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Speaking in a second language / edited by Rosa Alonso Alonso. — 1 online resource. — (AILA Applied Linguistics Series). — <URL:http://elib.fa.ru/ebsco/1738146.pdf>.

Дата создания записи: 08.01.2018

Тематика: Second language acquisition — Study and teaching.; Speech acts (Linguistics) — Study and teaching.; Language and languages — Study and teaching — Foreign speakers.; Multicultural education.; Languages in contact.; Interaction analysis in education.; LANGUAGE ARTS & DISCIPLINES / General

Коллекции: EBSCO

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Оглавление

  • Speaking in a Second Language
  • Editorial page
  • Title page
  • LCC data
  • Table of contents
  • Preface
  • Chapter 1 Sociolinguistic competence and the acquisition of speaking
    • Introduction and overview
    • Linguistic variation and speaking in learner grammars
      • L2 speaking and the acquisition of sociolinguistically-variable sounds
      • L2 speaking and the acquisition of sociolinguistically variable morphosyntactic structures
    • Current issues in sociolinguistic competence and speaking
      • L2 speaking and the role of lexical frequency
      • L2 speaking and the role of geographic variation
      • L2 speaking and the role of language attitudes
    • Pedagogical implications
    • Conclusions
    • References
  • Chapter 2 Speaking, interactional competencies, and mediated action
    • Introduction
    • Conceptual background
      • Acquiring “speaking”: Abstractness vs. situatedness
      • Dimensions of IC
      • IC and mediated action
    • Developing IC through concept-based pragmatics instruction
      • Background
      • Orientation, execution, control
        • Exemplar 1. van Compernolle (2014a)
        • Exemplar 2. van Compernolle & Henery (2014)
        • Exemplar 3. van Compernolle, Gomez-Laich, & Weber (2016)
    • IC as the source and driver of development
    • Conclusion
    • References
    • Appendix A.Power diagram
    • Appendix B. Simple transcription conventions
    • Appendix C. Conversation analysis transcription conventions
  • Chapter 3 Gesture and speaking a second language
    • Introduction
    • Co-speech gestures
    • Speech-linked gestures and emblems
    • Importance of gesture for understanding and facilitating L2 speaking
      • Assessment, communicative competence, and emblems
      • Learners’ gestures and their functions
      • Summary
    • Other areas for further research
      • Beat gestures
      • Emblems
      • Head movements
    • Teaching of beat gestures, emblems, and head movements in the L2 classroom
      • Beat gestures
      • Emblems
      • Head movements
    • Conclusion
    • References
  • Chapter 4 L2 talk as social accomplishment
    • Introduction
    • Background
      • Interaction and SLA research
      • Ethnomethodology and conversation analysis 3.This section is revised and updated from Markee (2011).
      • Socially distributed cognition
    • Empirical data
      • Showcasing embedded, embodied, and extended cognition
      • Collaborative word searches 4.The introduction to word searches and the analysis of Extract 4 are based on Eskildsen (2018).
      • Collaborative completion
      • Embedded, embodied, and extended cognition in learning over time
    • Discussion and conclusion
    • References
    • Glossary
      • Transcription conventions
  • Chapter 5 The acquisition of L2 speaking A dynamic perspective
    • Introduction
    • A complex dynamic systems theory account of L2 speaking
    • Complex dynamic subsystems
    • Variability
    • A twin study in speaking development 1.The data we use as example in this section was discussed previously in Chan, Verspoor, and Vahtrick (2015) and Lowie et al. (2017)
      • Participants
    • Materials
    • Measures
    • Data analysis
    • Results
      • MLT/spoken
      • VocD/spoken
    • Discussion and conclusion
    • References
    • Appendix
      • Gloria 1 (257 words)
      • Gloria 101 (309 words)
      • Grace 1 (176 words)
      • Grace 101 (266 words)
  • Chapter 6 Exploring the spoken learner English constructicon A corpus-driven approach
    • 1.Introduction: Construction Grammar and learner speech
    • 2. Part-of-speech tagging to explore a constructicon
    • 3. Corpora and methodology
    • 4.A corpus-driven analysis of LINDSEI’s constructicon
      • 4.1Single POS tags
      • 4.2Top POS n-grams
    • 5.Methodological afterthoughts
    • 6.Concluding remarks
    • References
    • AppendixSimplified version of the C7 tagset
  • Chapter 7 Creating and using the space for speaking within the foreign language classroom What, why and how?
    • Introduction
    • Background to the problem
    • Attempting to address the problem
      • The shape of spoken language
      • Speaking as process
      • Tasks for learning speaking
    • Constructing a task
      • Internal task structure
    • The use of oral tasks in relation to teacher-class discourse
    • Conclusion
    • References
  • Chapter 8 Code-switching in the Spanish heritage language classroom Communicative and cognitive functions
    • Introduction
    • Background
    • The study
      • Setting
      • Participants
      • Data collection
      • Data analysis
    • Functions of English in the Spanish heritage language classroom
      • Metacognitive function
      • Metalinguistic function
      • Conversational function
    • Conclusions and pedagogical implications
    • References
  • Chapter 9 The Mirroring Project Improving suprasegmentals and intelligibility in ESL presentations
    • Introduction
      • Review of relevant research on L2 pronunciation
        • Phonology in speaking a L2: Impact of empathy, accommodation, identity, and emotion
        • Suprasegmental phonology: Intelligibility in spoken L2 discourse
        • Pedagogy on pronunciation to improve intelligibility
      • A pedagogical study
        • Participant
        • Pedagogical treatment
        • Data collection
        • Data analysis
        • Results
        • Results of acoustic analysis
        • Time 1. Micro-teaching
        • Time 2.Trial mirroring
        • Time 3.Final mirroring
        • Results of perceptual analysis
      • Discussion and pedagogical implications
    • References
    • Appendix A.Pedagogical steps in using the mirroring project
    • Appendix B. Mirroring Project grading rubric
    • Appendix C:Mary’s body movements signaling prominence at Times 1, 2 and 3
  • Chapter 10 Speaking in a second language Where are we now?
    • Traditional approaches to L2 speaking
    • Current approaches to L2 speaking
    • Speaking as a social and cognitive construct
    • Usage-based inspired pedagogy on speaking
      • Future directions
    • Conclusion
    • References
  • Index

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