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Comprehension Strategies in the Acquiring of a Second Language
This book provides a critical analysis and account of the development of the Comprehension Approach as a method for language learning. The author draws on interrelated sub-fields - including linguistic theory, child language acquisition, and educational technology - to examine how a comprehension-based strategy could have pedagogical potential for adult second language learning. While second language pedagogy has to date been dominated by production models, this book takes another look at the Comprehension Approach as a possible alternative, presenting results from both child first language and adult second language contexts. It will be of interest to psycholinguistics and applied linguistics scholars, particularly those with an interest in second language teaching and learning.
Current Catalog
First multi-year cumulation covers six years: 1965-70.
Input Matters in SLA
This volume bridges the gap between theory and practice by bringing together well-known and new authors to discuss a topic of mutual interest to second language researchers and teachers alike: input. Reader-friendly chapters offer a range of existing and new perspectives on input in morphology, syntax, phonetics and phonology.
Learning the meaning of change-of-state verbs
Causative change-of-state verbs like 'to open', 'to fill', and 'to wake' are central to both recent theories of grammatical development and theories of lexical structure. This book focuses on how German-speaking children learn the meaning of change-of-state verbs. It offers a thorough characterization of the acquisition of German, embedded in a crosslinguistic perspective. The author provides a comprehensive review of the acquisition literature on that topic and introduces a new account as to how the meaning of these verbs can be learned. The empirical backbone of the investigation are a set of carefully designed experimental studies.
Content-Based Instruction in Foreign Language Education
This book offers concrete and practical ideas for implementing content-based instruction—using subject matter rather than grammar—through eleven case studies of cutting-edge models in a broad variety of languages, academic settings, and levels of proficiency. The highly innovative models illustrate content-based instruction programs for both commonly and less-commonly taught languages—Arabic, Croatian, French, German, Indonesian, Italian, Russian, Serbian, and Spanish—and for proficiency levels ranging from beginners to fluent speakers. They include single-teacher and multi-teacher contexts and such settings as typical language department classrooms, specialty schools, intensive language programs, and university programs in foreign languages across the curriculum. All of the contributors are pioneers and practitioners of content-based instruction, and the methods they present are based on actual classroom experiences. Each describes the rationale, curriculum design, materials, and evaluation procedures used in an actual curriculum and discusses the implications of the approach for adult language acquisition.
