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Practice in a second language : perspectives from applied linguistics and cognitive psychology /
Practice as a necessity for learning a second language has been a tacit assumption among language teachers for quite some time; however, the concept has not been widely considered from a theoretical perspective until now. This volume of twelve original articles focuses on the topic, with attention t...
|a Practice in a second language :
|b perspectives from applied linguistics and cognitive psychology /
|c edited by Robert M. DeKeyser.
260
|a Cambridge ;
|a New York :
|b Cambridge University Press,
|c 2007.
300
|a xi, 323 p. :
|b il. ;
|c 23 cm.
490
0
|a Cambridge applied linguistics series
504
|a Incluye biblografía
505
0
|a Introduction : Situating the concept of practice / Robert M. DeKeyser -- Input in the L2 classroom : an attentional perspective on receptive practice / Ronald P. Leow -- Output practice in the L2 classroom / Hitoshi Muranoi -- Interaction as practice / Alison Mackey -- Feedback in L2 learning : respoonding to errors during practice / Jennifer Leeman -- A cognitive approach to improving immersion students' oral language abilities : the awarenee-practice-feedback sequence / Leila Ranta and Roy Lyster -- Second language education : practice in perfect learning conditions? / Kris Van den Branden -- Meaningful L2 practice in foreign language classrooms : a cognitive-interactionist SLA perspective / Lourdes Ortega -- Study abroad as foreign language practice / Robert M. DeKeyser -- Age-related differences and second language learning practice / Carmen Muñoz -- Aptitudes, abilities, contexts, and practice / Peter Robinson -- Conclusion : the future of practice / Robert M. DeKeyser.
520
|a Practice as a necessity for learning a second language has been a tacit assumption among language teachers for quite some time; however, the concept has not been widely considered from a theoretical perspective until now. This volume of twelve original articles focuses on the topic, with attention to the four skill areas of reading, writing, listening and speaking. The contributors explore a number of questions including what kind of practice is most effective, in what contexts, and for what kinds of learners. This text will serve as a valuable resource and reference for second-language educators and researchers alike
