Researching Second Language Learning and Teaching from a Psycholinguistic Perspective
Studies in Honour of Danuta Gabryś-Barker
Nonfiction, Reference & Language, Education & Teaching, Teaching, Language Experience Approach, Language Arts, Linguistics
| Author: | ISBN: | 9783319319544 | |
| Publisher: | Springer International Publishing | Publication: | April 20, 2016 |
| Imprint: | Springer | Language: | English |
| Author: | |
| ISBN: | 9783319319544 |
| Publisher: | Springer International Publishing |
| Publication: | April 20, 2016 |
| Imprint: | Springer |
| Language: | English |
This edited collection explores the processes of second language learning and teaching from a psycholinguistic perspective. Authored by leading experts in the field, the book includes studies focusing on theoretical, empirical and practical aspects of second and foreign language education. Part One offers contributions devoted to a range of learner-related factors, dealing with affective and cognitive variables, the process of reading and the acquisition of lexis. Part Two brings together papers related to teacher awareness of second language instruction that focus on conversational styles, fostering intercultural pragmatics, teacher job satisfaction, the development of instructional materials and challenges of teacher training in different contexts. It is of interest to researchers as well as graduate and postgraduate students seeking fresh inspirations for their own empirical investigations of the ways in which second and foreign languages are taught and learned.
This edited collection explores the processes of second language learning and teaching from a psycholinguistic perspective. Authored by leading experts in the field, the book includes studies focusing on theoretical, empirical and practical aspects of second and foreign language education. Part One offers contributions devoted to a range of learner-related factors, dealing with affective and cognitive variables, the process of reading and the acquisition of lexis. Part Two brings together papers related to teacher awareness of second language instruction that focus on conversational styles, fostering intercultural pragmatics, teacher job satisfaction, the development of instructional materials and challenges of teacher training in different contexts. It is of interest to researchers as well as graduate and postgraduate students seeking fresh inspirations for their own empirical investigations of the ways in which second and foreign languages are taught and learned.
