| Document Type
|
:
|
BL
|
| Record Number
|
:
|
860404
|
| Main Entry
|
:
|
Walenta, Magdalena
|
| Title & Author
|
:
|
Form-function mapping in content-based language teaching : : a study of interlanguage restructuring /\ Magdalena Walenta.
|
| Publication Statement
|
:
|
Cham :: Springer,, 2019.
|
| Series Statement
|
:
|
Second language learning and teaching
|
| Page. NO
|
:
|
1 online resource
|
| ISBN
|
:
|
3030046990
|
|
|
:
|
: 3030047008
|
|
|
:
|
: 9783030046996
|
|
|
:
|
: 9783030047009
|
|
|
:
|
3030046982
|
|
|
:
|
9783030046989
|
| Bibliographies/Indexes
|
:
|
Includes bibliographical references and index.
|
| Contents
|
:
|
Intro; Acknowledgements; Contents; Abbreviations; List of Figures; List of Tables; Introduction; Point of Departure; Purpose of This Book; Theoretical Background-Designing the FFM Model; 1 A Broader Design Context-The Form/Function Debate in L2A/FLL Research; 1.1 Introductory Remarks; 1.2 Form-Function Dichotomy in L1A Research; 1.2.1 Formalist versus Functionalist Orientations in L1A Research; 1.2.2 Drawing Conclusions; 1.2.3 Looking Ahead; 1.3 Form-Function Dichotomy in L2A/FLL Research; 1.3.1 Form-Function Dichotomy and L2A/FLL Theories
|
|
|
:
|
1.3.2 Form-Function Dichotomy and L2/FL Teaching Methods1.3.2.1 Form-Oriented Methods-Old Habits Die Hard; 1.3.2.2 Function-Oriented Methods-Liberating L2/FL Teaching from Grammar; 1.3.2.3 The Between/Within Pendulum Swing; 1.4 Toward Form-Function Reconciliation in L2A/FLL Pedagogy; 1.4.1 A System in the Making; 1.4.2 In Search of the Middle Ground; 1.4.3 Working out a Different Perspective; 1.5 Adult L2/FL Learners' Needs Revisited; 1.5.1 Epistemic Considerations; 1.5.2 Utilitarian Considerations; 1.6 Concluding Remarks; 2 An Immediate Design Context-The Form/Function Debate in CBLT
|
|
|
:
|
2.1 Introductory Remarks2.2 Content-Based Language Teaching-Staking out the Territory; 2.2.1 Why CBLT?-Terminological Disambiguation; 2.2.2 CBLT-Definition and Subtypes; 2.2.3 From CLT to Content/Language FUSION-Breaking New Ground; 2.3 The Potential of Content/Language Fusion-Theoretical Underpinnings; 2.3.1 Input-Based L2A Theories; 2.3.2 Participatory L2A Theories; 2.3.3 General Learning Theories; 2.3.4 The Fulfilled Potential-Research Findings; 2.4 The Limits of Content/Language Fusion; 2.4.1 The Unfulfilled Potential-Research Findings
|
|
|
:
|
2.4.2 Processing Limitations-From Content/Language Fusion to a Tug-of-War2.4.3 CBLT-Classroom Reality; 2.4.4 The Challenge of Form-Function Integration in CBLT; 2.5 Toward Content/Language Reconciliation in CBLT; 2.5.1 Awakening; 2.5.2 Gajo's Saturation; 2.5.3 Swain's Languaging; 2.5.4 Lyster's Counterbalanced Approach; 2.6 Concluding Remarks; 3 Toward the Form-Function Mapping Model; 3.1 Introductory Remarks; 3.2 Form-Function Mapping in CBLT-A Preliminary Sketch; 3.3 Building Material-Adult Interlanguage; 3.3.1 Child Language Acquisition versus Adult Language Learning
|
|
|
:
|
3.3.2 Adult Interlanguage as an Implicit Dual-Mode General-Cognitive System3.4 Building Process-Interlanguage Restructuring; 3.4.1 The Processing Model of L2 Acquisition; 3.4.1.1 The Input-Intake Transition; 3.4.1.2 The Intake-Developing System Transition; 3.4.1.3 The Developing System-Output Transition; 3.4.1.4 Restructuring, Proceduralization, and Shortcuts; 3.4.2 Restructuring Triggers and the Centrality of Awareness; 3.4.2.1 Awareness and Restructuring; 3.4.2.2 Awareness and the Explicit/Implicit Interface; 3.4.2.3 Awareness, Connectionism, and Pedagogical Potential
|
| Abstract
|
:
|
This book presents a form-function mapping (FFM) model for balancing language and content gains within content-based language teaching (CBLT). It includes a theoretical part, which outlines the FFM model and, drawing on the analysis of eclectic teaching methods and interlanguage restructuring, proposes pedagogical tools for its implementation. These tools, which encourage mapping of language forms onto content knowledge, are hypothesized to facilitate interlanguage restructuring, thus helping CBLT learners in their struggle with L2 morpho-syntax. The empirical section presents the results of a quantitative-qualitative study conducted among adult L1 Polish learners of English in a CBLT context. It then goes on to translate the findings, which reveal that the FFM model has a positive and significant influence on interlanguage restructuring as well as a favorable reception among CBLT learners, into a set of pedagogical guidelines for practitioners.
|
| Subject
|
:
|
English language-- Study and teaching-- Foreign speakers.
|
| Subject
|
:
|
English language-- Study and teaching-- Foreign speakers.
|
| Subject
|
:
|
LANGUAGE ARTS DISCIPLINES-- General.
|
| Dewey Classification
|
:
|
428.0071
|
| LC Classification
|
:
|
PE1128.A2
|