Read more
Zusatztext Hossein Nassaji’s book provides an excellent and detailed review of interactionist theory and research (descriptive, experimental and comparative) related to the role of feedback in classroom-based language learning. Particularly useful is that Nassaji links theory and empirical findings to pedagogical implications, providing suggestions for enhancing the effectiveness of feedback for second language learning. Each chapter usefully begins with a set of goals for that chapter and ends with a set of discussion questions. Informationen zum Autor Hossein Nassaji, Professor of Applied Linguistics, University of Victoria, Canada This work identifies developmental stages in the acquisition of object pronouns by instructed second language learners of Spanish. It examines learners ranging from beginner to advanced, where the most advanced are themselves teachers of Spanish language courses. Experience abroad is an important variable in the data. The book explores language production from a functionalist perspective, examining form-to-function and function-to-form mappings, and explores L2 processing within the framework of the model of input processing. It provides insights into related developments in the production of appropriate morphology in clitic pronouns, their placement in OV contexts, and how they are processed as input. Detailed analysis reveals related development between the production, placement, and processing of clitic pronouns in terms of specific linguistic features, and, along with a concept-oriented analysis of language production, the book proposes stages of interlanguage development.Finally, the extent to which classroom learning affects interlanguage development is explored; formal instruction and experience abroad are examined, as well as the specific instruction on object pronouns and overall exposure to instruction. Vorwort Identifies the developmental stages that characterize the acquisition of direct pronouns in Spanish and the effect of formal instructionof language development. Zusammenfassung This book examines current advances in the role of interactional feedback in second language (L2) teaching and learning. Drawing on recent theory and research in both classroom and laboratory contexts, the book explores a wide range of issues regarding interactional feedback and their relevance for both theory and practice, including how interactional feedback is used, processed, and contributes to L2 acquisition. This book will provide a useful resource for applied linguistics students and academics as well as language teachers and teacher educators who would like to gain insight into the role of interactional feedback and how it can be used as a means of integrating form and meaning in classroom contexts. Inhaltsverzeichnis Series Editor ForewordPreface Introduction1. Review of key concepts Part 1. Theoretical underpinnings 2. The role of corrective feedback: Theoretical and pedagogical perspectives3. Interactional feedback: Types and subtypes4. How does interactional feedback assist language acquisition? Part 2. Researching interactional feedback 5. Feedback provision and learner uptake: Descriptive research6. Feedback effects on learning: Experimental and other pretest-posttest studies7. Comparative studies of interactional feedback Part 3. Factors affecting interactional feedback 8. Factors affecting the provision and usefulness of interactional feedback9. Perception and interpretation of feedback Part 4. Linking theory, research, and practice 10. Conclusions, implications, and pedagogical recommendations ReferencesIndex ...
