L2 Learning, Teaching and Assessment: A Comprehensible Input Perspective

Nihat Polat

Published by Multilingual Matters 2016

L2 Learning, Teaching and Assessment

A Comprehensible Input Perspective

Nihat Polat

In the series Second Language Acquisition

https://doi.org/10.21832/9781783096343

Overview
Contents

About this book

This book explores second language (L2) learning, teaching, and assessment from a comprehensible input (CI) perspective. It takes a blended approach that promotes the intertwining of theory, research and practice in L2 pedagogy and assessment and aims to address the commonly used concept of CI and its role in L2 education.

Author / Editor information

Polat Nihat :

Nihat Polat is an Associate Professor and Associate Dean for Graduate Studies and Research in the School of Education, Duquesne University, USA. He teaches courses on L2 learning and teaching, and curriculum and assessment. He researches in the areas of L2 learning and teaching and L2 teacher education. He has published in numerous peer-reviewed journals and is the Chair of TESOL Applied Linguistics Interest Section (2015-2016).

Reviews

Peter D. MacIntyre, Cape Breton University, Canada:

Nihat Polat has created a significant update to the concept of comprehensible input. The text provides a systematic, well-organized, wide-ranging, and nuanced overview of the topic. The breadth of information and incorporation of multiple perspectives will guide readers toward a deeper understanding of complex, intertwined teaching and learning processes.

Elaine K. Horwitz, The University of Texas at Austin, USA:

'Input' or more appropriately 'comprehensible input' is now recognized as an indispensable component of state-of-the-art second language instruction. Language teachers are regularly reminded that processing oral and written input is fundamental to building the learner’s underlying language capacity. Professor Nihat Polat has produced a remarkable volume explaining and contextualizing the theoretical and practical aspects of using input effectively and meaningfully in the language classroom.

Topics

Frontmatter Publicly Available Download PDF	i
Contents Publicly Available Download PDF	v
Acknowledgments Requires Authentication Unlicensed Licensed Download PDF	xi
Introduction Requires Authentication Unlicensed Licensed Download PDF	xiii
Part 1: Encountering Comprehensible Input: Conceptual Foundation
1. Comprehensible Input Defi ned Requires Authentication Unlicensed Licensed Download PDF	3
2. Theoretical Foundation of Input and Comprehensibility Requires Authentication Unlicensed Licensed Download PDF	20
3. Linguistic Perspectives on Input Requires Authentication Unlicensed Licensed Download PDF	36
Part 2: Comprehensible Input: Second Language Acquisition
4. Input in Cognitive Processingoriented Theories Requires Authentication Unlicensed Licensed Download PDF	57
5. Input in Learner and Interaction-centered Theories Requires Authentication Unlicensed Licensed Download PDF	74
6. Input in Socially-oriented Theories Requires Authentication Unlicensed Licensed Download PDF	92
7. Input in Alternative SLA Theories Requires Authentication Unlicensed Licensed Download PDF	107
Part 3: Comprehensibility-related Factors in L2 Teaching and Assessment
8. Input-related Factors in L2 Teaching Requires Authentication Unlicensed Licensed Download PDF	123
9. Learner-related Factors Requires Authentication Unlicensed Licensed Download PDF	135
10. Culture and Context-related Factors Requires Authentication Unlicensed Licensed Download PDF	150
11. Discourse, Interaction and Modification-related Factors Requires Authentication Unlicensed Licensed Download PDF	163
12. Modifications in Assessment related Factors and CI Requires Authentication Unlicensed Licensed Download PDF	184
13. Conclusions Requires Authentication Unlicensed Licensed Download PDF	204
References Requires Authentication Unlicensed Licensed Download PDF	218
Index Requires Authentication Unlicensed Licensed Download PDF	235

Language: English
Publisher: Multilingual Matters
Keywords: Comprehensible input; L2 learning; L2 teaching; L2 assessment; L2 theory and research; SLA; Second Language Acquisition; Language learning; Language teaching; Language assessment; Language theory and research

eBook

Published: September 15, 2016
ISBN: 9781783096343