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Zusatztext "We conclude this review by affirming that Ohta's book is a valuable innovation in the study of classroom foreign language learning...Ohta has painted a very valuable portrait of the secret talk of foreign language learners, one that we can recommend to colleagues in the fields of SLA and teacher education." — Contemporary Psychology "The book sheds some new light by introducing novel theoretical and methodological perspective in dealing with this old topic...The theoretical explanation is easy to follow, and the description of the data and its analysis is thorough." — Studies in Second Language Aquisition "Highly original....The carefully transcribed data alone is valuable for students and professionals as a methodology of transcription and analysis, including the hard-to-capture private speech of learners....The quality of scholarship which has gone into the treatment of the data, from transcription to coding and analysis, is truly outstanding....This book offers new information and novel perspectives on language learning processes in an unrelated language which potentially challenges and informs long-held beliefs on vocabulary learning, grammatical and pragmatic development in second languages." — Ruth Kanagy University of Oregon Informationen zum Autor Amy Snyder Ohta Klappentext Bk explores 2nd lang learng through a longitudinal study of 7 adult learnrs. Th resrch, grounded in socio-cog framewrk, examnes inter-indiv intractns & the private spch of indiv learnrs. Wrttn for SLA rsrchrs & lang tchrs, may serve as txt for SLA course Zusammenfassung Bk explores 2nd lang learng through a longitudinal study of 7 adult learnrs. Th resrch, grounded in socio-cog framewrk, examnes inter-indiv intractns & the private spch of indiv learnrs. Wrttn for SLA rsrchrs & lang tchrs, may serve as txt for SLA course Inhaltsverzeichnis Contents: Preface. From Social Tool to Cognitive Resource: Foreign Language Development as a Process of Dynamic Internalization. Private Speech: A Window on Classroom Foreign Language Acquisition. Peer Interactive Tasks and Assisted Performance in Classroom Language Learning. A Learner-Centered Analysis of Corrective Feedback as a Resource in Foreign Language Development. The Development of Interactional Style in the First-Year Classroom: Learning to Listen in Japanese. From Task to Activity: Relating Task Design and Implementation to Language Use in Peer Interaction. Appendix. ...
