L2 Learning, Teaching and Assessment

A Comprehensible Input Perspective
Erscheinungsjahr 2016
ISBN: 978-1-78309-633-6
Verlag: Multilingual Matters

Buch, Englisch, 238 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 398 g

This book explores second language (L2) learning, teaching and assessment from a comprehensible input (CI) perspective. This focus on the role of input is important for deepening our understanding of interactions between the learner, teacher and the environment as well as of the nature of the learning, teaching and assessment processes. The book takes a blended approach that promotes the intertwining of theory, research and practice in L2 pedagogy and assessment and aims to address the commonly used concept of CI and its role in L2 education. Content includes a comprehensive discussion of the conceptual foundation of CI; a multimodal and dynamic interpretation of CI from numerous perspectives; a critical discussion of well-known L2 acquisition theories and research; a practical examination of the role of multimodal forms of CI in L2 pedagogy; an analytical review of factors to be considered when modifying CI for pedagogical purposes in different settings and an overview of CI in L2 assessment. It will be of interest to students in the fields of L2 learning, teaching and assessment, teachers in second/foreign language settings and researchers of SLA and teacher education.

Autoren/Hrsg.

Polat, Nihat

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik
• Geisteswissenschaften Sprachwissenschaft Spracherwerb, Sprachentwicklung

Inhaltsverzeichnis

Introduction

Acknowledgements

PART I: Encountering Comprehensible Input: Conceptual Foundation

Chapter 1. Comprehensible Input Defined

Chapter 2. Theoretical Foundation of Input and Comprehensibility

Chapter 3. Linguistic Perspectives on Input

PART II: Comprehensible Input: Second Language Acquisition

Chapter 4. Input in Cognitive Processing-Oriented Theories

Chapter 5. Input in Learner and Interaction-Oriented Theories

Chapter 6. Input in Socially-Oriented Theories

Chapter 7. Input in Alternative SLA Theories

PART III: Comprehensibility-Related Factors in L2 Teaching and Assessment

Chapter 8. Input Related Factors

Chapter 9. Learner Related Factors

Chapter 10. Culture and Context Related Factors

Chapter 11. Interaction and Discourse Related Factors

Chapter 12. Modifications in Assessment-Related Factors

Chapter 13. Conclusions

Über Autor(innen)

Polat, Nihat
Nihat Polat is Chair and Professor in the Department of Curriculum and Instruction, Texas State University, USA. He is the author of L2 Learning, Teaching and Assessment: A Comprehensible Input Perspective (2016, Multilingual Matters).

Nihat Polat is an Associate Professor and Associate Dean for Graduate Studies and Research in the School of Education, Duquesne University, USA. He teaches courses on L2 learning and teaching, and curriculum and assessment. He researches in the areas of L2 learning and teaching and L2 teacher education. He has published in numerous peer-reviewed journals and is the Chair of TESOL Applied Linguistics Interest Section (2015-2016).