Individual differences and instructed language learning / edited by Peter Robinson.

Contributor(s):

Robinson, Peter Jake

Material type: Text

TextSeries: Language learning and language teaching ; v. 2.Publication details: Amsterdam ; Philadelphia, PA : J. Benjamins Pub., ©2002.Description: 1 online resource (xi, 385 pages) : illustrationsContent type:

text

Media type:

computer

Carrier type:

online resource

ISBN:

0585462380
9780585462387
9027297517
9789027297518
128225457X
9781282254572
9027216932
9789027216939
9786612254574
6612254572

Subject(s):

Genre/Form:

Electronic books.

Additional physical formats: Print version:: Individual differences and instructed language learning.DDC classification:

418/.0071 22

LOC classification:

P53.446 .I53 2002eb

Online resources:

Click here to access online

Contents:

Individual Differences and Instructed Language Learning; Editorial page; Title page; LCC data; Contributors; Contents; Preface; Chapter 1: Introduction; Section 1: Theoretical Issues; Section 2: Empirical Studies; References; Index; Language Learning & Language Teaching.

Summary: Second language learners differ in how successfully they adapt to, and profit from, instruction. This book aims to show that adaptation to L2 instruction, and subsequent L2 learning, is a result of the interaction between learner characteristics and learning contexts. Describing and explaining these interactions is fundamentally important to theories of instructed SLA, and for effective L2 pedagogy. This collection is the first to explore this important issue in contemporary task-based, immersion, and communicative pedagogic settings. In the first section, leading experts in individual differe.

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Holdings
Item type	Home library	Collection	Call number	Materials specified	Status	Date due	Barcode
Electronic-Books	OPJGU Sonepat- Campus	E-Books EBSCO			Available

Includes bibliographical references (pages 331-371) and index.

Print version record.

Second language learners differ in how successfully they adapt to, and profit from, instruction. This book aims to show that adaptation to L2 instruction, and subsequent L2 learning, is a result of the interaction between learner characteristics and learning contexts. Describing and explaining these interactions is fundamentally important to theories of instructed SLA, and for effective L2 pedagogy. This collection is the first to explore this important issue in contemporary task-based, immersion, and communicative pedagogic settings. In the first section, leading experts in individual differe.

English.

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