Libro - GeneralUbicación Física: 401.93 / M157
Input, interaction, and corrective feedback in L2 learning / | |
| Autor: | Mackey, Alison. |
| Serie: | Oxfotd applied linguistics. |
| Pié de imprenta: | Oxford : Oxford University Press, 2012. |
| Edición: | 1a. ed. |
| Descripción: | 174 p. 16 x 23 cm. |
| ISBN: | 9780194422468. |
| Tema(s): | |
| Resumen: | The question of how interaction and corrective feedback affect second language (L2) learning has increasingly attracted the interest of researchers in recent years. This book describes the processes involved in interaction driven second language learning and presents a methodological framework for studying them. A substantial amount of research on interaction has been carried out over the past two decades; the author provides a timely, comprehensive, and up-to-date survey of this significant body of work. In particular, she explores the recent growth in research into the role of cognitive and social factors in evaluating how interaction works. Researchers, research students, and all those working within the field of second language acquisition will find this book an authoritative and valuable resource |
| Tipo de ítem | Biblioteca actual | Colección | Signatura topográfica | Copia número | Estado | Fecha de vencimiento | Código de barras | |
|---|---|---|---|---|---|---|---|---|
Libros Idiomas
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Biblioteca Sede 4 Sede4 | Colección de Lenguas | 401.93 / M157 (Navegar estantería(Abre debajo)) | Ej. 1 | Disponible | 53639 |
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| 401.9 / V181 Psicolingüística / | 401.93 / E47 Task-based language learning and teaching / | 401.93 / G915 El primer año de vida lingüístico / | 401.93 / M157 Input, interaction, and corrective feedback in L2 learning / | 401.93 / S678 Sociocognitive perspective on language use and language learning / | 409. / D537 Historia y orígenes del lenguaje / | 410. / B726 Iniciación a la lectoescritura : teoría y práctica / |
Instituto de Lenguas
The question of how interaction and corrective feedback affect second language (L2) learning has increasingly attracted the interest of researchers in recent years. This book describes the processes involved in interaction driven second language learning and presents a methodological framework for studying them. A substantial amount of research on interaction has been carried out over the past two decades; the author provides a timely, comprehensive, and up-to-date survey of this significant body of work. In particular, she explores the recent growth in research into the role of cognitive and social factors in evaluating how interaction works. Researchers, research students, and all those working within the field of second language acquisition will find this book an authoritative and valuable resource
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