Literacy and Second Language Oracy
| ISBN(EAN) | 9780194423007 |
| Издатель |
Oxford University Press
(сайт издательства) |
| Автор | Elaine Tarone, Martha Bigelow, Kit Hansen |
| Язык | Английский |
| Серия | Oxford Applied Linguistics |
| Формат | Мягкая обложка |
| Страницы | 156 |
| Год издания | 2009 |
| Читательская аудитория | ELT / TEFL |
| Рейтинг | 4.6 |
| Вес (грамм) | 285 |
| Размер (мм) | 234(д) х 157(ш) х 10(в) |
Learners who cannot decode alphabetic script have been left out of the SLA research enterprise, at considerable cost to our understanding of the human capacity for language learning. This book offers research evidence documenting the significant impact of low literacy skill on adolescents' processing of oral L2 input and acquisition. Together with a large body of closely related research in cognitive psychology, the findings lead to a startling conclusion: language processing skills that have been assumed to be universal human traits appear instead to be a product of learners' experience with alphabetic print literacy.
The series attracts single or co-authored volumes from authors researching at the cutting edge of this dynamic field of interdisciplinary enquiry. The titles range from books that make such developments accessible to the non-specialist reader to those which explore in depth their relevance for the way language is to be conceived as a subject, and how courses and classroom activities are to be designed. As such, these books not only extend the field of applied linguistics itself and lend an additional significance to its enquiries, but also provide an indispensable professional foundation for language pedagogy and its practice.
The series attracts single or co-authored volumes from authors researching at the cutting edge of this dynamic field of interdisciplinary enquiry. The titles range from books that make such developments accessible to the non-specialist reader to those which explore in depth their relevance for the way language is to be conceived as a subject, and how courses and classroom activities are to be designed. As such, these books not only extend the field of applied linguistics itself and lend an additional significance to its enquiries, but also provide an indispensable professional foundation for language pedagogy and its practice.
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