Learning a second language through interaction

Rod Ellis ; with contributions from Sandra Fotos ... [et al.]

This book examines different theoretical perspectives on the role that interaction plays in second language acquisition. The principal perspectives are those afforded by the Interaction Hypothesis, Socio-Cultural Theory and the Levels of Processing model. Interaction is, therefore, defined broadly; it is seen as involving both intermental and intramental activity. The theoretical perspectives are explored empirically in a series of studies which investigate the relationship between aspects of interaction and second language acquisition. A number of these studies consider the effects of interaction on the acquisition of vocabulary (word meanings) by both adult and child L2 learners. In addition, the effects of language aptitude on input processing are considered. Further studies consider the contribution that interaction makes to the acquisition of grammatical knowledge. These studies provide clear evidence that social and intermental interaction are major forces in the acquisition of an L2. Finally, the book, considers a number of pedagogic specifications. In particular, the importance of discourse control as a means of learners' obtaining the quality of interaction likely to foster acquisition is discussed.

「Nielsen BookData」より

This book examines different theoretical perspectives on the role that interaction plays in second language acquisition. The principal perspectives are those afforded by the Interaction Hypothesis, Socio-Cultural Theory and the Levels of Processing model. Interaction is, therefore, defined broadly; it is seen as involving both intermental and intramental activity. The theoretical perspectives are explored empirically in a series of studies which investigate the relationship between aspects of interaction and second language acquisition. A number of these studies consider the effects of interaction on the acquisition of vocabulary (word meanings) by both adult and child L2 learners. In addition, the effects of language aptitude on input processing are considered. Further studies consider the contribution that interaction makes to the acquisition of grammatical knowledge. These studies provide clear evidence that social and intermental interaction are major forces in the acquisition of an L2. Finally, the book, considers a number of pedagogic specifications. In particular, the importance of discourse control as a means of learners' obtaining the quality of interaction likely to foster acquisition is discussed.

「Nielsen BookData」より

This book examines different theoretical perspectives on the role that interaction plays in second language acquisition. The principal perspectives are those afforded by the Interaction Hypothesis, Socio-Cultural Theory and the Levels of Processing model. Interaction is, therefore, defined broadly; it is seen as involving both intermental and intramental activity. The theoretical perspectives are explored empirically in a series of studies which investigate the relationship between aspects of interaction and second language acquisition. A number of these studies consider the effects of interaction on the acquisition of vocabulary (word meanings) by both adult and child L2 learners. In addition, the effects of language aptitude on input processing are considered. Further studies consider the contribution that interaction makes to the acquisition of grammatical knowledge. These studies provide clear evidence that social and intermental interaction are major forces in the acquisition of an L2. Finally, the book, considers a number of pedagogic specifications. In particular, the importance of discourse control as a means of learners' obtaining the quality of interaction likely to foster acquisition is discussed.

「Nielsen BookData」より

This book examines different theoretical perspectives on the role that interaction plays in second language acquisition. The principal perspectives are those afforded by the Interaction Hypothesis, Socio-Cultural Theory and the Levels of Processing model. Interaction is, therefore, defined broadly; it is seen as involving both intermental and intramental activity. The theoretical perspectives are explored empirically in a series of studies which investigate the relationship between aspects of interaction and second language acquisition. A number of these studies consider the effects of interaction on the acquisition of vocabulary (word meanings) by both adult and child L2 learners. In addition, the effects of language aptitude on input processing are considered. Further studies consider the contribution that interaction makes to the acquisition of grammatical knowledge. These studies provide clear evidence that social and intermental interaction are major forces in the acquisition of an L2. Finally, the book, considers a number of pedagogic specifications. In particular, the importance of discourse control as a means of learners' obtaining the quality of interaction likely to foster acquisition is discussed.

「Nielsen BookData」より

[目次]

  • 1. Acknowledgments, pvii
  • 2. Preface, pix
  • 3. Introduction, p1
  • 4. Theoretical Perspectives on Interaction and Language Learning (by Ellis, Rod), p3
  • 5. Input, Interaction and Vocabulary Learning, p33
  • 6. Factors in the Incidental Acquisition of Second Language Vocabulary from Oral Input (by Ellis, Rod), p35
  • 7. Modified Input and the Acquisition of Word meaning by Children and Adults (by Ellis, Rod), p63
  • 8. Modified Output and the Acquisition of Word Meanings (by He, Xien), p115
  • 9. Modified Input, Language Aptitude and the Acquisition of Word Meanings (by Nagata, Hirota), p133
  • 10. Learning Vocabulary Through Interacting With a Written Text (by Zaki, Hoda), p151
  • 11. Interaction and Grammar Learning, p171
  • 12. Output Enhancement and the Acquisition of the Past Tense (by Takashima, Hide), p173
  • 13. Communicating About Grammar (by Fotos, Sandra S.), p189
  • 14. Pedegogical Perspectives, p209
  • 15. Making the Classroom Acquisition Rich (by Ellis, Rod), p211
  • 16. Conclusion, p231
  • 17. Retrospect and Prospect (by Ellis, Rod), p233
  • 18. References, p259
  • 19. Index, p281

「Nielsen BookData」より

[目次]

  • 1. Acknowledgments, pvii
  • 2. Preface, pix
  • 3. Introduction, p1
  • 4. Theoretical Perspectives on Interaction and Language Learning (by Ellis, Rod), p3
  • 5. Input, Interaction and Vocabulary Learning, p33
  • 6. Factors in the Incidental Acquisition of Second Language Vocabulary from Oral Input (by Ellis, Rod), p35
  • 7. Modified Input and the Acquisition of Word meaning by Children and Adults (by Ellis, Rod), p63
  • 8. Modified Output and the Acquisition of Word Meanings (by He, Xien), p115
  • 9. Modified Input, Language Aptitude and the Acquisition of Word Meanings (by Nagata, Hirota), p133
  • 10. Learning Vocabulary Through Interacting With a Written Text (by Zaki, Hoda), p151
  • 11. Interaction and Grammar Learning, p171
  • 12. Output Enhancement and the Acquisition of the Past Tense (by Takashima, Hide), p173
  • 13. Communicating About Grammar (by Fotos, Sandra S.), p189
  • 14. Pedegogical Perspectives, p209
  • 15. Making the Classroom Acquisition Rich (by Ellis, Rod), p211
  • 16. Conclusion, p231
  • 17. Retrospect and Prospect (by Ellis, Rod), p233
  • 18. References, p259
  • 19. Index, p281

「Nielsen BookData」より

[目次]

  • 1. Acknowledgments, pvii
  • 2. Preface, pix
  • 3. Introduction, p1
  • 4. Theoretical Perspectives on Interaction and Language Learning (by Ellis, Rod), p3
  • 5. Input, Interaction and Vocabulary Learning, p33
  • 6. Factors in the Incidental Acquisition of Second Language Vocabulary from Oral Input (by Ellis, Rod), p35
  • 7. Modified Input and the Acquisition of Word meaning by Children and Adults (by Ellis, Rod), p63
  • 8. Modified Output and the Acquisition of Word Meanings (by He, Xien), p115
  • 9. Modified Input, Language Aptitude and the Acquisition of Word Meanings (by Nagata, Hirota), p133
  • 10. Learning Vocabulary Through Interacting With a Written Text (by Zaki, Hoda), p151
  • 11. Interaction and Grammar Learning, p171
  • 12. Output Enhancement and the Acquisition of the Past Tense (by Takashima, Hide), p173
  • 13. Communicating About Grammar (by Fotos, Sandra S.), p189
  • 14. Pedegogical Perspectives, p209
  • 15. Making the Classroom Acquisition Rich (by Ellis, Rod), p211
  • 16. Conclusion, p231
  • 17. Retrospect and Prospect (by Ellis, Rod), p233
  • 18. References, p259
  • 19. Index, p281

「Nielsen BookData」より

[目次]

  • 1. Acknowledgments, pvii
  • 2. Preface, pix
  • 3. Introduction, p1
  • 4. Theoretical Perspectives on Interaction and Language Learning (by Ellis, Rod), p3
  • 5. Input, Interaction and Vocabulary Learning, p33
  • 6. Factors in the Incidental Acquisition of Second Language Vocabulary from Oral Input (by Ellis, Rod), p35
  • 7. Modified Input and the Acquisition of Word meaning by Children and Adults (by Ellis, Rod), p63
  • 8. Modified Output and the Acquisition of Word Meanings (by He, Xien), p115
  • 9. Modified Input, Language Aptitude and the Acquisition of Word Meanings (by Nagata, Hirota), p133
  • 10. Learning Vocabulary Through Interacting With a Written Text (by Zaki, Hoda), p151
  • 11. Interaction and Grammar Learning, p171
  • 12. Output Enhancement and the Acquisition of the Past Tense (by Takashima, Hide), p173
  • 13. Communicating About Grammar (by Fotos, Sandra S.), p189
  • 14. Pedegogical Perspectives, p209
  • 15. Making the Classroom Acquisition Rich (by Ellis, Rod), p211
  • 16. Conclusion, p231
  • 17. Retrospect and Prospect (by Ellis, Rod), p233
  • 18. References, p259
  • 19. Index, p281

「Nielsen BookData」より

この本の情報

書名 Learning a second language through interaction
著作者等 Ellis, Rod
Fotos, Sandra
シリーズ名 Studies in bilingualism
出版元 J. Benjamins
刊行年月 c1999
ページ数 x, 285 p.
大きさ 21 cm
ISBN 1556197365
1556197373
9027241252
9027241244
NCID BA45148518
※クリックでCiNii Booksを表示
言語 英語
出版国 オランダ
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