大葉大學圖書館 |

Language learning and teaching as social inter-action[electronic resource] /

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
杜威分類號:	418
書名/作者:	Language learning and teaching as social inter-action/ edited by ZhuHua ... [et al.].
其他作者:	Hua, Zhu,
出版者:	Basingstoke : : Palgrave Macmillan,, 2007.
面頁冊數:	xiv, 300 p. : : ill.
標題:	Second language acquisition.
ISBN:	9780230591240
ISBN:	0230591248
書目註:	Includes bibliographical references and index.
內容註:	Introduction / Zhu Hau, P.Seedhouse, Li Wei & V.Cook -- PART 1: INTERACTIONAL FOUNDATIONS -- Interaction and Constructs / P.Seedhouse -- Handling Sequentially Inapposite Responses / G.Kasper & Y.Kim -- Invitation Talk / N.Markee -- Bricolage in Turn Starts in L2 Talk / R.Gardner -- Sequentialorganization in Immersion Classrooms / S.Pekarek Doehler &G.Ziegler -- PART 2: IDENTITY AND SOCIAL ACTION -- Socialising Second Language Acquisition / D.Block -- Identity Repertories in Learner Narratives / V.Driagina & A.Pavlenko -- Presentation of 'Self' in Application Letters / Zhu Hua -- Identity Construction in Teacher Education / J.Miller -- Context and L2 Users' Pragmatic Development / J-M.Dewaele -- PART 3: MULTILINGUAL AND MULTICULTURAL CLASSROOMS -- Bilingualism in Mainstream Primary Classrooms / J.Conteh -- Social Interaction in Multilingual Classrooms / N.Shameem -- Untutored Acquisition in Content Classrooms / J.Langman & R.Bayley -- Learning Styles in Multilingual Classrooms /T.Young & I.Sachdev -- Coda: Language Learning and Teaching as Discursive Practice / R.Young.
摘要、提要註:	This volume brings together contributions by some of the crucial people involved in developing the social interactional and socio-cultural approaches to language teaching and learning. They provide not only an introduction to this important growth point, but also an overview of cutting-edge research. A wide range of language learning and teaching contexts are covered, including TESOL, European and non-European languages, and bilingual and multilingual practices. The contributors aim to demonstrate the importance for second language learning and teaching of the social interactional and socio-cultural perspective, describe the implications of these perspectives for the practice of language teaching,including teacher education, and to outline interdiscilinary links between these approaches to language learning and others, such as the social constructivist approach.
電子資源:	access to fulltext (Palgrave)

Language learning and teaching as social inter-action[electronic resource] /
Language learning and teaching as social inter-action[electronic resource] /edited by ZhuHua ... [et al.]. - Basingstoke :Palgrave Macmillan,2007. - xiv, 300 p. :ill.

Includes bibliographical references and index.

Introduction / Zhu Hau, P.Seedhouse, Li Wei & V.Cook -- PART 1: INTERACTIONAL FOUNDATIONS -- Interaction and Constructs / P.Seedhouse -- Handling Sequentially Inapposite Responses / G.Kasper & Y.Kim -- Invitation Talk / N.Markee -- Bricolage in Turn Starts in L2 Talk / R.Gardner -- Sequentialorganization in Immersion Classrooms / S.Pekarek Doehler &G.Ziegler -- PART 2: IDENTITY AND SOCIAL ACTION -- Socialising Second Language Acquisition / D.Block -- Identity Repertories in Learner Narratives / V.Driagina & A.Pavlenko -- Presentation of 'Self' in Application Letters / Zhu Hua -- Identity Construction in Teacher Education / J.Miller -- Context and L2 Users' Pragmatic Development / J-M.Dewaele -- PART 3: MULTILINGUAL AND MULTICULTURAL CLASSROOMS -- Bilingualism in Mainstream Primary Classrooms / J.Conteh -- Social Interaction in Multilingual Classrooms / N.Shameem -- Untutored Acquisition in Content Classrooms / J.Langman & R.Bayley -- Learning Styles in Multilingual Classrooms /T.Young & I.Sachdev -- Coda: Language Learning and Teaching as Discursive Practice / R.Young.

This volume brings together contributions by some of the crucial people involved in developing the social interactional and socio-cultural approaches to language teaching and learning. They provide not only an introduction to this important growth point, but also an overview of cutting-edge research. A wide range of language learning and teaching contexts are covered, including TESOL, European and non-European languages, and bilingual and multilingual practices. The contributors aim to demonstrate the importance for second language learning and teaching of the social interactional and socio-cultural perspective, describe the implications of these perspectives for the practice of language teaching,including teacher education, and to outline interdiscilinary links between these approaches to language learning and others, such as the social constructivist approach.

Electronic reproduction.
Basingstoke, England :
Palgrave Macmillan,
2009.

Mode of access:World Wide Web.

ISBN: 9780230591240

Standard No.: 10.1057/9780230591240doiSubjects--Topical Terms:

176911
Second language acquisition.
Index Terms--Genre/Form:

336502
Electronic books.

LC Class. No.: P118.2 / .L3646 2007eb

Dewey Class. No.: 418

Language learning and teaching as social inter-action[electronic resource] /
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505 0 $a Introduction / Zhu Hau, P.Seedhouse, Li Wei & V.Cook -- PART 1: INTERACTIONAL FOUNDATIONS -- Interaction and Constructs / P.Seedhouse -- Handling Sequentially Inapposite Responses / G.Kasper & Y.Kim -- Invitation Talk / N.Markee -- Bricolage in Turn Starts in L2 Talk / R.Gardner -- Sequentialorganization in Immersion Classrooms / S.Pekarek Doehler &G.Ziegler -- PART 2: IDENTITY AND SOCIAL ACTION -- Socialising Second Language Acquisition / D.Block -- Identity Repertories in Learner Narratives / V.Driagina & A.Pavlenko -- Presentation of 'Self' in Application Letters / Zhu Hua -- Identity Construction in Teacher Education / J.Miller -- Context and L2 Users' Pragmatic Development / J-M.Dewaele -- PART 3: MULTILINGUAL AND MULTICULTURAL CLASSROOMS -- Bilingualism in Mainstream Primary Classrooms / J.Conteh -- Social Interaction in Multilingual Classrooms / N.Shameem -- Untutored Acquisition in Content Classrooms / J.Langman & R.Bayley -- Learning Styles in Multilingual Classrooms /T.Young & I.Sachdev -- Coda: Language Learning and Teaching as Discursive Practice / R.Young.
520 $a This volume brings together contributions by some of the crucial people involved in developing the social interactional and socio-cultural approaches to language teaching and learning. They provide not only an introduction to this important growth point, but also an overview of cutting-edge research. A wide range of language learning and teaching contexts are covered, including TESOL, European and non-European languages, and bilingual and multilingual practices. The contributors aim to demonstrate the importance for second language learning and teaching of the social interactional and socio-cultural perspective, describe the implications of these perspectives for the practice of language teaching,including teacher education, and to outline interdiscilinary links between these approaches to language learning and others, such as the social constructivist approach.
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