Tabla de contenido

Tabla de Contenidos: “…Instructed acquisition of speaking : reconciling theory and practice / Mirosław Pawlak -- Authenticity in oral communication of instructed L2 learners / Agnieszka Nowicka and Weronika Wilczyńska -- Formulaic sequences in the output of instructed L2 learners / Piotr Białas -- Formulaicity vs. fluency and accuracy in using English as a foreign language / Agnieszka Wróbel -- Talking the same language : sociocultural aspects of code-switching in L2 classroom discourse / Jan Majer -- Speaking in English for academic purposes in the light of lingua franca English ad sociocultural theory / Anna Niżegorodcew -- Near-nativeness as a function of cognitive and personality factors : three case studies of highly able foreign language learners / Adriana Biedroń -- "I am good at speaking, but I failed my phonetics class" : pronunciation and speaking in advanced learners of English / Ewa Waniek-Klimczak -- Oral skills awareness of advanced EFL learners / Krystyna Droździal-Szelest -- Pronunciation learning strategies : identification and classification / Aneta Całka -- Metaphonetic awareness in the production of speech / Magdalena Wrembel -- Foreign language speaking anxiety from the perspective of Polish students of German studies / Krzysztof Nerlicki -- The relationship between language anxiety and the development of the speaking skill : results of a longitudinal study / Ewa Piechurska-Kuciel -- On the authenticity of communication in the foreign language classroom / Sebastian Piotrowski -- Ways to proficiency in spoken English as a foreign language : tracing individual development / Irena Czwenar -- Task repetition as a way of enhancing oral communication in a foreign language / Anna Mystkowska-Wiertelak -- The use of the Internet and instant messengers in assisting the acquisition of speaking skills in English lessons / Mariusz Kruk -- Investigating the perception of speaking skills with metaphor-based methods / Dorota Werbińska -- Phonetically difficult words in intermediate learners' English / Jolanta Szpyra-Kozlłowska -- Transcultural interference, communities of practice and collaborative assessment of oral performance / Przemysław Krakowian.…”

Tabla de Contenidos: “…-- Definitions -- Error -- L2/Second Language Writers -- International Students -- Late-Arriving Resident Immigrants -- Early-Arriving or Generation 1.5 Students -- Perspectives on Error Correction -- A Brief History -- Second Language Acquisition and Its Implications for Error Correction -- Challenges to Error Correction in L2 Writing Classes -- Arguments for Continued Error Treatment -- Error Feedback Helps Students Revise and Edit Their Texts -- Error Feedback Leads to Accuracy Gains over Time -- Students and Teachers Value Error Feedback -- Written Accuracy Is Important in the Real World -- Concluding Thoughts -- Questions for Discussion and Application -- Further Reading -- ch. 1 Notes -- ch. 2 Research on Corrective Feedback in L2 Writing -- Effects of Corrective Feedback on Student Writing -- Adequacy of Teacher Feedback -- Student Uptake of Error Feedback -- Teacher Correction and Timed Student Revision -- Teacher Correction Followed by Out-of-Class Revision -- The Influence of Error Feedback on Student Revision -- Effects of Error Feedback on Student Accuracy over Time -- SLA Studies of Written Corrective Feedback -- Classroom Studies of the Effects of Corrective Feedback over Time -- Research on Feedback Approaches -- Focused and Unfocused Feedback -- Direct and Indirect Feedback -- Explicitness of Feedback -- Effects of Error Feedback across Different Linguistic Categories -- Global and Local Errors -- Treatable and Unbeatable Errors -- Beyond Corrective Feedback: Effects of Other Classroom Interventions on Students' Written Accuracy -- Alternate Forms of Error Feedback -- Error Correction and Revision -- In-Class Grammar Instruction -- Error Charts -- Student Views of Error Treatment in Writing Classes -- Possible Directions for Further Research -- Methodology -- Questions for Further Research -- Longitudinal AND Contextualized? …”