This volume brings together studies dealing with second language learning in contexts that provide intensive exposure to the target language. In doing so, it highlights the role of intensive exposure as a critical distinctive characteristic in the comparison of learning processes and outcomes from different learning contexts: naturalistic and foreign language instruction, stay abroad and at home, and extensive and intensive instruction programmes. The different chapters represent a wide range of learning contexts and types of learning, as well as different approaches that yield much needed evidence on the role of context of acquisition in second language learning.
Cuprins
Carmen Muñoz: 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 Muñoz: 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. Àngels Llanes: The Impact of Study Abroad and Age on Second Language Accuracy Development
10. Carmen Pérez-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 Kopečková: Differences in L2 Segmental Perception: The Effects of Age and L2 Learning Experience
Despre autor
Carmen Muñoz is full professor of Applied Linguistics at the University of Barcelona (Spain). Her research interests focus on young learners, individual differences, and L2 learning from audiovisual input. She has published extensively and has participated in a large number of national and international research projects, among which, the European cross-country ELLi E project.
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