Educating For Advanced Foreign Language Capacities

Educating For Advanced Foreign Language Capacities

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Overview

Educating For Advanced Foreign Language Capacities by Heidi Byrnes

This volume considers fundamental issues in advanced language learning, from the definition of "advancedness," through descriptive and instructional considerations in advanced learning, to the role of assessment. It presents both general insights and also language-specific considerations in classrooms at the college level, spanning a range of languages, from the commonly taught languages of English, French, and German to the less commonly taught Farsi, Korean, Norwegian, and Russian.
The authors take a cognitive-semantic approach (as opposed to the cognitive-psycholinguistic processing orientation) and find that grammaticized concepts are the biggest obstacle impeding advanced levels of proficiency. The theoretical and data-based findings make clear that learners need the capacity to make choices from across the entire language system, from morphology, syntax, and discourse features, which suggests that a less compartmentalized approach to understanding language use is needed within the field of linguistics .
This book also explores curricular and instructional approaches to the centrality of narrative, vocabulary expansion, the demands on instructed programs for efficiency and effectiveness, and the ability to function in a professional context. Finally, it probes the dual role and nature--the what and how--of assessment--as a measurement tool for both researching language learning and for assessing learners as an essential component of their instruction.

Product Details

ISBN-13: 9781589011182
Publisher: Georgetown University Press
Publication date: 10/06/2006
Series: Georgetown University Round Table on Language and Linguistics Series
Edition description: REV
Pages: 220
Product dimensions: 0.50(w) x 9.00(h) x 6.00(d)
Age Range: 18 Years

About the Author

Heidi Byrnes is the George M. Roth Distinguished Professor of German at Georgetown University. In 2004 she was awarded the Nelson Brooks Award for Excellence in the Teaching of Culture by the American Council on the Teaching of Foreign Languages.

Heather D. Weger-Guntharp is currently working on her PhD in applied linguistics at Georgetown University, with primary specialization in individual differences and SLA.

Katherine A. Sprang holds a PhD from the German Department at Georgetown University, with primary specialization in second language acquisition.

Table of Contents

Figures and Tables

Preface

1. Locating the Advanced Learner in Theory, Research, and Educational Practice: An IntroductionHeidi Byrnes, Georgetown University

Part I: Cognitive Approaches to Advanced Language Learning

2. The Conceptual Basis of Grammatical StructureRonald W. Langacker, The University of California, San Diego3. The Impact of Grammatical Temporal Categories on Ultimate Attainment in L2 LearningChristiane von Stutterheim and Mary Carroll, University of Heidelberg

4. Reorganizing Principles of Information Structure in Advanced L2s: French and German Learners of EnglishMary Caroll and Monique Lambert, University of Heidelberg and University of Paris VIII

5. Language-based Processing in Advanced L2 Production and Translation: An Exploratory StudyBergljot Behrens, Department of Linguistics and Nordic Studies, University of Oslo

6. Learning and Teaching Grammar through Patterns of Conceptualization: The Case of (Advanced) KoreanSusan Strauss, The Pennsylvania State University and Center for Advanced Language Proficiency Education and Research (CALPER)

Part II: Descriptive and Instructional Considerations in Advanced Learning

7. Narrative Competence in a Second LanguageAneta Pavlenko, Temple University and Center for Advanced Language Proficiency Education and Research (CALPER)

8. Lexical Inferencing in L1 and L2: Implications for Vocabulary Instruction and Learning at Advanced LevelsT. Sima Paribakht and Marjorie Wesche, University of Ottawa

9. From Sports to the EU Economy: Integrating Curricula through Genre-based Content CoursesSusanne Rinner and Astrid Weigert, Georgetown University

10. Hedging and Boosting in Advanced-Level L2 Legal Writing: The Effect of Instruction and FeedbackRebekha Abbuhl, California State University at Long Beach

Part III: The Role of Assessment in Advanced Learning

11. Assessing Advanced Foreign Language Learning and Learners: From Measurement Constructs to Educational UsesJohn M. Norris, University of Hawai'i at Manoa

12. Rethinking Assessment for Advanced Language ProficiencyElana Shohamy, Tel Aviv University

What People are Saying About This

From the Publisher

"This is easily one of the most important collections of research on L2 proficiency to appear in a long time. It will not only impact how the field defines proficiency at any level; but because it brings meaning to center stage in a far more systematic way than has been the case to date, it sows the seeds for SLA researchers in the future to rethink what the acquisition of languages beyond the first is all about." -- James P. Lantolf, George and Jane Greer Professor in Language Acquisition & Applied Linguistics, The Pennsylvania State University

"The move to include advanced-level L2 learning and teaching in the study of SLA is not so much one of simple addition as it is one that requires a conceptual shift. The chapters in this timely volume reduce the 'risk of [our] creating false certainties' and push us to rethink fundamental constructs in our field in pursuit of educating for advanced foreign language capacities." -- Diane Larsen-Freeman, professor of education and of linguistics and director, English Language Institute, University of Michigan

Diane Larsen-Freeman

The move to include advanced-level L2 learning and teaching in the study of SLA is not so much one of simple addition as it is one that requires a conceptual shift. The chapters in this timely volume reduce the 'risk of [our] creating false certainties' and push us to rethink fundamental constructs in our field in pursuit of educating for advanced foreign language capacities.

James P. Lantolf

This is easily one of the most important collections of research on L2 proficiency to appear in a long time. It will not only impact how the field defines proficiency at any level; but because it brings meaning to center stage in a far more systematic way than has been the case to date, it sows the seeds for SLA researchers in the future to rethink what the acquisition of languages beyond the first is all about.

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