An exciting new collection by world-leading researchers in L2 learning addressing: Why do conceptions of 'learning' vary so much in L2 learning research? Is there a conceptualisation of 'learning' to which members of different schools of SLA can subscribe?
Author(s): Paul Seedhouse, Steve Walsh, Chris Jenks
Publisher: Palgrave Macmillan
Year: 2010
Language: English
Pages: 306
Contents......Page 6
List of Illustrations......Page 8
List of Tables......Page 9
Notes on Editors and Contributors......Page 10
Transcription Conventions......Page 14
1 An Introduction to Conceptualising Learning in Applied Linguistics......Page 16
2 Prolegomena to Second Language Learning......Page 21
3 Theoretical Pluralism in SLA: Is There a Way Forward?......Page 38
4 Having and Doing: Learning from a Complexity Theory Perspective......Page 67
5 A Cognitive View of Language Acquisition: Processability Theory and Beyond......Page 84
6 Vocabulary Learning in a Second Language: Familiar Answers to New Questions......Page 104
7 Conceptual Changes and Methodological Challenges: On Language and Learning from a Conversation Analytic Perspective on SLA......Page 120
8 Learning a Second Language through Classroom Interaction......Page 142
9 Adaptation in Online Voice-Based Chat Rooms: Implications for Language Learning in Applied Linguistics......Page 162
10 Limitations of Social Interaction in Second Language Acquisition: Learners' Inaudible Voices and Mediation in the Zone of Proximal Development......Page 178
11 English as an Additional Language: Learning and Participating in Mainstream Classrooms......Page 197
12 Participation and Instructed Language Learning......Page 221
13 Building a Comprehensive Second Language Acquisition Theory......Page 240
14 A Framework for Conceptualising Learning in Applied Linguistics......Page 255
Bibiliography......Page 272
Index......Page 300
