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<br /><b>Infoling 10.17 (2012)</b><br />ISSN: 1576-3404 </font>
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<br /><hr /><b>Novedad bibliográfica:</b><br />Muñoz, Carmen, ed.
2012. Intensive Exposure Experiences in Second Language Learning.
Bristol, UK: Multilingual Matters (Colección: Second Language
Acquisition. Formato: Paperback, 280 págs., ISBN-13: 9781847698049.
Precio: 39,95 EUR, USD 49.95)<br /><b>Compra-e:</b> <a
href="http://www.multilingual-matters.com/display.asp?isb=9781847698049"
target="_blank">http://www.multilingual-matters.com/display.asp?isb=9781847698049</a><br
/><b>Información de:</b> Elinor Robertson
<elinor@multillingual-matters.com><br />Compartir: <a
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/><b>Descripción</b><br /><p> 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.<br /><br />Preview: <a
href="http://www.bookstorediscovery.com/discovery/urlResolver.do?id=9781847698063&pub=mmatters"
target="_blank">http://www.bookstorediscovery.com/discovery/urlResolver.do?id=9781847698063&pub=mmatters</a></p><br
/><b>Temática:</b> Español como lengua extranjera (ELE), Español
como segunda lengua (EL2)<br /><br /><b>Índice</b><br /><p>Carmen
Muñoz: Introduction<br /><br />THEORETICAL UNDERPINNINGS OF INTENSIVE
LEARNING<br /><br />1. Raquel Serrano: Is Intensive Learning
Effective? Reflecting on the Results from Cognitive Psychology and the
SLA Literature<br />INTENSIVE INSTRUCTION<br /><br />2. Patsy M.
Lightbown: Intensive L2 Instruction in Canada: Why not Immersion?<br
/><br />3. Laura Collins and Joanna White: Closing the Gap: Intensity
and Proficiency<br /><br />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<br /><br />5. Joanna White and
Carolyn E. Turner: What Language is Promoted in Intensive Programs?
Analyzing Language Generated from Oral Assessment Tasks <br /><br />6.
Alex Housen: Time and Amount of L2 Contact inside and outside the
School – Insights from the European Schools<br />LEARNERS’
PERCEPTIONS AND INTENSIVE EXPOSURE<br /><br />7. Carmen Muñoz: The
Significance of Intensive Exposure as a Turning Point in Learners’
Histories<br /><br />8. Elsa Tragant: Change or Stability in
Learners’ Perceptions as a Result of Study Abroad<br />NATURALISTIC
IMMERSION<br /><br />9. Àngels Llanes: The Impact of Study Abroad and
Age on Second Language Accuracy Development<br /><br />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 <br /><br />11.
Romana Kopečková: Differences in L2 Segmental Perception: The
Effects of Age and L2 Learning Experience</p><br /><b>Información en
la web de Infoling:</b><br /> <a
href="http://www.infoling.org/informacion/NB609.html" target="_blank">
http://www.infoling.org/informacion/NB609.html</a></body></html>