Input for instructed L2 learners : the relevance of relevance / Anna Nizegorodcew.

Format:

Book

Author/Creator:

Niżegorodcew, Anna.

Series:

Second Language Acquisition S.

Second language acquisition ; 22

Language:

English

Subjects (All):

Language and languages--Study and teaching.

Language and languages.

Second language acquisition.

Discourse analysis.

Language and education.

Physical Description:

1 online resource (194 p.)

Edition:

1st ed.

Place of Publication:

Clevedon, [England] ; Buffalo : Multilingual Matters, 2007.

Language Note:

English

Summary:

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.

Contents:

Front matter

Contents

Acknowledgements

Preface

Chapter 1. The Role of L2 Classroom Input in the Light of Second Language Acquisition Models and Relevance Theory

Chapter 2. L2 Teaching Perspective on the Role of Instructional Input

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

Chapter 4. Evidence from L2 Classroom Discourse Research Projects

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

Chapter 6. L2 Teaching Implications

References

Index

Notes:

Description based upon print version of record.

Includes bibliographical references and index.

ISBN:

9786610739455

9781788920681

1788920686

9781280739453

1280739452

9781853599392

1853599395

OCLC:

476028583