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Extended discourse in first and second language acquisition: A challenge and an opportunity
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Catherine E. Snow
Published/Copyright:
May 19, 2017
Abstract
First language learners acquire vocabulary in the context of participation in discourse, and the quantity and richness of that discourse is the best predictor of their progress. Similarly, we argue, engagement in discourse, in particular debate and discussion, is an effective component of classroom instruction for second and foreign language learners. Evidence supporting the effectiveness of a particular discussion-based program, Word Generation, is presented, in particular its effectiveness with current and former second language learners of English. Principles implemented in Word Generation that could be applied in any educational setting are identified.
Keywords: Areas of interest: first language acquisition; second and foreign language acquisition; classroom discourse
Published Online: 2017-5-19
Published in Print: 2014-1-1
© 2017 by Walter de Gruyter Berlin/Boston
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- Extended discourse in first and second language acquisition: A challenge and an opportunity
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Keywords for this article
Areas of interest: first language acquisition;
second and foreign language acquisition;
classroom discourse
Articles in the same Issue
- Contents
- Extended discourse in first and second language acquisition: A challenge and an opportunity
- Japanese compliment discourse: The process of collaborative construction
- Sequential patterns of storytelling using omotte in Japanese conversation
- A corpus-based analysis of the paradigmatic development of semi-polite verbs in Chinese and Korean learners of Japanese
- Language learners’ use of non-turn-final ne
- A role for “air writing” in second-language learners’ acquisition of Japanese in the age of the word processor
- On expressions of agent de-topicalized intentional events: A contrastive study between Japanese and Russian
