標題: Titlebook: Conceptualising ‘Learning‘ in Applied Linguistics; Paul Seedhouse,Steve Walsh,Chris Jenks Book 2010 Palgrave Macmillan, a division of Macm [打印本頁] 作者: 助手 時間: 2025-3-21 17:29
書目名稱Conceptualising ‘Learning‘ in Applied Linguistics影響因子(影響力)
書目名稱Conceptualising ‘Learning‘ in Applied Linguistics影響因子(影響力)學科排名
書目名稱Conceptualising ‘Learning‘ in Applied Linguistics網絡公開度
書目名稱Conceptualising ‘Learning‘ in Applied Linguistics網絡公開度學科排名
書目名稱Conceptualising ‘Learning‘ in Applied Linguistics被引頻次
書目名稱Conceptualising ‘Learning‘ in Applied Linguistics被引頻次學科排名
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書目名稱Conceptualising ‘Learning‘ in Applied Linguistics年度引用學科排名
書目名稱Conceptualising ‘Learning‘ in Applied Linguistics讀者反饋
書目名稱Conceptualising ‘Learning‘ in Applied Linguistics讀者反饋學科排名
作者: Collar 時間: 2025-3-21 20:32
Pierre R. Crosson,Norman J. Rosenbergd at Newcastle University in June 2008. The seminar brought together some of the leading names in SLA research and resulted in a stimulating and thought-provoking debate about the meaning and characteristics of learning in applied linguistics. We hope we have captured the essence of that debate in the chapters which follow.作者: 鉗子 時間: 2025-3-22 04:29 作者: medium 時間: 2025-3-22 07:32
Intelligent Systems Reference Library of research currently active within the field can or indeed need to talk to one another, if we are to build a comprehensive SLA theory. My aim is to draw an overarching conceptual map of the field as I understand it; this will necessarily involve a certain amount of oversimplification, as well as my own theoretical biases.作者: abreast 時間: 2025-3-22 12:34
http://image.papertrans.cn/c/image/235068.jpg作者: Abominate 時間: 2025-3-22 14:37 作者: Abominate 時間: 2025-3-22 20:02
A Cognitive View of Language Acquisition: Processability Theory and Beyond,elopment of grammar in L2 learners. The key assumption is that the development of L2 grammar is constrained by the language processor and that L2 grammatical development can be explained by the architecture of the language processor.作者: 送秋波 時間: 2025-3-22 22:41 作者: 神經 時間: 2025-3-23 05:22 作者: ventilate 時間: 2025-3-23 07:15 作者: 絕食 時間: 2025-3-23 12:26
Pierre R. Crosson,Norman J. Rosenbergd at Newcastle University in June 2008. The seminar brought together some of the leading names in SLA research and resulted in a stimulating and thought-provoking debate about the meaning and characteristics of learning in applied linguistics. We hope we have captured the essence of that debate in t作者: 滲入 時間: 2025-3-23 17:08 作者: 極少 時間: 2025-3-23 19:07 作者: Grasping 時間: 2025-3-23 22:59 作者: STERN 時間: 2025-3-24 05:01
Social Exclusion of the Physically Disabledelopment of grammar in L2 learners. The key assumption is that the development of L2 grammar is constrained by the language processor and that L2 grammatical development can be explained by the architecture of the language processor.作者: Deject 時間: 2025-3-24 08:50 作者: Consensus 時間: 2025-3-24 13:38 作者: effrontery 時間: 2025-3-24 15:18
Swati Mukherjee,Manas K. Mandalfrom a Conversation Analysis (CA) perspective. The chapter consists of two sections: part 1 looks at socially-distributed cognition in L2 classroom interaction and part 2 at classroom interactional competence. The first part of the chapter argues that any conceptualisation of ‘learning’ in a classro作者: 大量殺死 時間: 2025-3-24 19:39
Intelligent Systems Reference Library-based chat rooms. The chat rooms that I investigate are a relatively new communicative environment. Here multiple interactants from all over the world interact in the spoken medium, in very much the same way as text-based chat rooms. The term ‘additional’ refers to the fact that the interactants in作者: coagulation 時間: 2025-3-24 23:35 作者: 匍匐 時間: 2025-3-25 03:50
https://doi.org/10.1007/978-3-319-02078-5tion of additional/second language learning within a broader context of communication in school.’ The National Curriculum sets out the statutory content specifications for subjects such as English, mathematics, science and others for primary and secondary schools. From a historical perspective lingu作者: 背帶 時間: 2025-3-25 09:13 作者: 孤獨無助 時間: 2025-3-25 14:18 作者: 凈禮 時間: 2025-3-25 17:15
Book 2010An exciting new collection by world-leading researchers in L2 learning addressing: Why do conceptions of ‘learning‘ vary so much in L2 learning research? Is there a conceptualisation of ‘learning‘ to which members of different schools of SLA can subscribe?作者: Generalize 時間: 2025-3-25 23:09 作者: Free-Radical 時間: 2025-3-26 01:42
978-1-349-31287-0Palgrave Macmillan, a division of Macmillan Publishers Limited 2010作者: 粗語 時間: 2025-3-26 07:10
Rolf Steppacher,Julien-Fran?ois Gerberus foreign language learning. Yet they are the rationale for the existence of second language acquisition as a distinct area of enquiry. As VanPatten and Williams (2007: 7) say, ‘Any theory about second language acquisition needs to be clear what it means by language’.作者: WATER 時間: 2025-3-26 09:33 作者: sterilization 時間: 2025-3-26 13:44
Swati Mukherjee,Manas K. Mandaln socially-distributed cognition in conversation. We then develop a CA perspective on socially-distributed cognition and learning in relation to L2 classroom interaction. A data extract is analysed in relation to tracking of a learning item and in relation to learning processes.作者: 自由職業(yè)者 時間: 2025-3-26 17:04 作者: PUT 時間: 2025-3-26 22:06
Having and Doing: Learning from a Complexity Theory Perspective,wing this discussion, I will present a ‘middle ground’ position, one inspired by Complexity Theory, which sees language as a complex adaptive system (CAS) (Ellis and Larsen-Freeman 2009b). The remainder of this chapter fleshes out what language learning looks like, given such a CAS view of language.作者: Ingredient 時間: 2025-3-27 03:29 作者: 猛擊 時間: 2025-3-27 07:09
R. C. Tripathi,Bhoomika R. Kar,Namita Pande. The complexity of the field is also reflected in the multidisciplinary nature of these investigations, with researchers from the fields of linguistics, psychology, education, pragmatics and computer science contributing to our knowledge about L2 vocabulary acquisition and use.作者: PATHY 時間: 2025-3-27 11:07
https://doi.org/10.1007/978-981-16-9565-0ge, insisting on its adaptative, dynamic character. These reconceptualisations broaden the scope of thinking about language and learning, and open new possibilities for how we go about documenting learning.作者: obsolete 時間: 2025-3-27 14:01
Vocabulary Learning in a Second Language: Familiar Answers to New Questions,. The complexity of the field is also reflected in the multidisciplinary nature of these investigations, with researchers from the fields of linguistics, psychology, education, pragmatics and computer science contributing to our knowledge about L2 vocabulary acquisition and use.作者: 教唆 時間: 2025-3-27 21:04
Conceptual Changes and Methodological Challenges: On Language and Learning from a Conversation Analge, insisting on its adaptative, dynamic character. These reconceptualisations broaden the scope of thinking about language and learning, and open new possibilities for how we go about documenting learning.作者: Collar 時間: 2025-3-27 23:49 作者: Etching 時間: 2025-3-28 03:21
Prolegomena to Second Language Learning,arameters of variation: the nature of language, the nature of a second language and the nature of learning. Prolegomena are the preliminary matters to be considered before the main work, as in Hjelmslev (1943, 1961) .. This chapter argues that discussions of learning depend on what is learnt — langu作者: dysphagia 時間: 2025-3-28 06:54 作者: 模范 時間: 2025-3-28 12:06
Having and Doing: Learning from a Complexity Theory Perspective,efinitions of language are abundant and diverse (see, for example, Cook and Seidlhofer’s 12 definitions (1995: 4) or Cook’s six (this volume). In order to limit the discussion, I will represent two dominant conceptualisations of language in applied linguistics by adapting Sfard’s (1998) distinction 作者: 使成波狀 時間: 2025-3-28 15:11 作者: 束以馬具 時間: 2025-3-28 20:47
Vocabulary Learning in a Second Language: Familiar Answers to New Questions,rors by both native and non-native speakers, and vocabulary knowledge plays a critical role in text comprehension, in Ll or L2 (Hu and Nation 2000; Nation 2006). Over the last two decades, L2 vocabulary research has grown significantly across a range of topics, from teaching and learning vocabulary 作者: photopsia 時間: 2025-3-29 00:16
Conceptual Changes and Methodological Challenges: On Language and Learning from a Conversation Analblished conceptions of learning and of language. Within socioculturally and socio-interactionally oriented research, attention has shifted away from an understanding of language learning/acquisition as an intra-psychological, cognitive process enclosed in the mind of the individual, toward a concern作者: Acquired 時間: 2025-3-29 03:30 作者: Anthropoid 時間: 2025-3-29 08:46
Adaptation in Online Voice-Based Chat Rooms: Implications for Language Learning in Applied Linguist-based chat rooms. The chat rooms that I investigate are a relatively new communicative environment. Here multiple interactants from all over the world interact in the spoken medium, in very much the same way as text-based chat rooms. The term ‘additional’ refers to the fact that the interactants in作者: 大罵 時間: 2025-3-29 15:05
,Limitations of Social Interaction in Second Language Acquisition: Learners’ Inaudible Voices and Me (ZPD), and how this construct relates to language-learning experiences. This study is grounded in a sociocultural approach to L2 learning, where learning is defined as a process by which the L2 becomes a tool for the mind and for social interaction. Researchers may access learning processes by obse作者: 硬化 時間: 2025-3-29 15:59 作者: 恫嚇 時間: 2025-3-29 22:57 作者: 可耕種 時間: 2025-3-30 03:40
A Framework for Conceptualising Learning in Applied Linguistics,uage’ and ‘learning’ (as well as ‘second’, as Cook points out). This situation has generated a number of disputes in the field: ‘The danger is that SLA researchers often do not realise that they are working from different maps and exhaust their energy quarrelling over differences in basic assumption作者: 遣返回國 時間: 2025-3-30 04:09 作者: ADJ 時間: 2025-3-30 09:41
Intelligent Systems Reference Librarynteractants, formal classroom language learning is only one of many settings in which English is used and learnt. More importantly, the identities and discourse that are often associated with S/FL learning are not ubiquitous (for example, language learner; see Kurhila 2004).. So, for example, the co作者: expdient 時間: 2025-3-30 15:09
Concluding Remarks and Probing Furtherng in the ZPD is examined via the perspectives of 17 learners of Asian languages who were interviewed regarding the ZPD and how it applies (or does not apply) to their own language learning. In this chapter, learning in the ZPD is defined as progress in L2 use in other contexts, with the understandi作者: 行乞 時間: 2025-3-30 19:16
https://doi.org/10.1007/978-3-319-02078-5 in urban areas are EAL at present. Given Britain’s continuing dependency on migrant labour, linguistic diversity is likely to continue to intensify. For that reason, issues related to EAL are likely to figure more prominently in future school curriculum discussions. Although this highly situated di作者: 吹牛者 時間: 2025-3-30 21:57
Data Preparation and Implementation that different approaches are required to study different facets of the phenomenon, and that we need to understand how these different approaches can best work together in the future. One significant achievement of this collection is that it has assembled a group of scholars who are operating in ra作者: 油氈 時間: 2025-3-31 03:31 作者: single 時間: 2025-3-31 07:19
Adaptation in Online Voice-Based Chat Rooms: Implications for Language Learning in Applied Linguistnteractants, formal classroom language learning is only one of many settings in which English is used and learnt. More importantly, the identities and discourse that are often associated with S/FL learning are not ubiquitous (for example, language learner; see Kurhila 2004).. So, for example, the co
