الفهرس الالي لمكتبة كلية اللغات الاجنبية

Practice in a second language / Robert DeKeyser

Public ISBD Titre : Practice in a second language : perspectives from applied linguistics and cognitive psychology Type de document : texte imprimé Auteurs : Robert DeKeyser Editeur : Cambridge : Cambridge University Press Année de publication : 2007 Collection : The Cambridge applied linguistics series Importance : 323 p. Présentation : ill. Format : 24 cm ISBN/ISSN/EAN : 978-0-521-68404-0 Langues : Anglais (eng) Résumé : Practice as a necessity for learning a second language has been a tacit assumption among language teachers for quite some time; however, the concept has not been widely considered from a theoretical perspective until now. This volume of twelve original articles focuses on the topic, with attention to the four skill areas of reading, writing, listening and speaking. The contributors explore a number of questions including what kind of practice is most effective, in what contexts, and for what kinds of learners. This text will serve as a valuable resource and reference for second-language educators and researchers alike. Practice in a second language : perspectives from applied linguistics and cognitive psychology [texte imprimé] / Robert DeKeyser . - Cambridge : Cambridge University Press, 2007 . - 323 p. : ill. ; 24 cm. - (The Cambridge applied linguistics series) . ISBN : 978-0-521-68404-0 Langues : Anglais (eng) Résumé : Practice as a necessity for learning a second language has been a tacit assumption among language teachers for quite some time; however, the concept has not been widely considered from a theoretical perspective until now. This volume of twelve original articles focuses on the topic, with attention to the four skill areas of reading, writing, listening and speaking. The contributors explore a number of questions including what kind of practice is most effective, in what contexts, and for what kinds of learners. This text will serve as a valuable resource and reference for second-language educators and researchers alike.

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Exemplaires (4)

Code-barres	Cote	Support	Localisation	Section	Disponibilité
FLE-17019	428-213.1	Ouvrage	Faculté des Langues étrangères	400 – Langues	Exclu du prêt
FLE-18693	428-213.2	Ouvrage	Faculté des Langues étrangères	400 – Langues	Disponible
FLE-18694	428-213.3	Ouvrage	Faculté des Langues étrangères	400 – Langues	Disponible
FLE-20957	482-213.4	Ouvrage	Faculté des Langues étrangères	400 – Langues	Disponible

Text, role, and context / Ann M. Johns

Public ISBD Titre : Text, role, and context : developing academic literacies / Type de document : texte imprimé Auteurs : Ann M. Johns Editeur : Cambridge : Cambridge University Press Année de publication : 1997 Collection : The Cambridge applied linguistics series Importance : 171 p. Présentation : ill. Format : 23 cm ISBN/ISSN/EAN : 978-0-521-56761-9 Langues : Anglais (eng) Résumé : This text explores fundamental issues relating to student literacies and instructor roles and practices within academic contexts. It offers a brief history of literacy theories and argues for "socioliterate" approaches to teaching and learning in which texts are viewed as primarily socially constructed. Central to socioliteracy, the concepts "genre" and "discourse community," are presented in detail. The author argues for roles for literacy practitioners in which they and their students conduct research and are involved in joint pedagogical endeavors. The final chapters are devoted to outlining how the views presented can be applied to a variety of classroom texts. Core curricular design principles are outlined, and three types of portfolio-based academic literacy classrooms are described. Text, role, and context : developing academic literacies / [texte imprimé] / Ann M. Johns . - Cambridge : Cambridge University Press, 1997 . - 171 p. : ill. ; 23 cm. - (The Cambridge applied linguistics series) . ISBN : 978-0-521-56761-9 Langues : Anglais (eng) Résumé : This text explores fundamental issues relating to student literacies and instructor roles and practices within academic contexts. It offers a brief history of literacy theories and argues for "socioliterate" approaches to teaching and learning in which texts are viewed as primarily socially constructed. Central to socioliteracy, the concepts "genre" and "discourse community," are presented in detail. The author argues for roles for literacy practitioners in which they and their students conduct research and are involved in joint pedagogical endeavors. The final chapters are devoted to outlining how the views presented can be applied to a variety of classroom texts. Core curricular design principles are outlined, and three types of portfolio-based academic literacy classrooms are described.

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Exemplaires (2)

Code-barres	Cote	Support	Localisation	Section	Disponibilité
FLE-17007	421-99.1	Ouvrage	Faculté des Langues étrangères	400 – Langues	Exclu du prêt
FLE-17008	421-99.2	Ouvrage	Faculté des Langues étrangères	400 – Langues	Disponible

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