عنوان

Form-function mapping in content-based language teaching :

شابک

3030046990

شابک

3030047008

شابک

9783030046996

شابک

9783030047009

شابک اشتباه

3030046982

شابک اشتباه

9783030046989

عنوان اصلي

Form-function mapping in content-based language teaching :

نام عام مواد

[Book]

ساير اطلاعات عنواني

a study of interlanguage restructuring /

نام نخستين پديدآور

Magdalena Walenta.

محل نشرو پخش و غیره

Cham :

نام ناشر، پخش کننده و غيره

Springer,

تاریخ نشرو بخش و غیره

2019.

نام خاص و کميت اثر

1 online resource

عنوان فروست

Second language learning and teaching

متن يادداشت

Includes bibliographical references and index.

متن يادداشت

Intro; Acknowledgements; Contents; Abbreviations; List of Figures; List of Tables; Introduction; Point of Departure; Purpose of This Book; Theoretical Background-Designing the FFM Model; 1 A Broader Design Context-The Form/Function Debate in L2A/FLL Research; 1.1 Introductory Remarks; 1.2 Form-Function Dichotomy in L1A Research; 1.2.1 Formalist versus Functionalist Orientations in L1A Research; 1.2.2 Drawing Conclusions; 1.2.3 Looking Ahead; 1.3 Form-Function Dichotomy in L2A/FLL Research; 1.3.1 Form-Function Dichotomy and L2A/FLL Theories

متن يادداشت

1.3.2 Form-Function Dichotomy and L2/FL Teaching Methods1.3.2.1 Form-Oriented Methods-Old Habits Die Hard; 1.3.2.2 Function-Oriented Methods-Liberating L2/FL Teaching from Grammar; 1.3.2.3 The Between/Within Pendulum Swing; 1.4 Toward Form-Function Reconciliation in L2A/FLL Pedagogy; 1.4.1 A System in the Making; 1.4.2 In Search of the Middle Ground; 1.4.3 Working out a Different Perspective; 1.5 Adult L2/FL Learners' Needs Revisited; 1.5.1 Epistemic Considerations; 1.5.2 Utilitarian Considerations; 1.6 Concluding Remarks; 2 An Immediate Design Context-The Form/Function Debate in CBLT

متن يادداشت

2.1 Introductory Remarks2.2 Content-Based Language Teaching-Staking out the Territory; 2.2.1 Why CBLT?-Terminological Disambiguation; 2.2.2 CBLT-Definition and Subtypes; 2.2.3 From CLT to Content/Language FUSION-Breaking New Ground; 2.3 The Potential of Content/Language Fusion-Theoretical Underpinnings; 2.3.1 Input-Based L2A Theories; 2.3.2 Participatory L2A Theories; 2.3.3 General Learning Theories; 2.3.4 The Fulfilled Potential-Research Findings; 2.4 The Limits of Content/Language Fusion; 2.4.1 The Unfulfilled Potential-Research Findings

متن يادداشت

2.4.2 Processing Limitations-From Content/Language Fusion to a Tug-of-War2.4.3 CBLT-Classroom Reality; 2.4.4 The Challenge of Form-Function Integration in CBLT; 2.5 Toward Content/Language Reconciliation in CBLT; 2.5.1 Awakening; 2.5.2 Gajo's Saturation; 2.5.3 Swain's Languaging; 2.5.4 Lyster's Counterbalanced Approach; 2.6 Concluding Remarks; 3 Toward the Form-Function Mapping Model; 3.1 Introductory Remarks; 3.2 Form-Function Mapping in CBLT-A Preliminary Sketch; 3.3 Building Material-Adult Interlanguage; 3.3.1 Child Language Acquisition versus Adult Language Learning

متن يادداشت

3.3.2 Adult Interlanguage as an Implicit Dual-Mode General-Cognitive System3.4 Building Process-Interlanguage Restructuring; 3.4.1 The Processing Model of L2 Acquisition; 3.4.1.1 The Input-Intake Transition; 3.4.1.2 The Intake-Developing System Transition; 3.4.1.3 The Developing System-Output Transition; 3.4.1.4 Restructuring, Proceduralization, and Shortcuts; 3.4.2 Restructuring Triggers and the Centrality of Awareness; 3.4.2.1 Awareness and Restructuring; 3.4.2.2 Awareness and the Explicit/Implicit Interface; 3.4.2.3 Awareness, Connectionism, and Pedagogical Potential

بدون عنوان

0

بدون عنوان

8

بدون عنوان

8

بدون عنوان

8

بدون عنوان

8

متن يادداشت

This book presents a form-function mapping (FFM) model for balancing language and content gains within content-based language teaching (CBLT). It includes a theoretical part, which outlines the FFM model and, drawing on the analysis of eclectic teaching methods and interlanguage restructuring, proposes pedagogical tools for its implementation. These tools, which encourage mapping of language forms onto content knowledge, are hypothesized to facilitate interlanguage restructuring, thus helping CBLT learners in their struggle with L2 morpho-syntax. The empirical section presents the results of a quantitative-qualitative study conducted among adult L1 Polish learners of English in a CBLT context. It then goes on to translate the findings, which reveal that the FFM model has a positive and significant influence on interlanguage restructuring as well as a favorable reception among CBLT learners, into a set of pedagogical guidelines for practitioners.

منبع سفارش / آدرس اشتراک

Springer Nature

شماره انبار

com.springer.onix.9783030046996

عنوان

Form-function mapping in content-based language teaching.

شماره استاندارد بين المللي کتاب و موسيقي

9783030046989

موضوع مستند نشده

English language-- Study and teaching-- Foreign speakers.

موضوع مستند نشده

English language-- Study and teaching-- Foreign speakers.

موضوع مستند نشده

LANGUAGE ARTS & DISCIPLINES-- General.

موضوع مستند نشده

CJ

موضوع مستند نشده

CJ

موضوع مستند نشده

LAN-- 000000

شماره

ويراست

شماره رده

مستند نام اشخاص تاييد نشده

Walenta, Magdalena

تاريخ عمليات

20200823080824.0

قواعد فهرست نويسي ( بخش توصيفي )

pn

نام الکترونيکي

نوع ماده

[Book]

تكميل شده

Y