使用驱动的二语教学:实证依据
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作者ANDREA E. TYLER，LOURDES ORTEGA，MARIKO UNO，HAE I
出版社外语教研
ISBN9787521338904
出版时间2022-09
装帧其他
开本其他
定价59元
货号1202725481
上书时间2024-05-30
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目录
List of contributors
Acknowledgements
Introduction
CHAPTER 1
Usage-inspired L2 instruction: An emergent, researched pedagogy
Andrea E. Tyler and Lourdes Ortega
Part I. Usage-inspired L2 instruction through three lenses
CHAPTER 2
L2 developmental education and systemic theoretical instruction:
The case of English verb+noun collocations
James P. Lantolf and Mei-Hsing Tsai
CHAPTER 3
Foreign language instruction from a dynamic usage-based
(DUB) perspective
Audrey Rousse-Malpat and Marjolijn Verspoor
CHAPTER 4
On the relationship between interaction and language learning:
A usage-based perspective grounded in interactional sociolinguistics
Catherine Evans Davies
Part II. How effective is usage-inspired L2 instruction?
CHAPTER 5
Conceptual frameworks and L2 pedagogy: The case of French prepositions
Kimberly Buescher and Susan Strauss
CHAPTER 6
Student perception and different performance in a combined
usage-based and sociocultural theory approach to learning
Japanese polysemous particles
Kyoko Masuda and Angela Labarca
CHAPTER 7
The impact of prior knowledge on second language grammar practice
Irene Alonso-Aparicio
CHAPTER 8
Using metacognitive strategies to induce phase shifts:
A complex systems approach to L2 listening instruction
Shannon R. Becker and Jessica L. Sturm
CHAPTER 9
The role of 'roles' in task-design: An exploration of framing
as a feature of tasks
Joshua Kraut
CHAPTER 10
Do findings from artificial language learning generalize
to second language classrooms?
Karin Madlener
Part III. A central role for corpus linguistics in usage-inspired L2 instruction
CHAPTER 11
Compounds and productivity in advanced L2 German writing:
A constructional approach
Amir Zeldes
CHAPTER 12
A systemic functional linguistic approach to usage-based research
and instruction: The case of nominalization in L2 academic writing
Guillaume Gentil and Fanny Meunier
CHAPTER 13
Examining multifaceted sources of input: Variationist and usage-based
approaches to understanding the L2 classroom
Laura Gurzynski-Weiss, Kimberly L. Geeslin, Danielle Daidone,
Bret Linford, Avizia Y. Long, Ian Michalski and Megan Solon
Conclusion
CHAPTER 14
Usage-inspired L2 instruction: Some reflections and a heuristic
Andrea E. Tyler and Lourdes Ortega
Index
内容摘要
《使用驱动的二语教学：实证依据》是“当代国外语言学与应用语言学文库（升级版）”中的一本，本书融合了语言使用观、认知语言学、社会文化理论、动态系统理论、互动社会语言学理论、系统功能语言学等视角的主要理论观点与研究方法，对使用驱动的二语教学这一课堂二语习得新兴研究方向进行了全面科学的实证考察，充分阐释了语言使用观缘何能够为二语习得研究和教学提供有效的理论框架。对有兴趣探索使用驱动的二语教学法的研究者、外语教师而言，本书具有重要的参考价值。
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