Nizegorodcew Input for Instructed L2 Learners

The Relevance of Relevance
1. Auflage 2007
ISBN: 978-1-85359-939-2
Verlag: Multilingual Matters
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, Band 22, 200 Seiten, Format (B × H): 148 mm x 210 mm

Reihe: Second Language Acquisition

This book makes Relevance Theory (RT) relevant for L2 teachers and L2 teacher educators, in particular those working in foreign language teaching contexts. L2 classroom discourse data collected in seven research projects in the years 1984 – 2004 are reinterpreted in this book in the light of Relevance Theory - a theory of interpretation of the incoming messages. In this perspective the teachers’ input for instructed L2 learners facilitates shifts in the learners’ attention from meaning to form and vice versa. Such shifts of attention, according to Relevance Theory, change the level of expected optimal relevance of classroom communication, either focusing the students on form-oriented communication (accuracy), on meaning-oriented communication (fluency) or on meaning and form-oriented communication (fluency combined with accuracy). The latter is considered optimal for L2 learning/acquisition. Apart from the main focus on the relevance-theoretic interpretation of the teachers’ input, the book presents an overview of other theoretical approaches to the question of input for instructed L2 learners: the SLA approach, the communicative L2 teaching perspective, and the L2 classroom discourse approach.

Autoren/Hrsg.

Nizegorodcew, Anna

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Psycholinguistik, Neurolinguistik, Kognition
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Literatur, Deutsch, Fremdsprachen (Unterricht & Didaktik)

Inhaltsverzeichnis

1. The Role of L2 Classroom Input in the Light of SLA Models and Relevance Theory

2. L2 Teaching Perspective on the Role of Instructional Input

3. L2 Classroom Discourse Perspective on the Role of Instructional Input

4. Evidence from L2 Classroom Discourse Research Projects

5. Classroom Discourse Data Interpreted in the Light of RT: Levels of Expected Optimal Relevance of L2 Classroom Input

6. L2 Teaching Implications

References

Index

Über Autor(innen)

Nizegorodcew, Anna
Anna Nizegorodcew graduated from the English and the Psychology Departments of the Jagiellonian University of Kraków, Poland. She took her PhD at the Philosophical Faculty of the same University. She is Professor Emerita in Applied Linguistics. She taught for 40 years at the English Department of the Jagiellonian University. She was head of the Applied Linguistics Section of the English Department and head of the Jagiellonian University Teacher Training College. She has published a number of books and articles in the areas of teaching English, second language acquisition and second and foreign language teacher education. Her present interests cover teaching English to third age students, teaching English for intercultural communication and international understanding.

Anna Nizegorodcew graduated from the English and Psychology Departments of the Jagiellonian University of Kraków, Poland. She took her PhD at the Philosophical Faculty of the same university. She is Professor in applied linguistics and Chair of the Applied Linguistics Section of the English Department at the Jagiellonian University, where she has been teaching for over 30 years. She was the founder and head of the Jagiellonian University Foreign Language Teacher Training College. She is Vice-President of the Polish Society of Foreign Language Teachers (Polskie Towarzystwo Neofilologiczne) associated with the FIPLV. She has published a number of books and articles in the areas of teaching English, SLA and second/foreign language teacher education.