Introduction
1. Form, meaning and use
2. Comprehensible input
3. Input noticing and processing
4. Implicit and explicit knowledge
5. Interactive and Corrective feedback
6. Output production
Bibliography
Index
Enables readers to experience second language acquisition principles through the actions, words and audiovisual recordings of teachers and learners, and relate them to their own experience.
Andrea Nava is a lecturer at the University of Milan,
Italy, where he teaches English Language and Second Language
Acquisition and Teaching.
Luciana Pedrazzini is a lecturer at the University of Milan,
Italy, where she teaches English Language and Second Language
Acquisition and Teaching.
This book will be of interest to a wide readership, from students
in applied linguistics courses to in-service teachers and
instructors ... The value of this volume is not only in how SLA
tenets are unpacked by the authors, but also in the structure of
the volume itself, which facilitates readers’ reflections through
targeted tasks and questions, as well as dedicated sections in each
chapter which further explore SLA principles through the lens of
practice ... Overall, Nava and Pedrazzini have packed crucial
theories, practices and resources into a book that will be useful
to many SLA learners all over the world.
*Instructed Second Language Acquisition*
The readability of the book is helped by the tables and graphs
spread throughout and by the clear text ... I look forward to
drawing on the book's ideas during workshops for language teachers
in various places and at a range of learner levels. In particular
the reflective tasks will be useful.
*System journal*
The SLA principles presented in Second Language Acquisition in
Action have been thoroughly investigated and thoughtfully presented
with the purpose of making it easy for readers to understand how
these principles can assist teachers with their language
instruction. I highly recommend this book to teachers for its
detailed review of SLA theories and also for its success in
providing strategies for transferring these principles to the
language classroom. I would also recommend it to those who develop
programs and create syllabi. I have been persuaded by Nava and
Pedrazzini to think differently and experiment with new practices
in my classroom.
*English Australia Journal*
A highly valuable resource in language teacher education.
*Paola Vettorel, Assistant Professor, English Language and
Linguistics, University of Verona, Italy*
What is exceptional about it is that it offers a wide range of
tasks and activities that will foster greater understanding of
principle derived from SLA, with a focus on themes that are often a
source of considerable controversy.
*Professor Miroslaw Pawlak, Adam Mickiewicz University, Kalisz,
Poland*
Well structured, interesting and pleasantly written. It is a great
resource for language teachers and language teaching trainees.
*Liliana Landolfi, Associate Professor, University of Naples,
L’Orientale, Italy.*
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