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Home > Language, Linguistics & Creative Writing > Language teaching and learning > Language teaching theory and methods > Sociocognitive Perspectives on Language Use and Language Learning: Leading practitioners in the field of SLA explain their sociocognitive perspectives on language learning(Oxford Applied Linguistics)
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Sociocognitive Perspectives on Language Use and Language Learning: Leading practitioners in the field of SLA explain their sociocognitive perspectives on language learning(Oxford Applied Linguistics)

Sociocognitive Perspectives on Language Use and Language Learning: Leading practitioners in the field of SLA explain their sociocognitive perspectives on language learning(Oxford Applied Linguistics)


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About the Book

Sociocognitive Perspectives on Language Use and Language Learning is organized into three parts: Part One Theoretical perspectives on sociocognition 1 Issues and options in sociocognition (Rob Batstone) 2. Sociocognition: what it can mean for second language acquisition (Dwight Atkinson) 3. The dynamic co-adaption of cognitive and social views: a complexity theory perspective (Diane Larsen-Freeman) 4. Social context and cognition in SLA: a variationist perspective (Elaine Tarone) Part Two Interpersonal and Intrapersonal Perspectives on Language Learning 5. The intersection of social, cognitive, and cultural processes in language learning: a second language socialization approach (Patricia A. Duff and Masaki Kobayashi) 6. The social and cognitive influences on the English language development of three age groups of Iraqi refugees (Lynda Yates, Howard Nicholas, and Michele de Courcy) 7. 'Talking-it-through': languaging as a source of learning (Merrill Swain) 8. Minding your hands: the function of gesture in L2 learning (James P. Lantolf) Part Three Sociocognitive Perspectives on Classroom Second Language Learning 9. Cognitive, social, and psychological dimensions of corrective feedback (Rod Ellis) 10. Students' engagement with feedback on writing: the role of learner agency/beliefs (Neomy Storch and Gillian Wigglesworth) 11. Relevance, cohesion, and the sociocognition of form-focused, teacher-led L2 discourse (Paul D. Toth) 12. Interaction research: what can socially informed approaches offer to cognitivists (and vice versa)? (Jenefer Philp and Alison Mackey)

Review :
`'In my estimation, the editor of this collection has identified a very worthwhile and above all timely topic - how social and psychological perspectives on second language acquisition may be synthesized to provide a rationale for a new field of enquiry. The contributors he has enlisted include a nice mix of very well known writers and up-and-coming researchers.'' Numa Marker, Associate Professor of Linguistics at the University of Illinois at Urbana-Champaign


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Product Details
  • ISBN-13: 9780194424776
  • Publisher: Oxford University Press
  • Publisher Imprint: Oxford University Press
  • Height: 237 mm
  • No of Pages: 272
  • Series Title: Oxford Applied Linguistics
  • Sub Title: Leading practitioners in the field of SLA explain their sociocognitive perspectives on language learning
  • Width: 155 mm
  • ISBN-10: 0194424774
  • Publisher Date: 01 Jul 2010
  • Binding: Paperback
  • Language: English
  • Returnable: Y
  • Spine Width: 17 mm
  • Weight: 472 gr


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Sociocognitive Perspectives on Language Use and Language Learning: Leading practitioners in the field of SLA explain their sociocognitive perspectives on language learning(Oxford Applied Linguistics)
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Sociocognitive Perspectives on Language Use and Language Learning: Leading practitioners in the field of SLA explain their sociocognitive perspectives on language learning(Oxford Applied Linguistics)
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