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008 130308s2012 ne a sb 000 0 eng d
010 _a 2012532130
020 _a9789401208598
_q(electronic book)
020 _z9789042035843
_q(print)
024 7 _a10.1163/9789401208598
_2DOI
035 _a(OCoLC)824172845
_z(OCoLC)819816625
040 _aNL-LeKB
_cNL-LeKB
_erda
050 4 _aP53
_b.D574 2012
072 7 _aP
_2lcco
072 7 _aCF
_2bicssc
072 7 _aLAN009000
_2bisacsh
082 0 4 _a418.00285
_223
245 0 0 _aDiscourse and language learning across L2 instructional settings /
_cedited by Eva Alcón Soler and Maria-Pilar Safont-Jordà.
264 1 _aAmsterdam ;
_aNew York :
_bRodopi,
_c2012.
300 _a1 online resource (319 pages) :
_billustrations.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_2rdacarrier
490 1 _aUtrecht studies in language & communication ;
_v24
504 _aIncludes bibliographical references.
505 0 0 _tPreliminary Material --
_tIntroduction /
_rEva Alcón Soler and Maria-Pilar Safont-Jordà --
_tPrimary school teachers’ language practices. A four-year longitudinal study of three FL classes /
_rElsa Tragant and Carmen Muñoz --
_tLexical scaffolding in immersion classroom discourse /
_rNathalie Blanc , Rita Carol , Peter Griggs and Roy Lyster --
_tL1 use in primary and secondary foreign language classrooms and its contribution to learning /
_rRita Tognini and Rhonda Oliver --
_tRepair in Japanese request sequences during student – teacher interactions /
_rYumiko Tateyama --
_tSocial perspectives on interaction and language learning in CLIL classrooms /
_rAna Llinares and Tom Morton --
_tOn the role of peer discussions in the learning of subject-specific language use in CLIL /
_rTarja Nikula --
_tEnglish as a Lingua Franca (ELF) and its role in integrating content and language in higher education. A longitudinal study of question-initiated exchanges /
_rUte Smit --
_tIdentity and face in institutional English as Lingua Franca discourse /
_rJuliane House --
_tThe voices of immigrant students in the classroom: discourse practices and language learning in a Catalan-Spanish bilingual environment /
_rJosep Maria Cots and Laura Espelt --
_tEmail openings and closings: pragmalinguistic and gender variation in learner-instructor cyber consultations /
_rCésar Félix-Brasdefer --
_tDoes gender influence task performance in EFL? Interactive tasks and language related episodes /
_rAgurtzane Azkarai and María del Pilar García Mayo --
_tExploring learners’ noticing of corrective feedback through stimulated recall /
_rPatricia Salazar --
_tCode switching in classroom discourse: A multilingual approach /
_rLaura Portolés Falomir and Sofía Martín Laguna.
506 _aAvailable to subscribing member institutions only.
520 _aStudies on discourse and language learning originated in the field of general education and they focused on first language learning environments. However, since 1980s research on discourse and language learning broadened the scope of investigation to respond to second and foreign language environments. Recently, the emergence of new language learning contexts such as computer mediated communication, multilingual settings or content and language integrated contexts requires further research that focuses on discourse and language learning. From this perspective, the present volume aims to broaden the scope of investigation in foreign language contexts by exploring discourse patterns in the classroom and examining the impact of factors such as gender, explicitness of feedback or L1 use on language learning through discourse. With that aim in mind, this volume will bring together research that investigates discourse in various instructional settings, namely those of primary, secondary and university L2 learning environments, content and language integrated contexts and other new language learning settings. The number and variety of languages involved both as the first language (e.g. English, Finnish, Basque, Spanish, Japanese, French, Italian, Catalan) as well as the target foreign language (e.g. English, French, Italian, Japanese, Spanish) makes the volume specially attractive. Additionally, the different approaches adopted by the researchers participating in this volume, such as information processing, sociocultural theory, or conversation analysis, widen the realm of investigation on discourse and language learning. Finally, the strength of the volume also lies in the range of educational settings (primary, secondary and tertiary education) and the worldwide representation of contributors across seven different countries, namely those of Spain, France, Austria, Finland, Germany, Canada, Australia and the United States. The uniqueness of the volume is due to its eclectic and comprehensive nature in tackling instructional discourse. Worldwide outstanding researchers, like Julianne House, Carme Muñoz, Ute Smit, Tarja Nikula or Roy Lyster, to quote but a few, adopt different perspectives in this joint contribution that will certainly broaden the scope of research on language learners’ discourse.
650 0 _aLanguage and languages
_xStudy and teaching.
650 0 _aInterlanguage (Language learning)
650 0 _aLanguage and languages
_xComputer-assisted instruction.
650 0 _aSecond language acquisition
_xStudy and teaching.
650 7 _aInterlanguage (Language learning)
_2fast
650 7 _aLanguage and languages
_xComputer-assisted instruction.
_2fast
650 7 _aLanguage and languages
_xStudy and teaching.
_2fast
650 7 _aSecond language acquisition
_xStudy and teaching.
_2fast
700 1 _aAlcón Soler, Eva.
700 1 _aSafont Jordà, Pilar.
776 0 8 _iPrint version:
_tDiscourse and language learning across L2 instructional settings
_dLeiden, Boston : Brill | Rodopi, 2012,
_z9789042035843
830 0 _aUtrecht Studies in Language and Communication
_v24.
830 0 _aRodopi Language and Linguistics Special E-Book Collection, 2007-2014, ISBN: 9789004357983.
856 4 _zDOI:
_uhttp://dx.doi.org/10.1163/9789401208598
999 _c41821
_d41821