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Form-function mapping in content-bas...

Walenta, Magdalena.

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Form-function mapping in content-based language teaching = a study of interlanguage restructuring /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Form-function mapping in content-based language teaching/ by Magdalena Walenta.
Reminder of title:	a study of interlanguage restructuring /
Author:	Walenta, Magdalena.
Published:	Cham :Springer International Publishing : : 2019.,
Description:	xxix, 324 p. :ill., digital ;24 cm.
[NT 15003449]:	A Broader Design Context - The Form/Function Debate in L2A/FLL Research -- An Immediate Design Context - The Form/Function Debate in CBLT -- Toward the Form Function Mapping Model -- Research Method -- Results and Discussion.
Contained By:	Springer eBooks
Subject:	English language - Study and teaching -
Online resource:	https://doi.org/10.1007/978-3-030-04699-6
ISBN:	9783030046996

Form-function mapping in content-based language teaching = a study of interlanguage restructuring /
Walenta, Magdalena.

Form-function mapping in content-based language teachinga study of interlanguage restructuring /[electronic resource] :by Magdalena Walenta. - Cham :Springer International Publishing :2019. - xxix, 324 p. :ill., digital ;24 cm. - Second language learning and teaching,2193-7648. - Second language learning and teaching..

A Broader Design Context - The Form/Function Debate in L2A/FLL Research -- An Immediate Design Context - The Form/Function Debate in CBLT -- Toward the Form Function Mapping Model -- Research Method -- Results and Discussion.

This book presents a form-function mapping (FFM) model for balancing language and content gains within content-based language teaching (CBLT) It includes a theoretical part, which outlines the FFM model and, drawing on the analysis of eclectic teaching methods and interlanguage restructuring, proposes pedagogical tools for its implementation. These tools, which encourage mapping of language forms onto content knowledge, are hypothesized to facilitate interlanguage restructuring, thus helping CBLT learners in their struggle with L2 morpho-syntax. The empirical section presents the results of a quantitative-qualitative study conducted among adult L1 Polish learners of English in a CBLT context. It then goes on to translate the findings, which reveal that the FFM model has a positive and significant influence on interlanguage restructuring as well as a favorable reception among CBLT learners, into a set of pedagogical guidelines for practitioners.

ISBN: 9783030046996

Standard No.: 10.1007/978-3-030-04699-6doiSubjects--Topical Terms:

526716
English language
--Study and teaching

LC Class. No.: PE1128.A2 / W354 2019

Dewey Class. No.: 428.0071

Form-function mapping in content-based language teaching = a study of interlanguage restructuring /
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100 1 $a Walenta, Magdalena. $3 3382886
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490 1 $a Second language learning and teaching, $x 2193-7648
505 0 $a A Broader Design Context - The Form/Function Debate in L2A/FLL Research -- An Immediate Design Context - The Form/Function Debate in CBLT -- Toward the Form Function Mapping Model -- Research Method -- Results and Discussion.
520 $a This book presents a form-function mapping (FFM) model for balancing language and content gains within content-based language teaching (CBLT) It includes a theoretical part, which outlines the FFM model and, drawing on the analysis of eclectic teaching methods and interlanguage restructuring, proposes pedagogical tools for its implementation. These tools, which encourage mapping of language forms onto content knowledge, are hypothesized to facilitate interlanguage restructuring, thus helping CBLT learners in their struggle with L2 morpho-syntax. The empirical section presents the results of a quantitative-qualitative study conducted among adult L1 Polish learners of English in a CBLT context. It then goes on to translate the findings, which reveal that the FFM model has a positive and significant influence on interlanguage restructuring as well as a favorable reception among CBLT learners, into a set of pedagogical guidelines for practitioners.
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