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Produktbild: Referent Similarity and Nominal Syntax in Task-Based Language Teaching

Referent Similarity and Nominal Syntax in Task-Based Language Teaching

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Beschreibung

Produktdetails

Einband

Gebundene Ausgabe

Erscheinungsdatum

30.01.2019

Abbildungen

XIV, 26 illus., schwarz-weiss Illustrationen

Verlag

Springer Singapore

Seitenzahl

154

Maße (L/B/H)

24,1/16/1,5 cm

Gewicht

424 g

Auflage

1st ed. 2019

Sprache

Englisch

ISBN

978-981-13-3088-9

Beschreibung

Produktdetails

Einband

Gebundene Ausgabe

Erscheinungsdatum

30.01.2019

Abbildungen

XIV, 26 illus., schwarz-weiss Illustrationen

Verlag

Springer Singapore

Seitenzahl

154

Maße (L/B/H)

24,1/16/1,5 cm

Gewicht

424 g

Auflage

1st ed. 2019

Sprache

Englisch

ISBN

978-981-13-3088-9

Herstelleradresse

Springer-Verlag GmbH
Tiergartenstr. 17
69121 Heidelberg
DE

Email: ProductSafety@springernature.com

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  • Produktbild: Referent Similarity and Nominal Syntax in Task-Based Language Teaching
  • Acknowledgments Table of Contents List of Tables
    Chapter 1. Introduction 1.1. Tasks in Language Teaching and Research 1.2. Task-Based Language Teaching (TBLT) 1.3. Task Learning versus Language Learning 1.4. Referent Similarity and TBLT 1.5. Overview of the Book
    Chapter 2. L2 Performance and Incidental SLA 2.1. Language Development from a Usage-Based Perspective 2.2. Frequency Effects 2.2.1. Cue Strength 2.2.2. Prototype Effects 2.2.3. Chunking 2.3. Syntactic Priming 2.4. Transferability 2.5. First and Second Language Acquisition 2.6. Summary
    Chapter 3. Referential Communication and L2 Production 3.1. Referential Communication Tasks 3.2. Communicative Demands 3.3. Contextual Constraints 3.4. Discourse Demands 3.5. Limitations of Tasks in Instructed SLA 3.6. Proficiency and L2 Performance 3.7. Summary
    Chapter 4. Tasks in L2 Syllabus Design 4.1. Attention 4.1.1. Detection 4.1.2. Awareness 4.1.3. The Output Hypothesis 4.1.4. Resources Pools 4.1.5. Selection (Saliency, Effort, Expectancy & Value) 4.2. Speech Production 4.3. Cognitive Processes in SLA 4.3.1. Analysis 4.3.2. Control 4.4. Cognitive Models of Task-Based L2 Instruction 4.4.1. The Limited Attention Capacity Hypothesis 4.4.2. The Cognition Hypothesis 4.5. Summary
    Chapter 5. Referent Similarity 5.1. Referent Identification 5.1.1. Frequency 5.1.2. Comparison 5.2. The Number of Elements 5.3. The Similarity between Elements 5.4. The Present Study 5.5. Summary
    Chapter 6. Referent Similarity and L2 Production 6.1. Noun Phrase Complexity 6.2. Comparative Structures 6.3. Relative Clause Structures 6.4.  Lexical Abstractness 6.5. Summary
    Chapter 7. Methods 7.1. Purpose of the Study 7.2. Design 7.3. Participants 7.3.1. Native Speakers of English 7.3.2. Non-Native Speakers of English 7.4. Materials 7.5. Procedures 7.6. Analysis 7.6.1. Transcription 7.6.2. Noun Phrase Coding 7.6.3. Comparative Structures 7.6.4. Relative Clause Types 7.6.5. Statistical Analyses 7.7. Summary
    Chapter 8. Results 8.1. Preliminary Data Screening 8.1.1. Descriptive Statistics for Similarity Effect on NP Complexity 8.1.2. Descriptive Statistics for Referent Effect on NP Complexity 8.1.3. Descriptive Statistics for Proficiency Effect on NP Complexity 8.2. Three-Way MANOVA on Noun Phrase Complexity 8.2.1. Referent Similarity Effects on Noun Phrase Complexity 8.2.2. Referent Effects on Noun Phrase Complexity 8.2.3. Proficiency Effects on Noun Phrase Complexity 8.2.4. Interactions between Factors on Noun Phrase Complexity 8.2.5. Summary of Noun Phrase Complexity Results 8.3. Two-Way ANOVA for Use of Comparative Structures 8.3.1. Referent Similarity Effects on the Use of Comparative Structures 8.3.2. Referent Effects on the Use of Comparative Structures 8.3.3. Proficiency Effects on the Use of Comparative Structures 8.3.4. Summary of Results for Comparative Structures 8.4. Non-Parametric Tests for Use of Relative Clause Structures 8.4.1. Referent Similarity Effects on the Use of Relative Clauses 8.4.2. Referent Effects on the Use of Relative Clauses 8.4.3. Proficiency Effects on the Use of Relative Clauses 8.4.4. Summary of Findings for the Use of Relative Clauses 8.5. Summary
    Chapter 9. Referent Similarity and TBLT 9.1. Implications for Theory and Research on TBLT 9.1.1 Referent Similarity and the Use of English Nominal Structures 9.1.2 Referent Effects 9.1.3 Proficiency Effects 9.2. Implications for Task-Based Pedagogy and Materials Design 9.2.1. Designing Pedagogic Tasks Based on Referential Similarity 9.2.2. Formatting Tasks for Different Instructional Purposes 9.2.3. Referential Similarity Tasks and Language Assessment 9.3. Final Thoughts
    References
    Appendix 1. Materials for the Study Appendix 2. Noun Phrase Coding Manual Appendix 3. Full Descriptive Statistics for NP Complexity