This user-friendly book is designed for language teachers of all levels and languages who seek to inform their classroom practices with current research findings on second language acquisition. Ideal for courses on second language learning and teaching, teacher reading groups, and professional development workshops, each chapter begins with a story of a real teaching scenario and a concise summary of what cutting-edge language teaching research says (and what it does not say) about the topic. Throughout the twenty-one chapters, the authors connect language research to the classroom, challenge misunderstandings around language pedagogy, and provide solutions. Each chapter concludes with classroom activities, and instructional strategies that can be used immediately in professional development workshops or in the classroom. Additional resources are available online to supplement the activities found in the book. Applicable across all languages and levels, this book is suitable for teachers of diverse backgrounds teaching in diverse contexts.
Rezensionen / Stimmen
'This is a volume that needs to be in every practicing teacher's library. This book is one of the few that directly connects second language acquisition research to practice in an accessible and comprehensive way for teachers.' Richard Donato, University of Pittsburgh, author of Enacting the Work of Language Instruction (ACTFL, 2016) 'Do you want an SLA book that speaks directly to language teaching? If so, then start with the real issues that teachers face and then see what SLA has to say about them.' Rod Ellis, University of Auckland, author of Exploring Language Pedagogy through Second Language Acquisition Research (Routledge, 2014) 'The Bryfonski/Mackey text demystifies research in second language acquisition by presenting key findings in an easy-to-read format and connecting them to the realities of classroom practice. Pre-service and in-service professionals alike will find research-based solutions that address the common classroom challenges facing today's language educators.' Eileen W. Glisan, Indiana University of Pennsylvania, author of Enacting the Work of Language Instruction (ACTFL, 2016) 'Bryfonski and Mackey have done the impossible, demystifying second language acquisition for pedagogical contexts with concrete, ready-to-use applications. By artfully grounding the volume in both research and real-life teaching scenarios and questions, these eminent scholars bring to life the most important questions underlying language teaching for every instructional setting. An immediate must-read!' Laura Gurzynski-Weiss, Indiana University, Bloomington 'Irony aside, language researchers and teachers have - for decades - lacked a shared language. Bryfonski and Mackey provide these yin-yanged audiences with a Rosetta Stone of sorts, a cipher that unlocks the door connecting the worlds of L2 research and practice. This text allows the authors' world-renowned expertise to shine while speaking with the hearts of trusted mentors.' Luke Plonsky, Northern Arizona University 'Oriented around questions and answers relevant to any language teacher and language classroom, each engaging chapter is packed with vignettes, visuals, and strategies for teachers to put into practice. Ideal for pre- or in-service teachers alike, this text will answer teachers' burning questions on everything from pronunciation and feedback to lesson planning and technology.' Andrea Revesz, University College London 'Whether you're a new language teacher just starting out or a veteran language teacher with many years of experience, you must read this book. With charming graphics throughout, it makes solid connections between the latest research and practice, with concrete examples for the language learning classroom, and even includes links to sample lesson plans, videos, and other helpful materials.' Heather Sweetser, The University of New Mexico, 2022 ACTFL National Language Teacher of the Year '... an excellent, welcome book, which should be on every language teacher's shortlist.' Steve Smith, frenchteachernet.blogspot.com 'I like the arrangement and the topics included in the textbook. The supplementary materials on the website are also very useful.' Chunsheng Yang, University of Connecticut
Sprache
Verlagsort
Zielgruppe
Produkt-Hinweis
Illustrationen
Worked examples or Exercises
Maße
Höhe: 251 mm
Breite: 175 mm
Dicke: 22 mm
Gewicht
ISBN-13
978-1-108-93201-1 (9781108932011)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Klassifikation
Lara Bryfonski is an assistant professor of linguistics at Georgetown University. She has published and presented her research on a variety of topics in second language acquisition, including task-based language teaching, corrective feedback, materials development, language learning in study abroad, and methods for second language research. Her publications appear in journals such as the Annual Review of Applied Linguistics, Language Teaching Research, the Modern Language Journal, and Studies in Second Language Acquisition, as well as a variety of edited collections. She is a former ESL/EFL teacher and an experienced teacher trainer and has worked with NGOs in Latin America, public and private schools in the US, governmental and financial organizations, and universities to provide research-based training in language teaching. Alison Mackey is a tenured full professor and Chair of the Department of Lingusitics at Georgetown University (with an additional professorial appointment at Lancaster University in the UK during summers), and an expert in both general second language research and language research methodology. She has published over 100 journal articles and book chapters, and books in total, including the Mildenberger Prizewinning The Routledge Handbook of Second Language Acquisition (2012). She is editor-in-chief of Annual Review of Applied Linguistics, a co-founder and developer of the open-access Instruments for Second Language Research database, and, for the last two decades, co-editor of Routledge's Second Language Acquisition Research series. She has received both of Georgetown University's top honors: the President's Award for Distinguished Scholar-Teachers and the Provost's Career Research Achievement Award. She has also received the Distinguished Scholarship and Service Award from the American Association of Applied Linguistics (2021), and the Distinguished Research Award from the International Task-Based Language Teaching Association (2022). She is one of the top-cited scholars internationally in applied linguistics.
Autor*in
Georgetown University, Washington DC
Georgetown University, Washington DC
Preface; Acknowledgments; Note on Terminology; Pre-Reading Self-Assessment; Part I. Teacher and Student Talk; 1. How do I get my learners to start and stay talking in the second language?; 2. How do I maximize input in the second language?; 3. Why, when, and how (much) should I correct my learners?; 4. How do I promote peer interaction in the classroom?; 5. What kinds of learning strategies can I teach my learners?; Part II: Differentiation; 6. How does language learner identity influence the language learning experience?; 7. How do I best support neurodiverse language learners?; 8. How do learners' motivation and anxiety levels impact their language learning experience?; 9. How can aptitude be leveraged for language learning?; 10. It's much harder to learn (and teach) my language compared to other languages, and it takes much longer. How can I compensate for these difficulties with my learners?; Part III. Teaching the Skills; 11. How or when should I teach grammar?; 12. Is there a best way to teach pronunciation?; 13. How can I incorporate literacy skills in the target language?; 14. When or how should I teach vocabulary?; 15. What are some strategies for teaching learners about politeness, register, or other pragmatic skills in the second language?; Part IV. Lesson and Unit Planning; 16. What are some of the most popular language teaching methods?; 17. Content, form, and activities: how do I select activities, tasks, and projects?; 18. Menus and maps: how can I make my classroom more authentic in terms of materials and practices?; 19. How could/should I best use technology in the language classroom?; 20. How do I assess language learning?; 21. How can I make the most of professional development opportunities for language teachers?; Glossary; References and resources; Index
