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Exploring the interface between indi...

Pawlak, Miroslaw.

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Exploring the interface between individual difference variables and the knowledge of second language grammar

Record Type:	Electronic resources : Monograph/item
Title/Author:	Exploring the interface between individual difference variables and the knowledge of second language grammar/ by Miroslaw Pawlak.
Author:	Pawlak, Miroslaw.
Published:	Cham :Springer International Publishing : : 2021.,
Description:	viii, 137 p. :ill., digital ;24 cm.
[NT 15003449]:	1. Introduction -- 2. Explicit and implicit knowledge of grammar -- 3. Individual differences as factors mediating the knowledge of grammar -- 4 . Design of the research project -- 5. Findings of the research project -- 6. Conclusions and implications.
Contained By:	Springer Nature eBook
Subject:	Second language acquisition. -
Online resource:	https://doi.org/10.1007/978-3-030-84879-8
ISBN:	9783030848798

Exploring the interface between individual difference variables and the knowledge of second language grammar
Pawlak, Miroslaw.

Exploring the interface between individual difference variables and the knowledge of second language grammar[electronic resource] /by Miroslaw Pawlak. - Cham :Springer International Publishing :2021. - viii, 137 p. :ill., digital ;24 cm. - Second language learning and teaching,2193-7656. - Second language learning and teaching..

1. Introduction -- 2. Explicit and implicit knowledge of grammar -- 3. Individual differences as factors mediating the knowledge of grammar -- 4 . Design of the research project -- 5. Findings of the research project -- 6. Conclusions and implications.

The last few decades have seen extensive research focusing of the relative effectiveness of different instructional options that can be employed in teaching grammar structures (e.g., deduction and induction, different types of corrective feedback, input-based vs. output-based practice) However, the contribution of such pedagogical intervention and the resulting knowledge of target language grammar are mediated by a number of factors related to a specific context, the properties of the features being taught and, most importantly, individual learner profiles. Nonetheless, research into the moderating role of individual difference variables has been scant, limited to only several factors, and seldom taking into account complex interactions between variables. The book seeks to fill this evident gap by investigating the mediating effect of selected cognitive and affective factors on explicit and implicit (or highly automatized) knowledge of the English passive voice. In doing so, the study sheds the so-much-needed light on the predictors of second language grammar knowledge but also, to some extent, on the usefulness of instructional techniques used to develop it.

ISBN: 9783030848798

Standard No.: 10.1007/978-3-030-84879-8doiSubjects--Topical Terms:

520443
Second language acquisition.

LC Class. No.: P118.2 / .P38 2021

Dewey Class. No.: 401.93

Exploring the interface between individual difference variables and the knowledge of second language grammar
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490 1 $a Second language learning and teaching, $x 2193-7656
505 0 $a 1. Introduction -- 2. Explicit and implicit knowledge of grammar -- 3. Individual differences as factors mediating the knowledge of grammar -- 4 . Design of the research project -- 5. Findings of the research project -- 6. Conclusions and implications.
520 $a The last few decades have seen extensive research focusing of the relative effectiveness of different instructional options that can be employed in teaching grammar structures (e.g., deduction and induction, different types of corrective feedback, input-based vs. output-based practice) However, the contribution of such pedagogical intervention and the resulting knowledge of target language grammar are mediated by a number of factors related to a specific context, the properties of the features being taught and, most importantly, individual learner profiles. Nonetheless, research into the moderating role of individual difference variables has been scant, limited to only several factors, and seldom taking into account complex interactions between variables. The book seeks to fill this evident gap by investigating the mediating effect of selected cognitive and affective factors on explicit and implicit (or highly automatized) knowledge of the English passive voice. In doing so, the study sheds the so-much-needed light on the predictors of second language grammar knowledge but also, to some extent, on the usefulness of instructional techniques used to develop it.
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