AAUSC 2018 Volume - Issues in Language Program Direction: Understanding Vocabulary Learning and Teaching: Implications for Language Program Development

Author:   Kate Paesani (University of Minnesota) ,  Johanna Watzinger-Tharp (University of Utah) ,  Peter Ecke (University of Arizona) ,  Susanne Rott (University of Illinois at Chicago)
Publisher:   Cengage Learning, Inc
Edition:   New edition
ISBN:  

9780357106686


Pages:   288
Publication Date:   01 January 2019
Replaced By:   9780357437988
Format:   Paperback
Availability:   Temporarily unavailable   Availability explained
The supplier advises that this item is temporarily unavailable. It will be ordered for you and placed on backorder. Once it does come back in stock, we will ship it out to you.

Our Price $113.82 Quantity:  
Add to Cart

Share |

AAUSC 2018 Volume - Issues in Language Program Direction: Understanding Vocabulary Learning and Teaching: Implications for Language Program Development


Add your own review!

Overview

Full Product Details

Author:   Kate Paesani (University of Minnesota) ,  Johanna Watzinger-Tharp (University of Utah) ,  Peter Ecke (University of Arizona) ,  Susanne Rott (University of Illinois at Chicago)
Publisher:   Cengage Learning, Inc
Imprint:   Heinle
Edition:   New edition
Dimensions:   Width: 15.40cm , Height: 1.00cm , Length: 22.80cm
Weight:   0.249kg
ISBN:  

9780357106686


ISBN 10:   0357106687
Pages:   288
Publication Date:   01 January 2019
Audience:   College/higher education ,  Tertiary & Higher Education
Replaced By:   9780357437988
Format:   Paperback
Publisher's Status:   Active
Availability:   Temporarily unavailable   Availability explained
The supplier advises that this item is temporarily unavailable. It will be ordered for you and placed on backorder. Once it does come back in stock, we will ship it out to you.

Table of Contents

Acknowledgments Editorial Board Annual Volumes of Issues in Language Program Direction Abstracts Introduction: Peter Ecke (University of Arizona) & Susanne Rott (University of Illinois at Chicago), Vocabulary Learning and Teaching: Variables, Relationships, Materials, and Curriculum Development PART 1: Vocabulary Learning and Use: Variables and Relationships Chapter 1: Nan Jiang (University of Maryland), Semantic Development and L2 Vocabulary Teaching Chapter 2: Ulf Schuetze (University of Victoria), Supporting your Brain Learning Words Chapter 3: Maria Rogahn, Denisa Bordag, Amit Kirschenbaum & Erwin Tschirner (University of Leipzig), Minor Manipulations Matter: Syntactic Position Influences the Effectiveness of Incidental Vocabulary Acquisition During L2 Reading Chapter 4: Erwin Tschirner (University of Leipzig), Jane Hacking & Fernando Rubio (University of Utah), The Relationship Between Reading Proficiency and Vocabulary Size: An Empirical Investigation PART 2: Vocabulary Teaching, Materials, and Curricula Chapter 5: Claudia S�nchez-Guti�rrez (University of California, Davis), Nausica Marcos Miguel (Denison University), Michael K. Olson (Tennessee Technological University), Vocabulary Coverage and Lexical Characteristics in L2 Spanish Textbooks Chapter 6: Jamie Rankin (Princeton University), der|die|das: Integrating Vocabulary Acquisition Research into an L2 German Curriculum Chapter 7: Nina Vyatkina (University of Kansas), Language Corpora for L2 Vocabulary Learning: Data-Driven Learning across the Curriculum Chapter 8: Alla Zareva (Old Dominion University), Setting the Lexical EAP Bar for ESL Students: Lexical Complexity of L2 Academic Presentations Chapter 9: Joe Barcroft (Washington University in St. Louis), The Input-Based Incremental Approach to Vocabulary in Meaning-Oriented Instruction for Language Program Directors and Teachers Editors Contributors

Reviews

Author Information

Kate Paesani (Ph.D., Indiana University) is Director of the Center for Advanced Research on Language Acquisition (CARLA) and affiliate faculty in the Departments of French and Italian and Curriculum and Instruction at the University of Minnesota. Her research focuses on literacy-based curriculum and instruction and foreign language teacher development, couched within the frameworks of multiliteracies pedagogy and sociocultural theory. Her work has appeared in journals such as Annual Review of Applied Linguistics, Foreign Language Annals, The French Review, L2 Journal, and Reading in a Foreign Language. She is co-author of the book A Multiliteracies Framework for Collegiate Foreign Language Teaching (Pearson, 2016), for which she received the 2016 Board of Governors Faculty Recognition Award from Wayne State University. She is also past president of AAUSC and co-editor of the 2004 AAUSC volume, Language Program Articulation: Developing a Theoretical Foundation. Johanna Watzinger-Tharp is Associate Professor in the Department of Linguistics at the University of Utah. She earned her MA and PhD at the University of Texas at Austin. Her research focuses on dual language immersion, L2 methodology and teacher education, and language variation, and has been published in scholarly venues such as Foreign Language Annals, the Modern Language Journal and Unterrichtspraxis/Teaching German. Her publications also include co-edited volumes and German language textbooks. In 2010, the American Council for the Teaching of Foreign Languages (ACTFL) awarded her the Anthony Papalia Award for Excellence in Teacher Education. She has served in leadership positions of national professional organizations and serves as the co-chair of Utah�s World Language Council, which produced the Utah Language Roadmap for the 21st Century that helped establish Utah�s Dual Language Immersion Program. Peter Ecke (Ph.D., University of Arizona) is Professor of Second Language Acquisition in the Department of German Studies and the Interdisciplinary Ph.D. Program in Second Language Acquisition and Teaching at the University of Arizona. His research areas are lexical development in multilingual speakers, language and intercultural competence development during study abroad, and the learning and teaching of German in the United States. Susanne Rott (Ph.D., University of Illinois at Urbana-Champaign) is Associate Professor of Germanic Studies and Linguistics and Head of the Department of Germanic Studies at the University of Illinois at Chicago. Her research focuses on the incremental development of individual words and collocations, the relationship between input factors, learning, and output, as well as computer assisted language learning. Her publications have appeared in Applied Linguistics journals, such as Language Learning, Calico Journal, and Reading in a Foreign Language.

Tab Content 6

Author Website:  

Customer Reviews

Recent Reviews

No review item found!

Add your own review!

Countries Available

All regions
Latest Reading Guide

ls

Shopping Cart
Your cart is empty
Shopping cart
Mailing List