Overview

Full Product Details

Author:   Carmen Muñoz
Publisher:   Channel View Publications Ltd
Imprint:   Multilingual Matters
Volume:   65
Dimensions:   Width: 15.60cm , Height: 2.10cm , Length: 23.40cm
Weight:   0.563kg
ISBN:  

9781847698056

ISBN 10:   1847698050
Pages:   280
Publication Date:   28 September 2012
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   Out of stock  
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Table of Contents

Carmen Munoz: Introduction THEORETICAL UNDERPINNINGS OF INTENSIVE LEARNING 1. Raquel Serrano: Is Intensive Learning Effective? Reflecting on the Results from Cognitive Psychology and the SLA Literature INTENSIVE INSTRUCTION 2. Patsy M. Lightbown: Intensive L2 Instruction in Canada: Why not Immersion? 3. Laura Collins and Joanna White: Closing the Gap: Intensity and Proficiency 4. Laura Collins, Joanna White, Pavel Trofimovich, Walcir Cardoso, and Marlise Horst: When Comprehensible Input isn't Comprehensive Input: A Multi-Dimensional Analysis of Instructional Input in Intensive EFL 5. Joanna White and Carolyn E. Turner: What Language is Promoted in Intensive Programs? Analyzing Language Generated from Oral Assessment Tasks 6. Alex Housen: Time and Amount of L2 Contact inside and outside the School - Insights from the European Schools LEARNERS' PERCEPTIONS AND INTENSIVE EXPOSURE 7. Carmen Munoz: The Significance of Intensive Exposure as a Turning Point in Learners' Histories 8. Elsa Tragant: Change or Stability in Learners' Perceptions as a Result of Study Abroad NATURALISTIC IMMERSION 9. Angels Llanes: The Impact of Study Abroad and Age on Second Language Accuracy Development 10. Carmen Perez-Vidal, Maria Juan-Garau, Joan C. Mora and Margalida Valls-Ferrer: Oral and Written Development in Formal Instruction and Study Abroad: Differential Effects of Learning Context 11. Romana Kopeckova: Differences in L2 Segmental Perception: The Effects of Age and L2 Learning Experience

Reviews

This is an impressive collection of studies on intensive exposure experiences in L2 learning. Findings from research in Canadian intensive programs, European schools and study abroad contexts illustrate the benefits of intensive L2 learning and provide compelling insights about interactions with learner factors including age, L1 background, L2 proficiency, academic ability, and language learning history. This is essential reading for L2 program developers, teachers and researchers. Nina Spada, University of Toronto, Canada

Author Information

Carmen Munoz received her MA in Applied Linguistics from the University of Reading, UK and her PhD in English Linguistics from the University of Barcelona, Spain, where she is now a Professor of English Linguistics and Applied Linguistics. Her research interests include second and foreign language acquisition, as well as bilingual acquisition. Her recent publications have focused on the role of age and context in foreign language learning, young learners, and individual differences. She was the coordinator of the Barcelona Age Factor (BAF) Project.

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