The Grammar Dimension in Instructed Second Language Learning
The Grammar Dimension in Instructed Second Language Learning
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Omschrijving
This is an excellent collection of papers concerned with theory, pedagogic developments and empirical research on the complex role of grammar instruction in second language learning. Essential reading for language teachers, researchers of second language acquisition and educators.
This is an excellent collection of papers concerned with theory, pedagogic developments and empirical research on the complex role of grammar instruction in second language learning. Essential reading for language teachers, researchers of second language acquisition and educators.
Combining chapters describing the theoretical motivation for such pedagogic interventions as `input enhancement`, `processing instruction` and `interactional feedback` with chapters reporting careful empirical studies of the effects of these and other interventions on developing knowledge of L2 grammar, this book is an excellent example of how Second Language Acquisition research can contribute to effective L2 pedagogy. Each chapter is authoritative, accessible, and the range of issues the book deals with in learning grammar is wide. The result is a very valuable contribution to our understanding of how instruction can facilitate L2 learning.
The particular strength of this book is the linkage it creates between theory based in linguistics and evidence-based practice research.
Reviewed
Alessandro Benati is Professor in Applied Linguistics and Second Language Studies and Director of Research and Enterprise at the University of Greenwich, UK. Cécile Laval is Principal Lecturer in Applied Linguistics, French & International Studies, University of Greenwich, UK. Maria Arche is Senior Lecturer in Applied Linguistics, French & International Studies, University of Greenwich, UK.
This is an excellent collection of papers concerned with theory, pedagogic developments and empirical research on the complex role of grammar instruction in second language learning. Essential reading for language teachers, researchers of second language acquisition and educators.
Combining chapters describing the theoretical motivation for such pedagogic interventions as `input enhancement`, `processing instruction` and `interactional feedback` with chapters reporting careful empirical studies of the effects of these and other interventions on developing knowledge of L2 grammar, this book is an excellent example of how Second Language Acquisition research can contribute to effective L2 pedagogy. Each chapter is authoritative, accessible, and the range of issues the book deals with in learning grammar is wide. The result is a very valuable contribution to our understanding of how instruction can facilitate L2 learning.
The particular strength of this book is the linkage it creates between theory based in linguistics and evidence-based practice research.
Reviewed
Alessandro Benati is Professor in Applied Linguistics and Second Language Studies and Director of Research and Enterprise at the University of Greenwich, UK. Cécile Laval is Principal Lecturer in Applied Linguistics, French & International Studies, University of Greenwich, UK. Maria Arche is Senior Lecturer in Applied Linguistics, French & International Studies, University of Greenwich, UK.