Second Language Acquisition and Language Education – Bridging the Interface
Emerging in the 1970s, second language acquisition (SLA) is now a long-established field, illuminating the complexity of language learning among learners in different learning contexts, ages, and developmental stages from diverse perspectives. As an independent field within Applied Linguistics, draw...
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| 格式: | Online |
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| 語言: | 英语 |
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MDPI - Multidisciplinary Digital Publishing Institute
2024
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| 在線閱讀: | ONIX_20240704_9783725811182_77 |
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| _version_ | 1863747266919006208 |
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| collection | Directory of Open Access Books |
| description | Emerging in the 1970s, second language acquisition (SLA) is now a long-established field, illuminating the complexity of language learning among learners in different learning contexts, ages, and developmental stages from diverse perspectives. As an independent field within Applied Linguistics, drawing on a range of cognate fields reflecting its interdisciplinary underpinnings, the field offers a diverse range of potential insights for language practitioners. The latter include language instructors but also language education policy makers, those involved in language testing, and learners themselves. While language acquisition and language education are often confounded, the specificity of their focus is different. Notwithstanding, there is a natural interface between an acquisitional approach and an educational focus to learning a second language. That interface extends beyond instructed second language acquisition (ISLA) as a sub-field of SLA, where there is a strong focus on classroom input exposure conditions. This volume includes, but also goes beyond, ISLA to consider the interface between SLA and language education as a means of exploring a non-exhaustive range of insights that SLA can provide on the learning process of relevance to language practitioners and other stakeholders. The presentation showcases the scope for SLA and language education practitioners and stakeholders to engage in mutually beneficial dialogue. |
| format | Online |
| id | doab-20.500.12854ir-139281 |
| institution | Directory of Open Access Books |
| language | eng |
| publishDate | 2024 |
| publishDateRange | 2024 |
| publishDateSort | 2024 |
| publisher | MDPI - Multidisciplinary Digital Publishing Institute |
| publisherStr | MDPI - Multidisciplinary Digital Publishing Institute |
| record_format | ojs |
| spelling | doab-20.500.12854ir-1392812024-07-04T09:36:01Z Second Language Acquisition and Language Education – Bridging the Interface Howard, Martin flow emergency remote teaching in-person teaching English Foreign Language bilingual education CLIL English level pre-service teachers English-medium instruction questions interaction higher education teacher training CEFR sociolinguistic competence French as a second language teacher practice learners’ self-identified needs learning investment language learning motivation needs engagement agency L2 quantitative research audiovisual input young learners foreign language learning reading skills listening skills individual differences English Language Teaching (ELT) curricular reforms teachers’ perception curricular appropriation generalist teachers rural schools extensive reading graded readers academic vocabulary learning receptive vocabulary listening narrative comprehension bilinguals school readiness alignment priming turn-taking dialogue conversation unscripted tasks foreign language second language task-based language teaching task-based needs analysis second language acquisition theories task-based language teaching (TBLT) L2 pronunciation instruction L2 pronunciation training task-based pronunciation teaching (TBPT) form-focused communicative instruction L2 vowel perception and production map task dialogs question types vocabulary multilingual children nasal vowels L3 French L1 Japanese orthographic effect crosslinguistic influence longitudinal spoken and written corpus n/a thema EDItEUR::C Language and Linguistics thema EDItEUR::C Language and Linguistics::CF Linguistics thema EDItEUR::C Language and Linguistics::CJ Language teaching and learning Emerging in the 1970s, second language acquisition (SLA) is now a long-established field, illuminating the complexity of language learning among learners in different learning contexts, ages, and developmental stages from diverse perspectives. As an independent field within Applied Linguistics, drawing on a range of cognate fields reflecting its interdisciplinary underpinnings, the field offers a diverse range of potential insights for language practitioners. The latter include language instructors but also language education policy makers, those involved in language testing, and learners themselves. While language acquisition and language education are often confounded, the specificity of their focus is different. Notwithstanding, there is a natural interface between an acquisitional approach and an educational focus to learning a second language. That interface extends beyond instructed second language acquisition (ISLA) as a sub-field of SLA, where there is a strong focus on classroom input exposure conditions. This volume includes, but also goes beyond, ISLA to consider the interface between SLA and language education as a means of exploring a non-exhaustive range of insights that SLA can provide on the learning process of relevance to language practitioners and other stakeholders. The presentation showcases the scope for SLA and language education practitioners and stakeholders to engage in mutually beneficial dialogue. 2024-07-04T09:35:56Z 2024-07-04T09:35:56Z 2024 book ONIX_20240704_9783725811182_77 9783725811182 9783725811175 https://directory.doabooks.org/handle/20.500.12854/139281 eng application/octet-stream Attribution-NonCommercial-NoDerivatives 4.0 International https://mdpi.com/books/pdfview/book/9277 https://mdpi.com/books/pdfview/book/9277 MDPI - Multidisciplinary Digital Publishing Institute 10.3390/books978-3-7258-1117-5 10.3390/books978-3-7258-1117-5 46cabcaa-dd94-4bfe-87b4-55023c1b36d0 9783725811182 9783725811175 252 open access |
| spellingShingle | flow emergency remote teaching in-person teaching English Foreign Language bilingual education CLIL English level pre-service teachers English-medium instruction questions interaction higher education teacher training CEFR sociolinguistic competence French as a second language teacher practice learners’ self-identified needs learning investment language learning motivation needs engagement agency L2 quantitative research audiovisual input young learners foreign language learning reading skills listening skills individual differences English Language Teaching (ELT) curricular reforms teachers’ perception curricular appropriation generalist teachers rural schools extensive reading graded readers academic vocabulary learning receptive vocabulary listening narrative comprehension bilinguals school readiness alignment priming turn-taking dialogue conversation unscripted tasks foreign language second language task-based language teaching task-based needs analysis second language acquisition theories task-based language teaching (TBLT) L2 pronunciation instruction L2 pronunciation training task-based pronunciation teaching (TBPT) form-focused communicative instruction L2 vowel perception and production map task dialogs question types vocabulary multilingual children nasal vowels L3 French L1 Japanese orthographic effect crosslinguistic influence longitudinal spoken and written corpus n/a thema EDItEUR::C Language and Linguistics thema EDItEUR::C Language and Linguistics::CF Linguistics thema EDItEUR::C Language and Linguistics::CJ Language teaching and learning Second Language Acquisition and Language Education – Bridging the Interface |
| title | Second Language Acquisition and Language Education – Bridging the Interface |
| title_full | Second Language Acquisition and Language Education – Bridging the Interface |
| title_fullStr | Second Language Acquisition and Language Education – Bridging the Interface |
| title_full_unstemmed | Second Language Acquisition and Language Education – Bridging the Interface |
| title_short | Second Language Acquisition and Language Education – Bridging the Interface |
| title_sort | second language acquisition and language education bridging the interface |
| topic | flow emergency remote teaching in-person teaching English Foreign Language bilingual education CLIL English level pre-service teachers English-medium instruction questions interaction higher education teacher training CEFR sociolinguistic competence French as a second language teacher practice learners’ self-identified needs learning investment language learning motivation needs engagement agency L2 quantitative research audiovisual input young learners foreign language learning reading skills listening skills individual differences English Language Teaching (ELT) curricular reforms teachers’ perception curricular appropriation generalist teachers rural schools extensive reading graded readers academic vocabulary learning receptive vocabulary listening narrative comprehension bilinguals school readiness alignment priming turn-taking dialogue conversation unscripted tasks foreign language second language task-based language teaching task-based needs analysis second language acquisition theories task-based language teaching (TBLT) L2 pronunciation instruction L2 pronunciation training task-based pronunciation teaching (TBPT) form-focused communicative instruction L2 vowel perception and production map task dialogs question types vocabulary multilingual children nasal vowels L3 French L1 Japanese orthographic effect crosslinguistic influence longitudinal spoken and written corpus n/a thema EDItEUR::C Language and Linguistics thema EDItEUR::C Language and Linguistics::CF Linguistics thema EDItEUR::C Language and Linguistics::CJ Language teaching and learning |
| topic_facet | flow emergency remote teaching in-person teaching English Foreign Language bilingual education CLIL English level pre-service teachers English-medium instruction questions interaction higher education teacher training CEFR sociolinguistic competence French as a second language teacher practice learners’ self-identified needs learning investment language learning motivation needs engagement agency L2 quantitative research audiovisual input young learners foreign language learning reading skills listening skills individual differences English Language Teaching (ELT) curricular reforms teachers’ perception curricular appropriation generalist teachers rural schools extensive reading graded readers academic vocabulary learning receptive vocabulary listening narrative comprehension bilinguals school readiness alignment priming turn-taking dialogue conversation unscripted tasks foreign language second language task-based language teaching task-based needs analysis second language acquisition theories task-based language teaching (TBLT) L2 pronunciation instruction L2 pronunciation training task-based pronunciation teaching (TBPT) form-focused communicative instruction L2 vowel perception and production map task dialogs question types vocabulary multilingual children nasal vowels L3 French L1 Japanese orthographic effect crosslinguistic influence longitudinal spoken and written corpus n/a thema EDItEUR::C Language and Linguistics thema EDItEUR::C Language and Linguistics::CF Linguistics thema EDItEUR::C Language and Linguistics::CJ Language teaching and learning |
| url | ONIX_20240704_9783725811182_77 |