Applying language science to language pedagogy: contributions of linguistics and psycholinguistics to second language teaching

Información General

• Autores: Montserrat Sanz (ed. lit.), José Manuel Igoa González (ed. lit.)
• Editores: Newcastle upon Tyne : Cambridge Scholars Publishing, 2012
• Año de publicación: 2012
• País: España
• Idioma: español
• ISBN: 978-1-4438-3572-5
• Texto completo no disponible (Saber más ...)

Otros catálogos

• Red de Bibliotecas Universitarias (REBIUN)

• Dialnet Métricas: 1 Cita

• Citas a capítulos: 5 Citas

Listado de artículos

• • PART I. SYNTAX AND SYNTAX PROCESSING

    págs. 17-129

    

  • Chapter two. Syntax and sentence processing in relation to language teaching

    Montserrat Sanz, José Manuel Igoa González

    págs. 19-52

    

  • Chapter three. Parametric syntax: an overview

    Luis Eguren

    págs. 53-88

    

  • Chapter four. Lessons from psycolinguistics for second language learning

    Thomas G. Bever

    págs. 89-106

    

  • Chapter five. Psycholinguistic perspectives on second language speech production

    págs. 107-129

    

  • PART II. STRUCTURE AND PROCESSING OF THE LEXICON

    págs. 130-253

    

  • Chapter six. Learning and processing words

    Montserrat Sanz, José Manuel Igoa González

    págs. 131-164

    

  • Chapter seven. Propeties and internal structure of the lexicon: applying the generative lexicon model to Spanish

    Elena de Miguel Aparicio

    págs. 165-199

    

  • Chapter eight. L2 vocabulary teaching: debunking pervasive myths

    Noriko Iwasaki

    págs. 201-220

    

  • Chapter nine. The development of emotion words in light of the semantics of scripts

    Georgy Nuzhdin

    págs. 221-253

    

  • PART III. CLASSROOM LEARNING AND LINGUISTIC LANDSCAPES

    págs. 253-348

    

  • Chapter ten. Sociocultural and communicative aspects of language development and language teaching

    Montserrat Sanz, José Manuel Igoa González, Arturo Escandón

    págs. 255-270

    

  • Chapter eleven. Why learners with an inofrmal orientation become academic failures and what can be done to reverse their fate

    Arturo Escandón

    págs. 271-292

    

  • Chapter twelve. Using literary texts for EFL in Japan: a compartive analysis of two approaches

    Lori Zenuk Nishide, Donna Tatsuki

    págs. 293-320

    

  • Chapter thirteen. Linguistic landscapes and environmental print as a resource for language and literacy development in multilingual contexts

    Olga Bever

    págs. 321-342

    

  • Chapter fourteen. Corollary

    Montserrat Sanz, José Manuel Igoa González

    págs. 343-348

    

  • Contributors

    págs. 349-351

    

  • Index

    págs. 351-367