L2 Learning, Teaching and Assessment : : A Comprehensible Input Perspective / / Nihat Polat.

• Superior document: Title is part of eBook package: De Gruyter MultiLingual Matters Complete eBook-Package 2016
• VerfasserIn: Polat, Nihat,
• Place / Publishing House: Bristol ;, Blue Ridge Summit : : Multilingual Matters, , [2016]; ©2016
• Year of Publication: 2016
• Language: English
• Series: Second Language Acquisition
• Physical Description: 1 online resource
• Other title: Frontmatter --; Contents --; Acknowledgments --; Introduction --; Part 1: Encountering Comprehensible Input: Conceptual Foundation --; 1. Comprehensible Input Defi ned --; 2. Theoretical Foundation of Input and Comprehensibility --; 3. Linguistic Perspectives on Input --; Part 2: Comprehensible Input: Second Language Acquisition --; 4. Input in Cognitive Processingoriented Theories --; 5. Input in Learner and Interaction-centered Theories --; 6. Input in Socially-oriented Theories --; 7. Input in Alternative SLA Theories --; Part 3: Comprehensibility-related Factors in L2 Teaching and Assessment --; 8. Input-related Factors in L2 Teaching --; 9. Learner-related Factors --; 10. Culture and Context-related Factors --; 11. Discourse, Interaction and Modification-related Factors --; 12. Modifications in Assessment related Factors and CI --; 13. Conclusions --; References --; Index
• Format: Mode of access: Internet via World Wide Web.
• ISBN: 9781783096343; 9783110663112; 9783110606706
• DOI: 10.21832/9781783096343
• Access: restricted access
• Hierarchical level: Monograph
• Statement of Responsibility: Nihat Polat.

This book explores second language (L2) learning, teaching and assessment from a comprehensible input (CI) perspective. This focus on the role of input is important for deepening our understanding of interactions between the learner, teacher and the environment as well as of the nature of the learning, teaching and assessment processes. The book takes a blended approach that promotes the intertwining of theory, research and practice in L2 pedagogy and assessment and aims to address the commonly used concept of CI and its role in L2 education. Content includes a comprehensive discussion of the conceptual foundation of CI; a multimodal and dynamic interpretation of CI from numerous perspectives; a critical discussion of well-known L2 acquisition theories and research; a practical examination of the role of multimodal forms of CI in L2 pedagogy; an analytical review of factors to be considered when modifying CI for pedagogical purposes in different settings and an overview of CI in L2 assessment. It will be of interest to students in the fields of L2 learning, teaching and assessment, teachers in second/foreign language settings and researchers of SLA and teacher education.