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Second language acquisition in multilingual and mixed ability Indian classrooms

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Second language acquisition in multilingual and mixed ability Indian classrooms/ by Vaishna Narang, Salonee Priya, Varalakshmi Chaudhry.
作者:	Narang, Vaishna.
其他作者:	Priya, Salonee.
出版者:	New Delhi :Springer India : : 2016.,
面頁冊數:	xv, 233 p. :ill., digital ; : 24 cm.;
Contained By:	Springer eBooks
標題:	Second language acquisition. -
電子資源:	http://dx.doi.org/10.1007/978-81-322-2604-8
ISBN:	9788132226048

Second language acquisition in multilingual and mixed ability Indian classrooms
Narang, Vaishna.

Second language acquisition in multilingual and mixed ability Indian classrooms[electronic resource] /by Vaishna Narang, Salonee Priya, Varalakshmi Chaudhry. - New Delhi :Springer India :2016. - xv, 233 p. :ill., digital ;24 cm.

Chapter 1. Second Language Acquisition Research on Spoken and Written Output -- Chapter 2. Certain Theoretical Concepts in SLA Research on Speech and Writing -- Second Language Acquisition in Mixed Ability Classrooms: Seminar Speech Task (SST) -- Chapter 4. Second Language Acquisition in Mixed Ability Classrooms: Written Test Performance Task (WTPT) -- Chapter 5. Revisiting the Issues in Learner Language Research in the Indian Mixed Ability Classes -- Appendices.

This book discusses current research on learning theories and pedagogical practices in second language acquisition, and tries to bridge the gap between the two. Second language acquisition is perceived as the study of the relationship between input, intake and output in a particular task performance, and Indian classrooms are the context for the research studies in this book. The empirical studies discussed in this book are based on two tasks: seminar speech task (SST) and written test performance task (WTPT) The pedagogical practices discussed cover three specific areas: tasks, skills, and strategies. The study focuses on text input processing for written versus spoken tasks, at various levels of task performance, and for language versus information. The authors discuss, among other issues, various elements of second language speech production, teachers' evaluation of communicative versus form-focused tasks, and task-based versus proficiency-based performance. As a study located in multilingual and mixed ability classrooms, this work provides immense insights to teacher-educators and researchers working in ESL settings with learners from diverse backgrounds.

ISBN: 9788132226048

Standard No.: 10.1007/978-81-322-2604-8doiSubjects--Topical Terms:

556628
Second language acquisition.

LC Class. No.: P118.2

Dewey Class. No.: 401.93

Second language acquisition in multilingual and mixed ability Indian classrooms
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505 0 $a Chapter 1. Second Language Acquisition Research on Spoken and Written Output -- Chapter 2. Certain Theoretical Concepts in SLA Research on Speech and Writing -- Second Language Acquisition in Mixed Ability Classrooms: Seminar Speech Task (SST) -- Chapter 4. Second Language Acquisition in Mixed Ability Classrooms: Written Test Performance Task (WTPT) -- Chapter 5. Revisiting the Issues in Learner Language Research in the Indian Mixed Ability Classes -- Appendices.
520 $a This book discusses current research on learning theories and pedagogical practices in second language acquisition, and tries to bridge the gap between the two. Second language acquisition is perceived as the study of the relationship between input, intake and output in a particular task performance, and Indian classrooms are the context for the research studies in this book. The empirical studies discussed in this book are based on two tasks: seminar speech task (SST) and written test performance task (WTPT) The pedagogical practices discussed cover three specific areas: tasks, skills, and strategies. The study focuses on text input processing for written versus spoken tasks, at various levels of task performance, and for language versus information. The authors discuss, among other issues, various elements of second language speech production, teachers' evaluation of communicative versus form-focused tasks, and task-based versus proficiency-based performance. As a study located in multilingual and mixed ability classrooms, this work provides immense insights to teacher-educators and researchers working in ESL settings with learners from diverse backgrounds.
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