Kooperativer Bibliotheksverbund

UID:

Format: 1 Online-Ressource (xix, 251 Seiten) : , Illustrationen, Diagramme.

ISBN: 978-1-137-45713-4

Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-1-349-57489-6

Language: English

Keywords: Fremdsprachenlernen ; Psycholinguistik ; Kontext ; Aufsatzsammlung ; Aufsatzsammlung

DOI: 10.1057/9781137457134

URL: Volltext  (URL des Erstveröffentlichers)

URL: http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=028919728&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA

URL: Volltext  (URL des Erstveröffentlichers)

URL: Abstract

UID:

Format: XII, 211 S. , Ill.

ISBN: 9781137301475

Content: "Why are second language learners in Japan's universities so silent? Using an innovative mixed-methods research approach, Jim King investigates the perplexing but intriguing phenomenon of classroom silence. With its exciting new conceptual framework of Dynamic Systems Theory, Silence in the Second Language Classroom offers a unique insight into the true complexity behind why some learners are either unable or unwilling to speak in a foreign language. This highly interdisciplinary book draws on ideas from fields such as psychology, sociolinguistics and anthropology, and delves deeply into themes relating to Japanese society and the country's education system. Written in an accessible and engaging style, this timely volume will be of interest to researchers, students of educational and applied linguistics, language education policy makers and, indeed, anyone who has ever taught"--

Content: "Why are second language learners in Japan's universities so silent? Using an innovative mixed-methods research approach, Jim King investigates the perplexing but intriguing phenomenon of classroom silence. With its exciting new conceptual framework of Dynamic Systems Theory, Silence in the Second Language Classroom offers a unique insight into the true complexity behind why some learners are either unable or unwilling to speak in a foreign language. This highly interdisciplinary book draws on ideas from fields such as psychology, sociolinguistics and anthropology, and delves deeply into themes relating to Japanese society and the country's education system. Written in an accessible and engaging style, this timely volume will be of interest to researchers, students of educational and applied linguistics, language education policy makers and, indeed, anyone who has ever taught"--

Note: Machine generated contents note:Foreword by Zoltn ; -- 1. Introduction -- 2. Major Theoretical Frameworks of Silence -- 3. An Interdisciplinary Overview of Silence in Japan -- 4. A Critical Analysis of Japan's Language Education System -- 5. A Structured Observation Study into L2 Classroom Silence -- 6. An Interview Study Into Learners' Perspectives on L2 Classroom Silence -- 7. A Naturalistic Stimulated Recall Study of Specific Silence Events -- 8. Summary and Conclusions -- Appendices.

Language: English

Subjects: Comparative Studies. Non-European Languages/Literatures

Keywords: Japan ; Fremdsprachenlernen ; Sprechen ; Stille

URL: Cover

URL: Verlagsangaben

URL: Inhaltsverzeichnis

UID:

Format: 1 online resource (xv, 184 pages)

ISBN: 1-78892-677-3 , 1-78892-678-1

Series Statement: Psychology of Language Learning and Teaching

Content: Silence is a key pedagogical issue in language education. Seen by some as a space for thinking and reflection during the learning process, for others silence represents a threat, inhibiting target language interaction which is so vital during second language acquisition. This book eschews stereotypes and generalisations about why so many learners from East Asia seem either reluctant or unable to speak in English by providing a state-of-the art account of current research into the complex and ambiguous issue of silence in language education. The innovative research included in this volume focuses on silence both as a barrier to successful learning and as a resource that may in some cases facilitate language acquisition. The book offers a fresh perspective on ways to facilitate classroom interaction while also embracing silence and it touches on key pedagogical concepts such as teacher cognition, the role of task features, classroom interactional approaches, pedagogical intervention and socialisation, willingness to communicate, as well as psychological and sociocultural factors. Each of the book’s chapters include self-reflection and discussion tasks, as well as annotated bibliographies for further reading.

Note: Frontmatter -- , Contents -- , Figures -- , Tables -- , Contributors -- , Acknowledgements -- , Foreword: The Song of Silence -- , 1. East Asian Perspectives on Silence in English Language Education: An Introduction -- , 2. Silence, Talk and In-betweens: East Asian Students’ Responses to Task Challenge in an Australian University -- , 3. Approaches to Interacting with Classroom Silence: The Role of Teacher Talk -- , 4. Silence and Anxiety in the English-Medium Classroom of Japanese Universities: A Longitudinal Intervention Study -- , 5. Examining L2 Learners’ Silent Behaviour and Anxiety in the Classroom Using an Approach Based on Cognitive- Behavioural Theory -- , 6. Communicative Language Teaching and Silence: Chinese (Pre-service) Teachers’ Perspectives -- , 7. Silence in Japanese Classrooms: Activities and Factors in Capacities to Speak English -- , 8. Willing Silence and Silent Willingness to Communicate (WTC) in the Chinese EFL Classroom: A Dynamic Systems Perspective -- , 9. Conclusion: Silence in EFL Classrooms Revisited -- , Index

Additional Edition: ISBN 1-78892-676-5

Additional Edition: ISBN 1-78892-675-7

Language: English

DOI: 10.21832/9781788926775