Sociocultural Theory and Second Language Learning
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| ISBN(EAN) | 9780194421607 |
| Издатель |
Oxford University Press
(сайт издательства) |
| Язык | Английский |
| Серия | Oxford Applied Linguistics |
| Формат | Мягкая обложка |
| Страницы | 302 |
| Год издания | 2000 |
| Читательская аудитория | ELT / TEFL |
| Рейтинг | 4.5 |
| Вес (грамм) | 469 |
| Размер (мм) | 235(д) х 158(ш) х 18(в) |
This book represents a major statement of the current research being conducted on the learning of second languages from a sociocultural perspective. The book is divided into a theoretical and an empirical part. Specific topics covered include: learning and teaching languages in the zone of proximal development; L1 mediation in the acquisition of L2 grammar; sociocultural theory as a theory of second language learning; gestural mediation in a second language; and constructing a self through a second language.
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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