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L2 Learning, Teaching and Assessment

L2 Learning, Teaching and Assessment

Assoc. Prof. Nihat Polat


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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.

Nihat Polat is an Associate Professor and Associate Dean for Graduate Studies and Research in the School of Education, Duquesne University, USA. He teaches courses on L2 learning and teaching, and curriculum and assessment. He researches in the areas of L2 learning and teaching and L2 teacher education. He has published in numerous peer-reviewed journals and is the Chair of TESOL Applied Linguistics Interest Section (2015-2016).

Nihat Polat has created a significant update to the concept of comprehensible input. The text provides a systematic, well-organized, wide-ranging, and nuanced overview of the topic. The breadth of information and incorporation of multiple perspectives will guide readers toward a deeper understanding of complex, intertwined teaching and learning processes.

Peter D. MacIntyre, Cape Breton University, Canada

'Input' or more appropriately 'comprehensible input' is now recognized as an indispensable component of state-of-the-art second language instruction. Language teachers are regularly reminded that processing oral and written input is fundamental to building the learner’s underlying language capacity. Professor Nihat Polat has produced a remarkable volume explaining and contextualizing the theoretical and practical aspects of using input effectively and meaningfully in the language classroom.

Elaine K. Horwitz, The University of Texas at Austin, USA

Table of Contents

Section Title Page Action Price
Contents v
Acknowledgments xi
Introduction xiii
Part 1: Encountering Comprehensible Input: Conceptual Foundation 1
1 Comprehensible Input Defined 3
2 Theoretical Foundation of Input and Comprehensibility 20
3 Linguistic Perspectives on Input 36
Part 2: Comprehensible Input: Second Language Acquisition 55
4 Input in Cognitive Processing-oriented Theories 57
5 Input in Learner and Interaction-centered Theories 74
6 Input in Socially-oriented Theories 92
7 Input in Alternative SLA Theories 107
Part 3: Comprehensibility-related Factors in L2 Teaching and Assessment 121
8 Input-related Factors in L2 Teaching 123
9 Learner-related Factors 135
10 Culture and Context-related Factors 150
11 Discourse, Interaction and Modification-related Factors 163
12 Modifications in Assessment-related Factors and CI 184
13 Conclusions 204
References 218
Index 235