Advertisement
| interactionist theory language acquisition: Encyclopedia of Child Behavior and Development Sam Goldstein, Jack A. Naglieri, 2010-11-23 This reference work breaks new ground as an electronic resource. Utterly comprehensive, it serves as a repository of knowledge in the field as well as a frequently updated conduit of new material long before it finds its way into standard textbooks. |
| interactionist theory language acquisition: Introduction to Instructed Second Language Acquisition Shawn Loewen, 2014-07-21 Introduction to Instructed Second Language Acquisition is the first book to present a cohesive view of the different theoretical and pedagogical perspectives that comprise instructed second language acquisition (ISLA), defined as any type of learning that occurs as a result of the manipulating the process and conditions of second language acquisition. The book begins by considering the effectiveness of ISLA and the differences between ISLA and naturalistic L2 learning. It then goes on to discuss the theoretical, empirical, and pedagogical aspects of such key issues in ISLA as grammar learning; interaction in the classroom; focus on form, function and meaning; vocabulary learning; pronunciation learning; pragmatics learning; learning contexts; and individual differences. This timely and important volume is ideally suited for the graduate level ISLA course, and provides valuable insights for any SLA scholar interested in the processes involved in second language learning in classroom settings. |
| interactionist theory language acquisition: Input and Interaction in Language Acquisition Clare Gallaway, Brian J. Richards, 1994-04-14 Language addressed to children, or 'Baby Talk', became the subject of research interest thirty years ago. Since then, the linguistic environment of infants and toddlers has been widely studied. Input and Interaction in Language Acquisition is an up-to-date statement of the facts and controversies surrounding 'Baby Talk', its nature and likely effects. With contributions from leading linguists and psychologists, it explores language acquisition in different cultures and family contexts, in typical and atypical learners, and in second and foreign language learners. It is designed as a sequel to the now famous Talking to Children, edited by Catherine Snow and Charles Ferguson, and Professor Snow here provides an introduction, comparing issues of importance in the field today with the previous concerns of researchers. |
| interactionist theory language acquisition: Learning a Second Language through Interaction Rod Ellis, 1999-12-15 This book examines different theoretical perspectives on the role that interaction plays in second language acquisition. The principal perspectives are those afforded by the Interaction Hypothesis, Socio-Cultural Theory and the Levels of Processing model. Interaction is, therefore, defined broadly; it is seen as involving both intermental and intramental activity. The theoretical perspectives are explored empirically in a series of studies which investigate the relationship between aspects of interaction and second language acquisition. A number of these studies consider the effects of interaction on the acquisition of vocabulary (word meanings) by both adult and child L2 learners. In addition, the effects of language aptitude on input processing are considered. Further studies consider the contribution that interaction makes to the acquisition of grammatical knowledge. These studies provide clear evidence that social and intermental interaction are major forces in the acquisition of an L2. Finally, the book, considers a number of pedagogic specifications. In particular, the importance of discourse control as a means of learners’ obtaining the quality of interaction likely to foster acquisition is discussed. |
| interactionist theory language acquisition: Theories in Second Language Acquisition Bill VanPatten, Gregory D. Keating, Stefanie Wulff, 2020-02-24 This third edition of the best-selling Theories in Second Language Acquisition surveys the major theories currently used in second language acquisition (SLA) research, serving as an ideal introductory text for undergraduate and graduate students in SLA and language teaching. Designed to provide a consistent and coherent presentation for those seeking a basic understanding of the theories that underlie contemporary SLA research, each chapter focuses on a single theory. Chapters are written by leading scholars in the field and incorporate a basic foundational description of the theory, relevant data or research models used with this theory, common misunderstandings, and a sample study from the field to show the theory in practice. New to this edition is a chapter addressing the relationship between theories and L2 teaching, as well as refreshed coverage of all theories throughout the book. A key work in the study of second language acquisition, this volume will be useful to students of linguistics, language and language teaching, and to researchers as a guide to theoretical work outside their respective domains. |
| interactionist theory language acquisition: Task-Based Language Teaching Rod Ellis, Peter Skehan, Shaofeng Li, Natsuko Shintani, Craig Lambert, 2020 A comprehensive account of the research and practice of task-based language teaching. |
| interactionist theory language acquisition: Conceptualising 'Learning' in Applied Linguistics P. Seedhouse, S. Walsh, C. Jenks, 2010-08-18 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? |
| interactionist theory language acquisition: Language and Social Situations Joseph P. Forgas, 2012-12-06 Most of our interactions with others occur within the framework of recurring social situations, and the language choices we make are intimately tied to situational features. Although the interdependence between language and social situations has been well recognized at least since G. H. Mead developed his symbolic interactionist theory, psychologists have been reluctant to devote much interest to this domain until recently. Yet it is arguable that a detailed understanding of the subtle links between situational features and language use must lie at the heart of any genuinely social psychology. This volume contains original contributions from psychologists, linguists and philosophers from the United States, Canada, Europe, Israel, and Australia who share an interest in the social-psychological aspects of language. Their work represents one of the first concentrated attempts to chart the possibilities of this exciting field. It is perhaps in order to say a few words about the origins of this book. The need for a volume integrating research on language and social situations first emerged during the 2nd International Conference of Language and Social Psychology at Bristol University in 1983, at which I was convening a symposium with a similar title at the request of the organizers, Peter Robinson and Howard Giles. When they first approached me with this idea in 1982, I gladly accepted, since my own research on cognitive representations of social episodes seemed eminently relevant to a symposium on language and social situations. |
| interactionist theory language acquisition: The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching Hossein Nassaji, Eva Kartchava, 2024-06-13 Corrective feedback is a vital pedagogical tool in language learning. This is the first volume to provide an in-depth analysis and discussion of the role of corrective feedback in second and foreign language learning and teaching. Written by leading scholars, it assembles cutting-edge research and state-of-the-art articles that address recent developments in core areas of corrective feedback including oral, written, computer-mediated, nonverbal, and peer feedback. The chapters are a combination of both theme-based and original empirical studies carried out in diverse second and foreign language contexts. Each chapter provides a concise review of its own topic, discusses theoretical and empirical issues not adequately addressed before, and identifies their implications for classroom instruction and future research. It will be an essential resource for all those interested in the role of corrective feedback in second and foreign language learning and how they can be used to enhance classroom teaching. |
| interactionist theory language acquisition: A Philosophy of Second Language Acquisition Marysia Johnson, 2008-10-01 divdivHow does a person learn a second language? In this provocative book, Marysia Johnson proposes a new model of second language acquisition (SLA)—a model that shifts the focus from language competence (the ability to pass a language exam) to language performance (using language competently in real-life contexts). Johnson argues that current SLA theory and research is heavily biased in the direction of the cognitive and experimental scientific tradition. She shows that most models of SLA are linear in nature and subscribe to the conduit metaphor of knowledge transfer: the speaker encodes a message, the hearer decodes the sent message. Such models establish a strict demarcation between learners’ mental and social processes. Yet the origin of second language acquisition is located not exclusively in the learner’s mind but also in a dialogical interaction conducted in a variety of sociocultural and institutional settings, says the author. Drawing on Vygotsky’s sociocultural theory and Bakhtin’s literary theory, she constructs an alternative framework for second language theory, research, teaching, and testing. This approach directs attention toward the investigation of dynamic and dialectical relationships between the interpersonal (social) plane and the intrapersonal (individual) plane. Johnson’s model shifts the focus of SLA away from a narrow emphasis on language competence toward a broader view that encompasses the interaction between language competence and performance. Original and controversial, A Philosophy of Second Language Acquisition offers: · an introduction to Vygotsky’s sociocultural theory and Bakhtin’s literary theory, both of which support an alternative framework for second language acquisition; · an examination of the existing cognitive bias in SLA theory and research; · a radically new model of second language acquisition. /DIV/DIV |
| interactionist theory language acquisition: Language Development and Social Interaction in Blind Children Miguel Perez Pereira, Gina Conti-Ramsden, 2019-12-09 The Classic Edition of this foundational text includes a new preface from Miguel Pérez-Pereira, examining how the field has developed since first publication. The volume provides an in-depth account of blind children's developing communicative abilities, with particular emphasis on social cognition and language acquisition from infancy to early school age. It provides insights into why the development of blind children may differ from that of sighted children and explores development of theory of mind and perspective taking in language learning. It also discusses the caregiver–child interaction, research on early intervention and practical strategies for blind children that can assist parents and practitioners. The up-to-date preface discusses recent neurological research and the comparison between the psychological development of visually impaired and autistic children. Language Development and Social Interaction in Blind Children continues to facilitate dialogue between those interested in the study of typically developing children and those interested in the development of children who are blind, and challenges some widely held beliefs about the development of communication in blind children. |
| interactionist theory language acquisition: Aptitude-Treatment Interaction in Second Language Learning Robert M. DeKeyser, 2021-04-21 This volume brings together seven empirical studies about aptitude-treatment interactions (ATI), i.e., about how (second language) learners with different aptitudes match or don’t match with different educational treatments; and aptitude-testing interactions, i.e., about how learners with different aptitudes perform better or worse depending on the way their knowledge and skills are tested. The authors are all established researchers or rising stars in the field of second language acquisition (SLA), who believe that little can be said about the effectiveness of teaching and testing methods or techniques without taking individual differences into account. Many of the studies corroborate in SLA what has become a central finding in the psychological and educational research about ATI: the more a method puts the burden of information processing on the student, the bigger the role of the corresponding aptitudes. The kinds of findings documented in this volume contribute to a scientific basis for the art of language teaching that will become increasingly useful as emerging technologies make adaptation to individuals and groups more feasible. Originally published as special issue of Journal of Second Language Studies 2:2 (2019). |
| interactionist theory language acquisition: Interaction, Feedback and Task Research in Second Language Learning Alison Mackey, 2020-08-06 With clear guides and specific examples, this book makes methodology accessible to those working within L2 interaction and task research. |
| interactionist theory language acquisition: Interaction Jennifer Behney, Susan Gass, 2021-09-23 This Element in the Cambridge Elements in Second Language Acquisition series examines the role of interaction in Second Language Acquisition research, with a focus on the cognitive interactionist approach. The Element describes the major branches of the field, considering the importance of conversational interaction in both the cognitive interactionist framework as well as in sociocultural approaches to second language learning. The authors discuss the key concepts of the framework, including input, negotiation for meaning, corrective feedback, and output. The key readings in the field and the emphases of current and future research are explained. Finally, the authors describe the pedagogical implications that the cognitive interactionist approach has had on the teaching of second languages. |
| interactionist theory language acquisition: How Languages are Learned 4th edition - Oxford Handbooks for Language Teachers Patsy M. Lightbown, Nina Spada, 2013-01-10 Teachers are often told that new teaching methods and materials are 'based on the latest research'. But what does this mean in practice? This book introduces you to some of the language acquisition research that will help you not just to evaluate existing materials, but also to adapt and use them in a way that fits what we currently understand about how languages are learned. |
| interactionist theory language acquisition: Second and Foreign Language Learning Through Classroom Interaction Joan Kelly Hall, Lorrie Stoops Verplaetse, 2000-06 Brings together a set of papers that share the current theoretical interest in re-conceptualizing second & foreign language learning from a sociocultural perspective, with practical concerns about second & foreign language pedagogy. |
| interactionist theory language acquisition: Theories in Second Language Acquisition Bill VanPatten, Jessica Williams, 2014-12-22 The second edition of Theories in Second Language Acquisition seeks to build on the strengths of the first edition by surveying the major theories currently used in second language acquisition research. This volume is an ideal introductory text for undergraduate and graduate students in SLA and language teaching. Each chapter focuses on a single theory, written by a leading scholar in the field in an easy-to-follow style – a basic foundational description of the theory, relevant data or research models used with this theory, common misunderstandings, and a sample study from the field to show the theory in practice. This text is designed to provide a consistent and coherent presentation for those new to the field who seek basic understanding of theories that underlie contemporary SLA research. Researchers will also find the book useful as a quick guide to theoretical work outside their respective domains. |
| interactionist theory language acquisition: Verbal Behavior Burrhus Frederic Skinner, 1957 |
| interactionist theory language acquisition: Sociocultural Theory and Second Language Learning James P. Lantolf, 2000 Topics covered include: learning and teaching languages in the zone of proximal development; L1 mediation in the acquisition of L2 grammar and sociocultural theory as a theory of second language learning. |
| interactionist theory language acquisition: The Handbook of Second Language Acquisition Catherine J. Doughty, Michael H. Long, 2008-04-15 The Handbook of Second Language Acquisition presents an integrated discussion of key, and sometimes controversial, issues in second language acquisition research. Discusses the biological and cognitive underpinnings of SLA, mechanisms, processes, and constraints on SLA, the level of ultimate attainment, research methods, and the status of SLA as a cognitive science. Includes contributions from twenty-seven of the world's leading scholars. Provides an invaluable resource for all students and scholars of human cognition, including those in linguistics, psychology, applied linguistics, ESL, foreign languages, and cognitive science. |
| interactionist theory language acquisition: Peer Interaction and Second Language Learning Jenefer Philp, Rebecca Adams, Noriko Iwashita, 2013-11-07 Peer Interaction and Second Language Learning synthesizes the existing body of research on the role of peer interaction in second language learning in one comprehensive volume. In spite of the many hours that language learners spend interacting with peers in the classroom, there is a tendency to evaluate the usefulness of this time by comparison to whole class interaction with the teacher. Yet teachers are teachers and peers are peers – as partners in interaction, they are likely to offer very different kinds of learning opportunities. This book encourages researchers and instructors alike to take a new look at the potential of peer interaction to foster second language development. Acknowledging the context of peer interaction as highly dynamic and complex, the book considers the strengths and limitations of peer work from a range of theoretical perspectives. In doing so, Peer Interaction and Second Language Learning clarifies features of effective peer interaction for second language learning across a range of educational contexts, age spans, proficiency levels, and classroom tasks and settings. |
| interactionist theory language acquisition: Cross-theoretical Explorations of Interlocutors and their Individual Differences Laura Gurzynski-Weiss, 2020-01-21 This book examines the role of interlocutors and their individual differences (IDs) in second language (L2) development from four theoretical lenses: the cognitive-interactionist approach, sociocultural theory, the variationist approach, and complex dynamic systems theory. A theoretical overview to each approach is written by a preeminent scholar in the framework, and each overview is followed by an empirical study that demonstrates how interlocutor IDs can be fruitfully researched within that framework. To maximize readability and impact, the chapters follow common organizing questions, inviting the engagement of L2 researchers, students, and teachers alike.Collectively, the chapters in the current volume initiate a cohesive discussion of the theoretical roles of the interlocutor within these four popular approaches to SLA; illustrate how interlocutor IDs influence L2 opportunities and/or development; present innovative, original empirical research on interlocutors and their IDs within each approach; and provide theoretical, empirical, and methodological guidance for future research on interlocutors and their IDs. A powerful contribution of this volume, highlighted in the concluding chapter’s synthesis, is the common call across all four approaches for the irrefutable role and need for research on interlocutors and their IDs. The volume also demonstrates how, despite theoretical and methodological differences, the four approaches are advancing congruently toward a more robust understanding of the multifaceted and dynamic nature of all interlocutors and their IDs, and thus toward a more complete and accurate picture of their influence on L2 development. |
| interactionist theory language acquisition: Practice in a Second Language Robert DeKeyser, 2007-03-12 This volume focuses on 'practice' from a theoretical perspective and includes implications for the classroom. |
| interactionist theory language acquisition: Innovative Research and Practices in Second Language Acquisition and Bilingualism John W. Schwieter, 2013-08-15 This volume brings together theoretical perspectives and empirical studies in second language (L2) acquisition and bilingualism and discusses their implications for L2 pedagogy. The book is organized into three sections that focus on prominent linguistic and cognitive theories and together provide a compelling set of state-of-the-art works. Part I consists of studies that give rise to innovative applications for second language teaching and learning and Part II discusses how findings from cognitive research can inform practices for L2 teaching and learning. Following these two sections, Part III provides a summative commentary of the theories explored in the volume along with suggestions for future research directions. The book is intended to act as a valuable reference for scholars, applied linguists, specialists in pedagogy, language educators, and anyone wishing to gain an overview of current issues in SLA and bilingualism. |
| interactionist theory language acquisition: Interaction in the Language Curriculum Leo Van Lier, 2014-06-03 Interaction in the Language Curriculum offers an innovative theory of language education integrating curriculum practice, research and teaching. It emphasises the interdependence of knowledge and values and stresses the central importance of learning as a social process. Leo van Lier argues that moral as well as intellectual and practical principles must underlie curriculum development and everyday teaching, captured in his triple focus on Awareness, Autonomy, and Authenticity. In addition to its rich grounding in language education practice, the book draws support for his position from diverse sources in sociology, philosophy and cognitive science, from the work of Bourdieu, Giddens, Wittgenstein, Peirce, Vygotsky, Bakhtin, and Dewey. In the current broadening context of language education this study makes an important contribution to research. It presents a coherent philosophical theory as well as considering practical issues in implementation of a new language curriculum. As such, it will be of great benefit to teachers, applied linguists and educationalists generally. |
| interactionist theory language acquisition: Principles and Practice in Second Language Acquisition Stephen D. Krashen, 1982 The present volume examines the relationship between second language practice and what is known about the process of second language acquisition, summarising the current state of second language acquisition theory, drawing general conclusions about its application to methods and materials and describing what characteristics effective materials should have. The author concludes that a solution to language teaching lies not so much in expensive equipment, exotic new methods, or sophisticated language analysis, but rather in the full utilisation of the most important resources - native speakers of the language - in real communication. |
| interactionist theory language acquisition: The Study of Second Language Acquisition Rod Ellis, 1994 This thorough introduction to second language research provides a comprehensive review of the research into learner language, internal and external factors in language acquisition, individual differences, and classroom second language learning. |
| interactionist theory language acquisition: Third language acquisition Camilla Bardel, Laura Sánchez, 2020-11-19 This book deals with the phenomenon of third language (L3) acquisition. As a research field, L3 acquisition is established as a branch of multilingualism that is concerned with how multilinguals learn additional languages and the role that their multilingual background plays in the process of language learning. The volume points out some current directions in this particular research area with a number of studies that reveal the complexity of multilingual language learning and its typical variation and dynamics. The eight studies gathered in the book represent a wide range of theoretical positions and offer empirical evidence from learners belonging to different age groups, and with varying levels of proficiency in the target language, as well as in other non-native languages belonging to the learner’s repertoire. Diverse linguistic phenomena and language combinations are viewed from a perspective where all previously acquired languages have a potential role to play in the process of learning a new language. In the six empirical studies, contexts of language learning in school or at university level constitute the main outlet for data collection. These studies involve several language backgrounds and language combinations and focus on various linguistic features. The specific target languages in the empirical studies are English, French and Italian. The volume also includes two theoretical chapters. The first one conceptualizes and describes the different types of multilingual language learning investigated in the volume: i) third or additional language learning by learners who are bilinguals from an early age, and ii) third or additional language learning by people who have previous experience of one or more non-native languages learned after the critical period. In particular, issues related to the roles played by age and proficiency in multilingual acquisition are discussed. The other theoretical chapter conceptualizes the grammatical category of aspect, reviewing previous studies on second and third language acquisition of aspect. Different models for L3 learning and their relevance and implications for representations of aspect and for potential differences in the processing of second and third language acquisition are also examined in this chapter. As a whole, the book presents current research into third or additional language learning by young learners or adults, considering some of the most important factors for the complex process of multilingual language learning: the age of onset of the additional language and that of previously acquired languages, social and affective factors, instruction, language proficiency and literacy, the typology of the background languages and the role they play in shaping syntax, lexicon, and other components of a L3. The idea for this book emanates from the symposium Multilingualism, language proficiency and age, organized by Camilla Bardel and Laura Sánchez at Stockholm University, Department of Language Education, in December 2016. |
| interactionist theory language acquisition: The Cambridge Handbook of Second Language Acquisition Julia Herschensohn, Martha Young-Scholten, 2018-09-06 What is language and how can we investigate its acquisition by children or adults? What perspectives exist from which to view acquisition? What internal constraints and external factors shape acquisition? What are the properties of interlanguage systems? This comprehensive 31-chapter handbook is an authoritative survey of second language acquisition (SLA). Its multi-perspective synopsis on recent developments in SLA research provides significant contributions by established experts and widely recognized younger talent. It covers cutting edge and emerging areas of enquiry not treated elsewhere in a single handbook, including third language acquisition, electronic communication, incomplete first language acquisition, alphabetic literacy and SLA, affect and the brain, discourse and identity. Written to be accessible to newcomers as well as experienced scholars of SLA, the Handbook is organised into six thematic sections, each with an editor-written introduction. |
| interactionist theory language acquisition: Sociocultural Approaches to Language and Literacy Vera John-Steiner, Carolyn P. Panofsky, Larry W. Smith, 1994-08-26 This book deals with a major crisis in education - the achievement of literacy skills. |
| interactionist theory language acquisition: Child Second Language Acquisition Sonia Rocca, 2007 As one of the first books in child second language acquisition (SLA), this book focuses on the core area of tense-aspect morphology, reporting on three L1-Italian children learning L2 English vs. three L1-English children learning L2 Italian. An innovative longitudinal/bidirectional research design, where two languages represent both source and target, show effects of language transfer in learners that, because of their age, still have potential to become native-speakers of the target. An unusual feature of this book is that relevant studies of acquisition of L2 Italian, some heretofore only in Italian, are reviewed, incorporated into the study and made available to a more general audience. Though the main focus is on child SLA, crucial comparisons to both first language acquisition vs. adult SLA are presented. This approach will thus be of interest more generally to readers in first and second language acquisition and child development. |
| interactionist theory language acquisition: TEACHING ENGLISH, LANGUAGE AND LITERACY Dominic Wyse, Russell Jones, Helen Bradford, Mary Anne Wolpert, 2004-11-23 This fully updated second edition of Teaching English, Language and Literacy is an essential introduction for anyone learning to teach English at primary school level. Designed for students on initial teacher training courses, but also of great use to those teachers wanting to keep pace with the latest developments in their specialist subject. The book covers the theory and practice of teaching English, language and literacy and includes comprehensive analysis of the Primary National Strategy (PNS) Literacy Framework. Each chapter has a specific glossary to explain terms and gives suggestions for further reading. This second edition covers key areas that students, teachers and English co-ordinators have to manage, and includes advice on: developing reading, including advice on choosing texts, and the role of phonics improving writing skills, including advice on grammar and punctuation planning and assessing speaking and listening lessons working effectively with pupils who are multilingual understanding historical developments in the subject the latest thinking in educational policy and practice, the use of multimedia maintaining good home-school links. gender and the teaching of English language and literacy All these chapters include clear examples of practice, coverage of key issues, analysis of research, and reflections on national policy to encourage the best possible response to the demands of the National Curriculum. |
| interactionist theory language acquisition: Second Language Acquisition and the Younger Learner Jenefer Philp, Rhonda Oliver, Alison Mackey, 2008-10-01 This new volume of work highlights the distinctiveness of child SLA through a collection of different types of empirical research specific to younger learners. Characteristics of children’s cognitive, emotional, and social development distinguish their experiences from those of adult L2 learners, creating intriguing issues for SLA research, and also raising important practical questions regarding effective pedagogical techniques for learners of different ages. While child SLA is often typically thought of as simple (and often enjoyable and universally effortless), in other words, as “child’s play”, the complex portraits of young second language learners which emerge in the 16 papers collected in this book invite the reader to reconsider the reality for many younger learners. Chapters by internationally renowned authors together with reports by emerging researchers describe second and foreign language learning by children ranging from pre-schoolers to young adolescents, in home and school contexts, with caregivers, peers, and teachers as interlocutors. |
| interactionist theory language acquisition: Language and Social Minds Vittorio Tantucci, 2021-04-15 Proposes a new empirical model to analyse how humans can express social cognition at different levels of complexity. |
| interactionist theory language acquisition: Sammlung George Herbert Mead, 1997 |
| interactionist theory language acquisition: The Social Turn in Second Language Acquisition David Block, 2003 This book offers an extended critique of one of the main theoretical approaches to second language acquisition--the input/interaction/output school--on the grounds that it does not take sociolinguistic considerations into account. This boils down to a social approach that complements the dominant cognitive approach. Block's approach, in essence, is to walk through the definitions of each part of the term 'second language acquisition', which is more substantive than it sounds, to broaden future research in the field. |
| interactionist theory language acquisition: Reading, Writing and Learning in ESL Suzanne F. Peregoy, Owen F. Boyle, 2016-02-03 This book is the ideal source for teaching oral language, reading, writing, and the content areas in English to K-12 English learners. In an approach unlike most other books in the field, Reading, Writing, and Learning in ESL looks at contemporary language acquisition theory as it relates to instruction and provides detailed suggestions and methods for motivating, involving, and teaching English language learners. Praised for its strong research base, engaging style, and inclusion of specific teaching ideas, the book offers thorough coverage of oral language, reading, writing, and academic content area instruction in English for K-12 English learners. Thoroughly updated throughout, the new edition includes a new chapter on using the Internet and other digital technologies to engage students and promote learning, many new teaching strategies, new and revised activities, and new writing samples. |
| interactionist theory language acquisition: The Complexity of Identity and Interaction in Language Education Nathanael Rudolph, Ali Fuad Selvi, Bedrettin Yazan, 2020 This book brings together critical approaches to identity and experience, with attention to the complexity of identity and interaction in and beyond the classroom, within language education. The chapters, written by professionals from a diverse array of backgrounds and contexts, have a particular focus on teacher education and classroom practice. |
| interactionist theory language acquisition: Language-learner Computer Interactions Catherine Caws, Marie-Josée Hamel, 2016 This book focuses on learner-computer interactions (LCI) in second language learning environments drawing largely on sociocultural theories of language development. It brings together a rich and varied range of theoretical discussions and applications in order to illustrate the way in which LCI can enrich our comprehension of technology-mediated communication, hence enhancing learners' digital literacy skills. The book is based on the premise that, in order to fully understand the nature of language and literacy development in digital spaces, researchers and practitioners in linguistics, sciences and engineering need to borrow from each others' theoretical and practical toolkits. In light of this premise, themes include such aspects as educational ergonomics, affordances, complex systems learning, learner personas and corpora, while also describing such data collecting tools as video screen capture devices, eye-tracking or intelligent learning tutoring systems. The book should be of interest to applied linguists working in CALL, language educators and professionals working in education, as well as computer scientists and engineers wanting to expand their work into the analysis of human/learner interactions with technology communication devices with a view to improving or (re)developing learning and communication instruments. As of January 2019, this e-book is freely available, thanks to the support of libraries working with Knowledge Unlatched. |
| interactionist theory language acquisition: Child's Talk Jerome Seymour Bruner, Rita Watson, 1983 A detailed look at how children learn to use language covers games and play, linguistic reference, the development of requests, and the transmission of culture |
Interactionist Perspective (Sociology) Examples & Definition
Sep 22, 2023 · The interactionist perspective argues that interactions (characterized by subjectively held meanings) are central to understanding social phenomena. Instead of relying on …
Interactionism - Wikipedia
Interactionism is micro-sociological perspective that argues meaning to be produced through the interactions of individuals. The social interaction is a face-to-face process consisting of actions, …
Interactionist Perspective | Definition, Influences & Examples
Nov 21, 2023 · Interactionism is one of the four common perspectives on society in the field of sociology which observes human societies, chiefly from the perspective of the interactions …
Symbolic Interactionism Theory & Examples - Simply Psychology
Mar 3, 2025 · Symbolic interactionism is a micro-level sociological theory that explains how individuals construct social reality through shared meanings and interpretations.
Interactionism | Symbolic, Social Structure & Conflict | Britannica
interactionism, in Cartesian philosophy and the philosophy of mind, those dualistic theories that hold that mind and body, though separate and distinct substances, causally interact. …
Interactionist Perspective: Definition, Principles, and Examples
Explore the interactionist perspective in sociology. Learn about its definition, principles, history, and real-world examples. Understand how this theory shapes our view of social interactions and …
Interactionism - an overview | ScienceDirect Topics
Interactionism is a sociological approach that focuses on examining small-scale encounters between individuals to understand actions as meaningful and constantly evolving within the …
Interactionism (Theory) | Topics | Sociology - tutor2u
Interactionism – or symbolic interactionism - is a broad sociological perspective. It is a micro action theory rather than a macro structuralist one and is interpretivist rather than positivist.
Interactionism Theory - Revision World
Interactionism is a sociological perspective that focuses on the daily interactions between individuals and the meanings they attach to these interactions.
Interactionism | A Simplified Psychology Guide
Interactionism is a sociological and psychological perspective that focuses on the interplay between individuals and the social environment in which they interact. Interaction: Interaction refers to the …
Interactionist Perspective (Sociology) Examples & Definition
Sep 22, 2023 · The interactionist perspective argues that interactions (characterized by subjectively held meanings) are central to understanding social phenomena. Instead of relying on …
Interactionism - Wikipedia
Interactionism is micro-sociological perspective that argues meaning to be produced through the interactions of individuals. The social interaction is a face-to-face process consisting of actions, …
Interactionist Perspective | Definition, Influences & Examples
Nov 21, 2023 · Interactionism is one of the four common perspectives on society in the field of sociology which observes human societies, chiefly from the perspective of the interactions …
Symbolic Interactionism Theory & Examples - Simply Psychology
Mar 3, 2025 · Symbolic interactionism is a micro-level sociological theory that explains how individuals construct social reality through shared meanings and interpretations.
Interactionism | Symbolic, Social Structure & Conflict | Britannica
interactionism, in Cartesian philosophy and the philosophy of mind, those dualistic theories that hold that mind and body, though separate and distinct substances, causally interact. …
Interactionist Perspective: Definition, Principles, and Examples
Explore the interactionist perspective in sociology. Learn about its definition, principles, history, and real-world examples. Understand how this theory shapes our view of social interactions and …
Interactionism - an overview | ScienceDirect Topics
Interactionism is a sociological approach that focuses on examining small-scale encounters between individuals to understand actions as meaningful and constantly evolving within the …
Interactionism (Theory) | Topics | Sociology - tutor2u
Interactionism – or symbolic interactionism - is a broad sociological perspective. It is a micro action theory rather than a macro structuralist one and is interpretivist rather than positivist.
Interactionism Theory - Revision World
Interactionism is a sociological perspective that focuses on the daily interactions between individuals and the meanings they attach to these interactions.
Interactionism | A Simplified Psychology Guide
Interactionism is a sociological and psychological perspective that focuses on the interplay between individuals and the social environment in which they interact. Interaction: Interaction refers to the …
