AAUSC 2019 Volume

Author:   Johanna Watzinger-Tharp
Publisher:   Cengage Learning, Inc
Edition:   New edition
ISBN:  

9780357437988


Pages:   288
Publication Date:   01 November 2019
Format:   Paperback
Availability:   Not yet available   Availability explained
This item is yet to be released. You can pre-order this item and we will dispatch it to you upon its release.

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AAUSC 2019 Volume


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Full Product Details

Author:   Johanna Watzinger-Tharp
Publisher:   Cengage Learning, Inc
Imprint:   CENGAGE Learning Custom Publishing
Edition:   New edition
ISBN:  

9780357437988


ISBN 10:   0357437985
Pages:   288
Publication Date:   01 November 2019
Audience:   College/higher education ,  Tertiary & Higher Education
Format:   Paperback
Publisher's Status:   Active
Availability:   Not yet available   Availability explained
This item is yet to be released. You can pre-order this item and we will dispatch it to you upon its release.

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 Sanchez-Gutierrez (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.

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Beatrice Dupuy (Ph.D., University of Southern California) is Professor in the Departments of French and Italian and Public and Applied Humanities, Chair of the graduate interdisciplinary program in Second Language Acquisition and Teaching (SLAT), and Co-Director of the Center for Resources in Culture, Language and Literacy (CERCLL) at the University of Arizona. Her research interests include text-anchored instructional approaches and teacher professional learning both informed by the multiliteracies framework. Kristen Michelson (Ph.D., University of Arizona) is Assistant Professor of French and Applied Linguistics in the Department of Classical and Modern Languages and Literatures at Texas Tech University, and director of the first and second year French program. Her research is anchored in intersections between human experience and cultural texts, with a particular focus on pedagogical and technological innovations in foreign language teaching and learning that call explicit attention to affect, identities, and ideological discourses. Recent research focuses on the integration of multiliteracies pedagogies in foreign language curricula and collaborative meaning-making through digital social annotated reading.

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