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Conceptualising 'learning' in applied linguistics[electronic resource] /

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
杜威分類號:	418.0071
書名/作者:	Conceptualising 'learning' in applied linguistics/ edited by Paul Seedhouse, Steve Walsh, Chris Jenks.
其他作者:	Seedhouse, Paul.
出版者:	Basingstoke : : Palgrave Macmillan,, 2010.
面頁冊數:	xiv, 291 p. : : ill.
標題:	Language and languages - Study and teaching.
標題:	Learning, Psychology of.
ISBN:	9780230289772
ISBN:	0230289770
書目註:	Includes bibliographical references and index.
內容註:	Transcription Conventions -- Introduction / S.Walsh& C.Jenks -- Prolegomena to Second Language Learning / V.Cook -- Theoretical Pluralism in SLA: Is there a Way Forward? / R.Ellis -- Having andDoing: Learning from a Complexity Theory Perspective / D.Larsen-Freeman -- A Cognitive View of Language Acquisition: Processability Theory and Beyond / M.Pienemann -- Vocabulary Learning in a Second Language: Familiar Answers to New Questions / P.Nation& I.Elgort -- Conceptual Changes and Methodological Challenges: On Language and Learning From a Conversation Analytic Perspective on SLA / S.P.Doehler -- Learning a Second Language through Classroom Interaction / P.Seedhouse& S.Walsh -- Adaption in Online Voice-Based Chat Rooms: Implications for Language Learning in Applied Linguistics / C.Jenks-- Limitations of Social Interaction in Second Language Acquisition: Learners' Inaudible Voices andMediation in the Zone of Proximal Development / A.S.Ohta -- English as an Additional Language: Learning and Participation in Mainstream Classrooms / C.Leung -- Participation and Instructed Language Learning / J.Appel -- Building a Comprehensive Second Language Acquisition Theory / F.Myles -- A Framework for Conceptualising Learning in Applied Linguistics / P.Seedhouse.
摘要、提要註:	Why do conceptions of 'learning' vary so much in L2 learning research? Is there a conceptualisation of 'learning' to which members of different schools of SLA can subscribe? These questions areanswered in thisexciting new collection by world-leading researchers who explore and unpack the different conceptions of 'learning' involved in research intolearning and teaching a language. By showing how conceptions of learning centre on what is meant by both 'language' and 'learning', contributors highlight some of the key similarities and differences in SLA research and demonstrate that commonground can be found. Chapters cover cognitive, socio-cultural and Conversation Analysis approachesand containproposals for overcoming the cognitive/social divide. Studies investigate the development of syntax, vocabulary, spoken interaction and tackle current issues such as multiple conceptions of language, participation, the influence of technology, and complexity theory.
電子資源:	access to fulltext (Palgrave)

Conceptualising 'learning' in applied linguistics[electronic resource] /
Conceptualising 'learning' in applied linguistics[electronic resource] /edited by Paul Seedhouse, Steve Walsh, Chris Jenks. - Basingstoke :Palgrave Macmillan,2010. - xiv, 291 p. :ill.

Includes bibliographical references and index.

Transcription Conventions -- Introduction / S.Walsh& C.Jenks -- Prolegomena to Second Language Learning / V.Cook -- Theoretical Pluralism in SLA: Is there a Way Forward? / R.Ellis -- Having andDoing: Learning from a Complexity Theory Perspective / D.Larsen-Freeman -- A Cognitive View of Language Acquisition: Processability Theory and Beyond / M.Pienemann -- Vocabulary Learning in a Second Language: Familiar Answers to New Questions / P.Nation& I.Elgort -- Conceptual Changes and Methodological Challenges: On Language and Learning From a Conversation Analytic Perspective on SLA / S.P.Doehler -- Learning a Second Language through Classroom Interaction / P.Seedhouse& S.Walsh -- Adaption in Online Voice-Based Chat Rooms: Implications for Language Learning in Applied Linguistics / C.Jenks-- Limitations of Social Interaction in Second Language Acquisition: Learners' Inaudible Voices andMediation in the Zone of Proximal Development / A.S.Ohta -- English as an Additional Language: Learning and Participation in Mainstream Classrooms / C.Leung -- Participation and Instructed Language Learning / J.Appel -- Building a Comprehensive Second Language Acquisition Theory / F.Myles -- A Framework for Conceptualising Learning in Applied Linguistics / P.Seedhouse.

Why do conceptions of 'learning' vary so much in L2 learning research? Is there a conceptualisation of 'learning' to which members of different schools of SLA can subscribe? These questions areanswered in thisexciting new collection by world-leading researchers who explore and unpack the different conceptions of 'learning' involved in research intolearning and teaching a language. By showing how conceptions of learning centre on what is meant by both 'language' and 'learning', contributors highlight some of the key similarities and differences in SLA research and demonstrate that commonground can be found. Chapters cover cognitive, socio-cultural and Conversation Analysis approachesand containproposals for overcoming the cognitive/social divide. Studies investigate the development of syntax, vocabulary, spoken interaction and tackle current issues such as multiple conceptions of language, participation, the influence of technology, and complexity theory.

Electronic reproduction.
Basingstoke, England :
Palgrave Macmillan,
2010.

Mode of access:World Wide Web.

ISBN: 9780230289772Subjects--Topical Terms:

342041
Language and languages
--Study and teaching.Index Terms--Genre/Form:

336502
Electronic books.

LC Class. No.: P

Dewey Class. No.: 418.0071

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520 $a Why do conceptions of 'learning' vary so much in L2 learning research? Is there a conceptualisation of 'learning' to which members of different schools of SLA can subscribe? These questions areanswered in thisexciting new collection by world-leading researchers who explore and unpack the different conceptions of 'learning' involved in research intolearning and teaching a language. By showing how conceptions of learning centre on what is meant by both 'language' and 'learning', contributors highlight some of the key similarities and differences in SLA research and demonstrate that commonground can be found. Chapters cover cognitive, socio-cultural and Conversation Analysis approachesand containproposals for overcoming the cognitive/social divide. Studies investigate the development of syntax, vocabulary, spoken interaction and tackle current issues such as multiple conceptions of language, participation, the influence of technology, and complexity theory.
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