Strategies-Based Instruction, Individual Differences and Learning Second Language Grammar
portes grátis
Strategies-Based Instruction, Individual Differences and Learning Second Language Grammar
Pawlak, Miroslaw; Kruk, Mariusz; Zawodniak, Joanna
Springer Nature Switzerland AG
04/2026
210
Dura
Inglês
9783032186621
Pré-lançamento - envio 15 a 20 dias após a sua edição
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Chapter 1: 'Language' and 'Learning' as objects of Inquiry: A transdisciplinary historiography of theories and practices.- PART I: From linguistic theories to language acquisition.- Chapter 2: Meaningful Grammar: Theories and Practices.- Chapter 3: Universal Grammar and Language Pedagogy: What we know that we do not know.- Chapter 4: Generative Foundation of Multilingualism in Language Learning.- Chapter 5: The acquisition of frozen expressions: Challenging the generative framework.- Chapter 6: Cultural-Cognitive Foundations of Language Pedagogy for a Multilingual Society.- Chapter 7: Plurilingual-pluricultural identity and language learning: The contribution of cognitive corpus linguistics and cultural studies.- Chapter 8: Perspectives on Social Life of Language.- Chapter 9: A Cultural Linguistics approach to language pedagogy: The role of Cultural conceptualizations.- Chapter 10: Translanguaging: From language praxis to language pedagogy.- Chapter 11: Situating the teacher in the acquisition-learning debate.- Chapter 12: Metatext and cognitive linguistics: Inputs for language pedagogy.- Chapter 13: Motivation for the choice of complements in predicate-argument structure: The role of image schemas, metaphors and metonymies.- PART II: Case studies at the intersection of linguistics and language pedagogy.- Chapter 14: Toward an adaptive system of language acquisition: Dialogue between Generative and Functional linguistics.- Chapter 15: Ethno-syntax in language learning: Evidentiality in Finno-Ugric Languages.- Chapter 16: Conceptualizing time in terms of space and motion in Japanese using Cognitive Metaphor Theory.- Chapter 17: Understanding the acquisition of non-literal constructions using usage-based approach.- Chapter 18: Narratives and theory of mind: A cultural-cognitive turn in language pedagogy.- Chapter 19: Internal State Terms & Narratives: What they mean for language pedagogy.- Chapter 20: Perfecting Imperfections: Pragmatic Competence for Preschool Teachers of English Language in a Multicultural Environment.- Chapter 21: The bottom-up perspective and less commonly taught languages: the case of Swahili.- Chapter 22: Combinatorial Variability as a Model: Managing classrooms for minority children.- Chapter 23: Language, Learner, and Learning: Issues in Language Pedagogy and Language.- Chapter 24: Language Acquisition and Language Pedagogy: A Transdisciplinary Dialogue between three Scholars.- Index.
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Grammer Learning Strategies;Strategies Based Instruction;L2 Grammer;Explicit and Implicit (automatized) knowladge;Indivial Differences
Chapter 1: 'Language' and 'Learning' as objects of Inquiry: A transdisciplinary historiography of theories and practices.- PART I: From linguistic theories to language acquisition.- Chapter 2: Meaningful Grammar: Theories and Practices.- Chapter 3: Universal Grammar and Language Pedagogy: What we know that we do not know.- Chapter 4: Generative Foundation of Multilingualism in Language Learning.- Chapter 5: The acquisition of frozen expressions: Challenging the generative framework.- Chapter 6: Cultural-Cognitive Foundations of Language Pedagogy for a Multilingual Society.- Chapter 7: Plurilingual-pluricultural identity and language learning: The contribution of cognitive corpus linguistics and cultural studies.- Chapter 8: Perspectives on Social Life of Language.- Chapter 9: A Cultural Linguistics approach to language pedagogy: The role of Cultural conceptualizations.- Chapter 10: Translanguaging: From language praxis to language pedagogy.- Chapter 11: Situating the teacher in the acquisition-learning debate.- Chapter 12: Metatext and cognitive linguistics: Inputs for language pedagogy.- Chapter 13: Motivation for the choice of complements in predicate-argument structure: The role of image schemas, metaphors and metonymies.- PART II: Case studies at the intersection of linguistics and language pedagogy.- Chapter 14: Toward an adaptive system of language acquisition: Dialogue between Generative and Functional linguistics.- Chapter 15: Ethno-syntax in language learning: Evidentiality in Finno-Ugric Languages.- Chapter 16: Conceptualizing time in terms of space and motion in Japanese using Cognitive Metaphor Theory.- Chapter 17: Understanding the acquisition of non-literal constructions using usage-based approach.- Chapter 18: Narratives and theory of mind: A cultural-cognitive turn in language pedagogy.- Chapter 19: Internal State Terms & Narratives: What they mean for language pedagogy.- Chapter 20: Perfecting Imperfections: Pragmatic Competence for Preschool Teachers of English Language in a Multicultural Environment.- Chapter 21: The bottom-up perspective and less commonly taught languages: the case of Swahili.- Chapter 22: Combinatorial Variability as a Model: Managing classrooms for minority children.- Chapter 23: Language, Learner, and Learning: Issues in Language Pedagogy and Language.- Chapter 24: Language Acquisition and Language Pedagogy: A Transdisciplinary Dialogue between three Scholars.- Index.
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
