Sociocultural Theory and the Genesis of Second Language Development
Leading practitioners in the field of SLA explain their sociocognitive perspectives on language learning.
Price: 2145.00 INR
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ISBN:
9780194421812
Publication date:
12/08/2010
Paperback
410 pages
234.0x156.0mm
Price: 2145.00 INR
We sell our titles through other companies
Disclaimer :You will be redirected to a third party website.The sole responsibility of supplies, condition of the product, availability of stock, date of delivery, mode of payment will be as promised by the said third party only. Prices and specifications may vary from the OUP India site.
ISBN:
9780194421812
Publication date:
12/08/2010
Paperback
410 pages
234.0x156.0mm
Part of Oxford Applied Linguistics
James P Lantolf & Steven L Thorne
Rights: OUP UK (Indian Territory)
Part of Oxford Applied Linguistics
James P Lantolf & Steven L Thorne
Description
Integrates theory, research, and practice on the learning of second and foreign languages as informed by sociocultural and activity theory. It familiarizes students, teachers, and other researchers who do not work within the theory with its principal claims and constructs in particular as they relate to second language research. The book also describes and illustrates the use of activity theory to support practical and conceptual innovations in second language education.
Part of Oxford Applied Linguistics
James P Lantolf & Steven L Thorne
Features
- Written by leading second language acquisition theorists
- Explains the importance of sociocognition in relation to current second language acquisition (SLA) theories
- Describes the effectiveness of different forms of classroom feedback
- Covers the interpersonal aspects of language learning, and interaction in a variety of classroom and naturalistic settings
- Recommended reading for applied linguistics graduates, SLA researchers, language teachers and trainee teachers
Part of Oxford Applied Linguistics
James P Lantolf & Steven L Thorne
Description
Integrates theory, research, and practice on the learning of second and foreign languages as informed by sociocultural and activity theory. It familiarizes students, teachers, and other researchers who do not work within the theory with its principal claims and constructs in particular as they relate to second language research. The book also describes and illustrates the use of activity theory to support practical and conceptual innovations in second language education.
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