Informationen zum Autor Paul D. Toth is a professor of Spanish applied linguistics at Temple University, in Philadelphia, USA, where he teaches graduate and undergraduate courses and mentors doctoral students. Since 1991, he has taught high school and university-level Spanish, coordinated language curricula, and supervised pre-service teachers. He has published numerous research articles and book chapters on instructed second language learning from a variety of theoretical perspectives and was twice awarded the Paul Pimsleur Award for research excellence from the American Council on the Teaching of Foreign Languages. Klappentext Grammar Instruction for Second Language Development offers a theoretical and practical framework for understanding how classroom instruction shapes second language development, with a particular focus on the cognitive and social factors that influence grammar teaching. Across eleven comprehensive chapters, Toth equips readers with a holistic understanding of effective classroom practices, first tracing the twentieth-century theories that informed now-outmoded grammar-centered instruction, then reviewing current cognitive and social thinking on language and linguistic development. He moves beyond a purely theoretical approach by illustrating the main featured theories-generative, construction-based, and systemic-functional theories of language, as well as skill acquisition, usage-based, processability, conversation-analytic, sociocultural, socialization, and identity theories of language learning- through examples of real-life conversations between teachers and learners. In this way, the book aligns with complex dynamic systems theory, demonstrating that what teachers say and do with language, both explicitly and implicitly, is of vital importance to their learners' linguistic development. With a clear and accessible narrative style, this book serves as a reliable resource for second language scholars and especially for teachers and professionals, actively addressing the research-to-practice gap in second language instruction. Zusammenfassung Grammar Instruction for Second Language Development offers a theoretical and practical framework for understanding how classroom instruction shapes second language development, with a particular focus on the cognitive and social factors that influence grammar teaching. Inhaltsverzeichnis Preface. Introduction Chapter 1. A Sociocognitive Proposal to Account for the Reality of Grammar Instruction Chapter 2. Our Shared History: From Grammar-Centered Teaching to Communicative Competenc e Chapter 3. Our Shared History: Where Does Grammar Belong in Communicative Language Teaching? Chapter 4. Chomsky's Cognitive Theory of Language Chapter 5. Halliday's Social Theory of Language Chapter 6. Consciousness and Cognition in Language Learning Chapter 7. Implicit Linguistic Development Chapter 8. Social Interaction and Language Learning Chapter 9. Language Learning from a Sociocultural Perspective Chapter 10. Language Learners in Classroom Communities Chapter 11. Planning and Implementing Sociocognitively Relevant Grammar Instruction ...

Klappentext

Grammar Instruction for Second Language Development offers a theoretical and practical framework for understanding how classroom instruction shapes second language development, with a particular focus on the cognitive and social factors that influence grammar teaching.

Across eleven comprehensive chapters, Toth equips readers with a holistic understanding of effective classroom practices, first tracing the twentieth-century theories that informed now-outmoded grammar-centered instruction, then reviewing current cognitive and social thinking on language and linguistic development. He moves beyond a purely theoretical approach by illustrating the main featured theories-generative, construction-based, and systemic-functional theories of language, as well as skill acquisition, usage-based, processability, conversation-analytic, sociocultural, socialization, and identity theories of language learning- through examples of real-life conversations between teachers and learners. In this way, the book aligns with complex dynamic systems theory, demonstrating that what teachers say and do with language, both explicitly and implicitly, is of vital importance to their learners' linguistic development.

With a clear and accessible narrative style, this book serves as a reliable resource for second language scholars and especially for teachers and professionals, actively addressing the research-to-practice gap in second language instruction.

Zusammenfassung
Grammar Instruction for Second Language Development offers a theoretical and practical framework for understanding how classroom instruction shapes second language development, with a particular focus on the cognitive and social factors that influence grammar teaching.

Inhalt

Preface. Introduction Chapter 1. A Sociocognitive Proposal to Account for the Reality of Grammar Instruction ****Chapter 2. Our Shared History: From Grammar-Centered Teaching to Communicative Competence Chapter 3. Our Shared History: Where Does Grammar Belong in Communicative Language Teaching? ****Chapter 4. Chomsky's Cognitive Theory of Language Chapter 5. Halliday's Social Theory of Language ****Chapter 6. Consciousness and Cognition in Language Learning ****Chapter 7. Implicit Linguistic Development Chapter 8. Social Interaction and Language Learning ****Chapter 9. Language Learning from a Sociocultural Perspective ****Chapter 10. Language Learners in Classroom Communities ****Chapter 11. Planning and Implementing Sociocognitively Relevant Grammar Instruction