The Dynamic Interplay between Context and the Language Learner (PDF)
(Sprache: Englisch)
This edited volume offers a series of state-of-the-art conceptual papers and empirical research studies which consider how contextual factors at multiple levels dynamically interact with individuals to influence how they go about the complex business of learning and using a second language.
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This edited volume offers a series of state-of-the-art conceptual papers and empirical research studies which consider how contextual factors at multiple levels dynamically interact with individuals to influence how they go about the complex business of learning and using a second language.
Autoren-Porträt
Jim Askham, University of Leicester, UKVera Busse, Carl von Ossietzky University, Germany
Letty Chan, Hong Kong Shue Yan University
Joseph Falout, Nihon University, Japan
Glenn Fulcher, University of Leicester, UK
Alex Gilmore, University of Tokyo, Japan
Michael Handford, University of Tokyo, Japan
Maiko Ikeda, Kansai University, Japan
Jim King, University of Leicester, UK
Diane Larsen-Freeman, University of Michigan, Ann Arbor, USA
Sarah Mercer, University of Graz, Austria
Satomi Nakahira, Kansai University, Japan
Jian-E Peng, Shantou University, China
Agneta Svalberg, University of Leicester, UK
Florentina Taylor, University of Greenwich, London
Tomoko Yashima, Kansai University, Japan
Bibliographische Angaben
- 2016, 1st ed. 2016, 251 Seiten, Englisch
- Herausgegeben: Jim King
- Verlag: Palgrave Macmillan
- ISBN-10: 1137457139
- ISBN-13: 9781137457134
- Erscheinungsdatum: 26.01.2016
Abhängig von Bildschirmgröße und eingestellter Schriftgröße kann die Seitenzahl auf Ihrem Lesegerät variieren.
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- Dateiformat: PDF
- Größe: 1.96 MB
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Sprache:
Englisch
Pressezitat
'This pioneering collection of papers develops a range of descriptive and analytical approaches for understanding how language education is generated by the ecological interplay of contexts and language learners. The use of Complexity Theory as a frame makes this an inspiring and forward-looking contribution. The volume also connects to more established theoretical frames, thereby illustrating how the new science of complexity may expand the possibilities for research into the relationship between contexts and language learners. This makes the volume essential reading for students, professionals and researchers needing access to the 'cutting-edge' of scholarship in this area.'? Dr Juup Stelma, Programme Director MA TESOL, University of Manchester, UK
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