Frequency Effects In Instructed Second Language Acquisition / / Karin Madlener.

• Superior document: Title is part of eBook package: De Gruyter DG Plus DeG Package 2015 Part 1
• VerfasserIn: Madlener, Karin,
• Place / Publishing House: Berlin ;, Boston : : De Gruyter Mouton, , [2015]; ©2015
• 出版年: 2015
• 語言: English
• 叢編: Applications of Cognitive Linguistics [ACL] , 29
• 實物描述: 1 online resource (361 p.)
• Other title: Frontmatter --; Acknowledgements --; Contents --; List of abbreviations / List of tables --; List of figures --; Part I: Do all roads lead to Rome? Ways to construct a second language --; 1. Cognitive Linguistics meets the second language classroom --; Part II: A usage-based approach to instructed second language acquisition --; 2. Input, input processing, and interlanguage development --; 3. A constructionist view of second language acquisition --; 4. A usage-based view of input optimization: Beyond input floods --; Part III: Frequency effects in incidental learning from structured input floods: A classroom study --; 5. Evaluating frequency effects in the classroom: Study design --; 6. Optimizing variation or: Can less be more? --; 7. Optimizing repetition or: Do outstanding central exemplars help? --; Part IV: Summary and discussion --; 8. Input floods revisited --; References --; Subject index --; Appendix A
• 總結: Based on a state-of-the-art review of prior research in all related domains, this book makes precise predictions about the expected effects of specific type and token frequency distributions in input floods and tests these in the second language classroom context.
• 格式: Mode of access: Internet via World Wide Web.
• ISBN: 9783110405538; 9783110762518; 9783110700985; 9783110742961; 9783110439687; 9783110438710
• ISSN: 1861-4078
• DOI: 10.1515/9783110405538
• 訪問: restricted access
• Hierarchical level: Monograph
• Statement of Responsibility: Karin Madlener.

Based on a state-of-the-art review of prior research in all related domains, this book makes precise predictions about the expected effects of specific type and token frequency distributions in input floods and tests these in the second language classroom context.