Psycholinguistic and Sociolinguistic Perspectives on Second Language Learning and Teaching: Studies in Honor of Waldemar Marton by Krystyna Drozdzial-SzelestPsycholinguistic and Sociolinguistic Perspectives on Second Language Learning and Teaching: Studies in Honor of Waldemar Marton by Krystyna Drozdzial-Szelest

Psycholinguistic and Sociolinguistic Perspectives on Second Language Learning and Teaching: Studies…

byKrystyna Drozdzial-SzelestEditorMiros Pawlak

Hardcover | May 22, 2013

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The volume provides a state-of-the-art overview of key issues in second language learning and teaching, adopting as a point of reference both psycholinguistic and sociolinguistic perspectives. The papers included in the collection, which have been contributed by leading specialists in the field from Poland and abroad, touch upon important theoretical issues, report latest research findings and offer guidelines for classroom practice. The range of topics covered and the inclusion of concrete pedagogic proposals ensures that the book will be of interest to a wide audience, not only SLA specialists, but also methodologists, material designers, undergraduate and graduate students, and practitioners
Title:Psycholinguistic and Sociolinguistic Perspectives on Second Language Learning and Teaching: Studies…Format:HardcoverDimensions:250 pagesPublished:May 22, 2013Publisher:Springer-Verlag/Sci-Tech/TradeLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:3642235468

ISBN - 13:9783642235467

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Table of Contents

Foreign language didactics encounters cognitive science.- Only connect: The interface debate in second language acquisition.- Teaching English as an International Language: Problems and research Questions.- Metaphor in language education.- Dual focus on language and content as an issue in L2/FL reading development.- Inhibitory control, working memory and L2 interaction.- Second language learners' processing of idiomatic expressions: Does compositionality matter?.- The relationship between impulsive/reflective cognitive style and success in grammar acquisition in English as a foreign language.- The appeal of the teaching method in the postmethod era: The motivation of adult EFL course participants.- The folk linguistics of language teaching and learning.