Input for Instructed L2 Learners: The Relevance of Relevance

Anna Niżegorodcew

Published by Multilingual Matters 2007

Input for Instructed L2 Learners

The Relevance of Relevance

Anna Niżegorodcew

In the series Second Language Acquisition

https://doi.org/10.21832/9781853599392

Overview
Contents

About this book

This book focuses on L2 classroom discourse analysis in the light of Relevance Theory. Input for instructed L2 learners is understood as the language presented by the teacher in order to facilitate the process of L2 learning/acquisition. It will be of interest to L2 teachers, teacher educators, teacher trainees and SLA researchers.

Author / Editor information

Niżegorodcew Anna :

Anna Niżegorodcew 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 Niżegorodcew 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.

Reviews

Hayriye Kayi, University of Texas, Austin:

This book is an excellent contribution to the literature on L2 classroom discourse. One of the major strengths of the book is that the text is richly illustrated with close analyses of samples from classroom discourse data recorded in a variety of contexts. This book is very to the point, engaging, and serves as an excellent reference on applying RT in classroom settings.

Sufumi So, George Mason University, USA:

This work sheds new light on our understanding of verbal input available for learning in foreign-language classrooms. The author's intent to make sense of such input from different theoretical and pedagogical perspectives than previously discussed is successfully accomplished in this compact volume. This work is theoretically convincing and practically useful. It is also a highly readable volume.

Prof. Janusz Arabski, Department of English, University of Silesia, Poland.:

This book is a bold attempt to interpret foreign language classroom discourse in a relevance-theoretic perspective against a background of other approaches to language use in the communicative classroom setting. A wealth of classroom talk data is provided in the context of teaching and learning English as a foreign language.

Hanna Komorowska, Professor of applied linguistics and language teaching at the Institute of English, Warsaw University.:

The book provides a stimulating analysis of L2 input from a variety of theoretical perspectives as well as a wealth of vivid examples coming from L2 classrooms.It is indispensable literature for anyone concerned with language teaching and second language acquisition research.

Topics

Frontmatter Publicly Available Download PDF	i
Contents Publicly Available Download PDF	v
Acknowledgements Publicly Available Download PDF	vii
Preface Publicly Available Download PDF	ix
Chapter 1. The Role of L2 Classroom Input in the Light of Second Language Acquisition Models and Relevance Theory Requires Authentication Unlicensed Licensed Download PDF	1
Chapter 2. L2 Teaching Perspective on the Role of Instructional Input Requires Authentication Unlicensed Licensed Download PDF	23
Chapter 3. L2 Classroom Discourse Perspective on the Role of Instructional Input Requires Authentication Unlicensed Licensed Download PDF	39
Chapter 4. Evidence from L2 Classroom Discourse Research Projects Requires Authentication Unlicensed Licensed Download PDF	53
Chapter 5. Classroom Discourse Data Interpreted in the Light of RT: Levels of Expected Optimal Relevance of L2 Classroom Input Requires Authentication Unlicensed Licensed Download PDF	93
Chapter 6. L2 Teaching Implications Requires Authentication Unlicensed Licensed Download PDF	148
References Requires Authentication Unlicensed Licensed Download PDF	169
Index Requires Authentication Unlicensed Licensed Download PDF	178

Language: English
Publisher: Multilingual Matters
Pages
- Main content: 200
Keywords: L2 classroom discourse; input in SLA; Second Language Acquisition; SLA; classroom discourse; classroom communication; Relevance Theory; L2 acquisition; L2 learning; L2 teachers; L2 learners

eBook

Published: January 10, 2007
ISBN: 9781853599392