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Bilingual processing and acquisition ;.
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Аннотация
"Professor Michael H. Long (1945-2021) was one of the most influential scholars in the field of second language acquisition. This volume presents a set of chapters that honour some of his key contributions in language teaching and learning. Following a bibliometric analysis of the impact of his research to the field, the volume spans topics such as task-based language teaching, focus on form, age effects, transfer, feedback, interaction, incidental learning, stabilization, among many others"--.
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Оглавление
- Second Language Acquisition Theory
- Editorial page
- Title page
- Copyright page
- Table of contents
- In memory of Professor Michael Long (1945–2021)
- Acknowledgements
- Preface
- References
- About the editor and contributors
- About the editors
- About the contributors
- Chapter 1
- Chapter 2
- Chapter 3
- Chapter 4
- Chapter 5
- Chapter 6
- Chapter 7
- Chapter 8
- Chapter 9
- Chapter 10
- Chapter 11
- Chapter 1. The legacy of Professor Michael Long and his influence in second language acquisition
- Contributions in the present volume
- References
- Chapter 2. Taking the Long view: A bibliometric analysis
- 1. Introduction: Long’s impact
- 1.1 Citations
- 1.2 Indices
- 1.3 Other indications of impact
- 1.4 Impact beyond publications
- 2. Bibliometric analysis
- 2.1 Data
- 2.2 Analysis
- 3. Discussion
- 3.1 Task based language teaching and learning
- 3.2 Input/interaction
- 3.3 Ultimate attainment
- Conclusion
- References
- 1. Introduction: Long’s impact
- Chapter 3. Stabilization: A dynamic account
- 1. Mike Long’s impact on PT and the way it conceptualizes variability
- 2. Variability, steadiness and stabilization as conceptualized in PT: The ‘wrong track pathway’
- 3. Dynamics in SLA
- 4. Simulating linguistic simplification in a dynamical system using an Agent-Based Model
- 5. Empirical validation
- Hakuta (1974)
- Haznedar (1997)
- Nicholas (1987)
- Pienemann ( 1980, 1981)
- 6. Conclusion
- Acknowledgements
- References
- Appendix 1
- Chapter 4. Enhanced incidental learning
- 1. Introduction
- 2. Enhanced incidental learning and input enhancement: pedagogical needs and definition
- 3. Enhanced incidental learning and input enhancement: Psycholinguistic rationale and implications
- 4. Enhanced incidental learning and input enhancement: Empirical evidence
- 4.1 Input enhancement
- 4.2 Enhanced incidental learning
- 5. Conclusion and directions for future research
- References
- Chapter 5. The uncertainty principle in second language acquisition
- 1. Introduction: Mike and science
- 2. Rationalism continued
- 3. Second language development could be twofold
- 4. Second language acquisition research could benefit from the study of intra-language
- 5. Language competence could be permanently re-assembled and rehearsed during online performance
- 6. The knowability issue
- 7. The uncertainly principle and second language development
- 8. Arrivederci
- References
- Chapter 6. Tandem interaction enhancement: Manipulating NS-NNS semi-spontaneous conversation to promote focus on form
- 1. Introduction
- 2. Tandem learning contexts
- 3. Focus on form
- 4. Interaction enhancement
- 5. Empirical evidence and further research
- 6. Conclusion
- References
- Chapter 7. Immediate versus delayed oral negative feedback: A comparison of psycholinguistic advantages
- Introduction
- The interaction hypothesis
- Factors moderating the effectiveness of negative feedback
- Arguments for the utility of delayed feedback
- Future research directions
- Type of cognitive processing
- Source of error attribution
- Relative effectiveness of delayed feedback
- Conclusion
- Funding
- References
- Chapter 8. A calculus for L1 transfer
- 1. Introduction
- 2. A brief overview
- 2.1 Linguistic emergentism
- 2.2 Transfer and processing cost
- 3. Verb deletion in English and Japanese
- Immediacy
- The transfer calculus
- 3.1 English-speaking learners of Japanese
- 3.2 Japanese-speaking learners of English
- 3.3 Implications
- 4. The interpretation of quantified NPs in English and Korean
- Immediacy
- The transfer calculus
- 4.1 English-speaking learners of Korean
- 4.2 Korean-speaking learners of English
- 4.3 Implications
- 5. The interpretation of indefinite NPs in English and Japanese
- 5.1 The phenomenon
- 5.2 The interpretation of dareka by native speakers of English
- 5.3 Implications
- 5.4 The Weakness Corollary
- 6. The interpretation of null arguments in Japanese and Chinese
- 6.1 The phenomenon
- 6.2 The interpretation of Chinese pro by native speakers of Japanese
- 6.3 Implications
- 7. A note on third language acquisition
- 7.1 The phenomenon
- 7.2 The acquisition of English negation by Catalan and Spanish bilinguals
- 7.3 Implications
- 8. Concluding remarks
- References
- Chapter 9. Age of acquisition in second language thinking
- Introduction
- Language and thought
- Linguistic relativity
- Thinking-for-speaking
- Effects of age of acquisition in L2 thinking
- Interpreting age effects in L2 thinking
- Towards a better understanding of AoA in L2 thinking
- Conclusion
- References
- Chapter 10. Age effects in naturalistic and instructed second language acquisition: Two sides of one coin
- 1. Introduction
- 2. Research with immigrants
- 3. Research in the classroom
- 4. Integrating the two bodies of research
- Conclusion and implications
- References
- Chapter 11. Performance on second language speaking tasks: Supports and impediments
- Introduction
- The research background
- Task research through a Leveltian lens
- Conceptualisation and its impact on task and task condition variables
- Conceptualiser operations: The individual
- Formulation: Variables
- Formulation: Individuals
- Supports and impediments to second language speaking
- Providing conceptualiser support (and avoiding problems)
- Formulator support
- Conclusions
- Acknowledgements
- References
- Chapter 12. A task-based needs analysis framework for TBLT: Theory, purpose, and application
- Introduction
- Background and theoretical underpinnings of the TBNA model
- The emergence of TBNA research
- Task as the unit of analysis in NA research
- The multi-method multi-source approach to TBNA methodology
- Purpose and aims of NA
- Developing a new TBLT syllabus
- Renovating existing syllabuses
- Integrating TBLT practices into existing vocational skills training programs
- Guiding material writers for business English adult learners
- How TBNA contributes to syllabus and pedagogic task design
- The business Spanish language course
- The Japanese language course for study-abroad students
- How the TBNA foregrounds the ‘real life’ aspects of language learning: Case study
- VET high school programs for Australian Aboriginal students
- Conclusion
- References
- Chapter 13. Can focus on form have an effect on language development?
- 1. Focus on form
- Focus on forms vs. focus on form
- The nature of language development and the role of focus on form
- 2. The effects of focus on form
- Route, rate and ultimate attainment in language development
- 3. How focus on form might interact with development: An input processing perspective
- An input processing perspective
- Structured input
- 4. Focus on form: An agenda for future research
- Limitations of current data and further research
- Acknowledgements
- References
- 1. Focus on form
- Index
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