By Rod Ellis
Comprises a suite of papers addressing numerous learn matters and their relevance to language pedagogy. the most concerns addressed are interplay, formal guideline, variability and studying types. The e-book additionally comprises an creation which supplies an summary of the improvement of moment language acquisition examine, and concludes via studying the position of analysis in language pedagogy.
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Additional info for Second Language Acquisition and Language Pedagogy (Multilingual Matters)
Example text
Html[04/10/2009 11:06:48] cover understanding, but also of productive use of new structures that aids development. It should be pointed out, however, that the findings of the interrogatives study are also compatible with other theories of SLA. Bialystok (1982), for instance, has proposed that L2 knowledge be characterised in terms of an analysed factor as well as an automatic factor. The analysed factor concerns the degree to which the learner is able to form a 'propositional representation' of target language knowledge.
The individual learners' raw scores for the number of obligatory occasions, the number of correct suppliances, and the frequency of overuse are provided in the Appendix. 5 presents the implicational scale for the 17 learners who produced three or more obligatory occasions at Time 2. 75 or above for a particular rule constitutes acquisition of that rule. html[04/10/2009 11:06:48] cover page_89 Page 90 that the choice of criterion level must be justified. 75 level was chosen on the grounds that if learners are able to supply a feature in three out of four instances, this constitutes sufficient evidence that a feature has been internalised.
Talking to him? P9: What? P10: When does his talking to him? P9: Because he's happy. P10: Happy? R: Is that right, R . .? P10: No. R: What's the answer? ) Yes, right. R: All right. Although this exchange is not a successful one, it (and other attempts like it) may have enabled thepupil to experiment with a new form in a more or less communicative manner. Pupil 10's attempt in protocol (4) seems to reflect a genuine effort to use 'when' meaningfully. As such it stands in marked contrast to the drill-like practice he took part in in the classroom, where Pupil 10 responded not so much by using language as with language-like behaviour.