language performance language teaching language testing learners lexical long-term memory material meaning metacognitive strategies MLAT nature negotiation of meaning operate output pedagogic phonemic coding ability planning post-task pre-task principles problems produce proposed psycholinguistic relationship relevant restructuring result role rule-based second language acquisition second language learning Skehan and Foster sociolinguistic stage strategies structure studies style suggests Swain syllabus syntactic Tarone task difficulty task-based approach task-based instruction teacher Universal Grammar VanPatten