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Language Planning as a Sociolinguistic Experiment

By: Ernst Jahr

Provides richly detailed insight into the uniqueness of the Norwegian language development. Marks the 200th anniversary of the birth of the Norwegian nation following centuries of Danish rule


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Acquiring Phonology: A Cross-Generational Case-Study

By Neil Smith

The study also highlights the constructs of current linguistic theory, arguing for distinctive features and the notion 'onset' and against some of the claims of Optimality Theory and Usage-based accounts.


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Language Production and Interpretation: Linguistics meets Cognition

By Henk Zeevat

The importance of Henk Zeevat's new monograph cannot be overstated. [...] I recommend it to anyone who combines interests in language, logic, and computation [...]. David Beaver, University of Texas at Austin


Book Information

   
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Title: The Effects of Task Type and Instructions on Second Language Acquisition
Written By: HayoReinders
Description:

Recent years have seen a growing interest in the role of tasks in second
language acquisition and a substantial body of research now exists to show
their potential contribution to language learning and teaching. However,
not much is known about the effects of different task types, nor about
their accompanying instructions. Which tasks are more successful under what
circumstances? What type of instructions should be included? This book
attempts to answer the questions above by first examining previous studies
on the use of tasks, the roles of input, output and interaction, and by
placing these in a broader cognitive framework. It argues that in order to
understand the effects of different task types, it is important not only to
look at learning outcomes (acquisition), but also at the effects on
immediate task performance (intake), and by doing so, to arrive at a more
complete picture of the learning process. The book presents the results of
a study on the effects of 1) implicit and explicit inductive instructions
and 2) three task types on both intake and acquisition of two English
grammatical structures. The study used various measures to determine intake
as well as the development of both implicit and explicit knowledge. The
results of the study support the claims made for the benefits of
Focus-on-Form, but do not support the claims made for the benefits of more
explicit types of instruction. Further, the results show that there is no
direct relationship between intake and acquisition and that different task
types can have a differential effect on immediate task performance on the
one hand and learning on the other. The book discusses these findings in
the light of previous research and considers their implications both at the
theoretical level and for language teaching practice.

Publication Year: 2010
Publisher: Cambridge Scholars Publishing
Review: Not available for review. If you would like to review a book on The LINGUIST List, please login to view the AFR list.
BibTex: View BibTex record
Linguistic Field(s): Applied Linguistics
Language Acquisition
Issue: All announcements sent out by The LINGUIST List are emailed to our subscribers and archived with the Library of Congress.
Click here to see the original emailed issue.

Versions:
Format: Hardback
ISBN-13: 9781443817783
Pages: 250
Prices: U.K.£ 39.99