Detalles MARC
| 000 -Líder |
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| Campo de control de longitud fija |
07195nam a22003017a 4500 |
| 003 - Identificador del número de control |
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| campo de control |
CO-BoICC |
| 005 - Fecha y hora de la última transacción |
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| campo de control |
20171201093035.0 |
| 008 - Elementos de longitud fija -- Información general |
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| Campo de control de longitud fija |
171130s2013 xxu||||fq|||| 001 0 eng d |
| 020 ## - ISBN |
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| Número Internacional Normalizado del libro (NR) |
978041589495 |
| 040 ## - Fuente de catalogación |
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| Agencia de catalogación original |
CO-BoICC |
| Idioma de catalogación |
spa |
| 041 0# - Código de idioma |
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| Código de idioma para texto/pista de sonido o título separado |
eng |
| 082 04 - Número de clasificación decimal Dewey |
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| Número de la edición |
22 |
| Número de clasificación |
418.0071 |
| Signatura librística |
G251s |
| 100 1# - Entrada principal -- Nombre personal |
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| Nombre personal |
Gass, Susan M., |
| 245 10 - Mención del título |
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| Título |
Second language acquisition : |
| Parte restante del título |
an introductory course / |
| Mención de responsabilidad, etc. |
Susan M. Gass with Jeniffer Behney and Luke Plonsky |
| 260 ## - Publicación, distribución, etc. (Pie de imprenta) |
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| Lugar de publicación, distribución, etc. |
Nueva York : |
| -- |
Londres : |
| Nombre del editor, distribuidor, etc. |
Routledge, |
| Fecha de publicación, distribución, etc. |
2013 |
| 300 ## - Descripción física |
|---|
| Extensión |
xxiv, 623 páginas ; |
| Dimensiones |
25 cm. |
| 490 0# - Mención de serie |
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| Mención de serie |
Applied linguistics |
| 504 ## - Nota de bibliografía, Etc. |
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| Nota de bibliografía, Etc. |
Incluye bibliografía e índice. |
| 505 0# - Nota de contenido con formato preestablecido |
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| Nota de contenido con formato preestablecido |
Introduction. -- The study of second language acquisition. -- Definitions. -- The nature of language. -- Sound systems. -- Syntax. -- Morphology and the lexicon. -- Semantics. -- Pragmatics. -- The nature of nonnative speaker knowledge. -- Second and foreing language data. -- Data analysis. -- Data set I: plurals. -- Data set II:: verb + -ing markers. -- Data set III: prepositions. -- Where do data come from?. -- Data types. -- Learner corpora. -- Data elicitation. -- Measuring general proficiency. -- Measuring nonlinguistic information. -- Verbal report data. -- Think-alouds. -- Stimulated recall. -- Post-production interviews. -- Language-elicitaton measures. -- Processing data. -- Reaction time. -- Eye-tracking. -- Replication. -- Meta-analyses. -- Issues in data analysis. -- What is acquisition?. -- The role of antive language: an historical overview. -- Introduction. -- Behaviorism. -- Linguistic background. -- Psychological background. -- Contrastative analysis hypothesis. -- Error analysis. -- The transition period. -- Introduction. -- First language acquisition. -- Babbling. -- Words. -- Sounds and pronunciation. -- Syntax. -- Morphology. -- Child L2 acquisition. -- Child L2 morpheme studies. -- Adult L2 morpheme order studies. -- The monitor model. -- The acquisition-learning hypothesis. -- The natural order hypothesis. -- The input hypothesis. -- The affective filter hypothesis. -- Limitations. -- Alternative approaches to the role of previously known languages. -- Revised perspectives onthe role of the native language. -- Avoidance. -- Differential learning rates. -- Defferent paths. -- Overproduction. -- Predictability/Slectivity. -- L1 influences in L2 processing. -- Morpheme order. -- Formla approaches to SLA. -- Introduction. -- universal grammar. .-- Initial state. -- Fundamental difference hypothesis. -- Access to UG hypothesis. -- UG principles. -- UG parameters. -- Mnimalist program. -- Falsification. -- Transfer: the generative/UG perspective. -- Levels of represenation. -- Clustering. -- Learnability. -- The fundamental difference hypothesis revised. -- Semantics and the siyntax-semantics interface hypothesis. -- Semantics. -- Syntax and semantics: the interface hypothesis. -- Similarity/Dissimilarity: speech learning model. -- Optimality theory. -- Ontogeny phylogeny model. -- The lexicon. -- The significance of the lexicon. -- Lexical knowledge: what does it mean to know a word?. -- Production and reception. -- Knowledge and control. -- Breadth and depth. -- Subcategorization. -- Word associations and networks. -- Word formation. -- Formulaic language, collocations, and chunking. -- Influences on L2 vocabulary and development. -- The role of the L1. -- Incidental vocabulary learning. -- Incremental vocabulary learning. -- Using lexical skills. -- Production. -- Perception. -- Typological and functional approaches. -- Introduction. -- Typological universal. -- Test case I: the accessibility hierarchy. -- Test case II: the acquisition of questions. -- Test case III: voiced/voiceless consonants. -- Faksibiability. -- Typological universals: conclusions. -- Functional approaches. -- Tense and aspect: the aspect hypothesis. -- The discourse hypothesis. -- Concept-oriented approach. -- Looking at interlanguage processing. -- Introduction. -- Processing approaches. -- Processability theory. -- Information processing: automaticity, restructuring and u-shaped learning. -- U-shaped learning. -- Input processing. -- Psycholinguistic construct. -- Attention. -- Working memory. -- Syntacting priming. -- Emergentist models. -- Competition model. -- Frequency-based accounts. -- Dynamic systems. -- Knowledge types. -- Acquisition/learning. -- Declarative/Procedural. -- Implicit/Explicit. -- Representation/Control. -- Interface of knowledge types. -- No interface. -- Weak interface. -- Strong interface. -- Interlanguage in context. -- Introduction. -- Sociocultural approaches. -- Mediation. -- Internalization. -- Zone of proximal development. -- Private speech. -- Learning in a sociocultural framework. -- Gesture and SLA. -- Variation. -- Systemic variaton. -- Linguistic context. -- Social context relating to the native language. -- Social context relating to interlocutor. -- Task type, and conversational topic. -- Conversation analysis. -- Communication strategies. -- Interlanguage pragmatics. -- Language learning in study-abroad context. -- Conclusion: SLA and other disciplines. -- Input, interaction, and output. -- Introduction. -- Input. -- Comprenhension. -- Interaction. -- Output. -- Feedback. -- Negotiation. -- Recasts. -- Hypothesis testing. -- Automaticity. -- Meaning-based to grammar-based processing. -- The role of input and interaction in language learning. -- The functions of input and interaction. -- Efectiveness of feedback. -- Attention. -- Contrast theory. -- Metalinguistic awareness. -- Who benefits from interaction?. -- Limitations fo input. -- Conclusion. -- Instructed second language learning. -- Introdcution. -- Classroom language. -- Teachability/Learnability. -- Focus on form. -- Timing. -- Forms to focus on. -- Task desing. -- Input manipulation and input enhacement. -- Complexity, accuracy, fluency, and planning. -- Processing instruction. -- Uniqueness of instruction. -- Efectiveness of instruction. -- SLA and classroom practices. -- Conclusion. -- Nonlanguage infleunces. -- Introduction. -- Research traditions. -- Linguistics. -- Psychology. -- Psycholinguistics. -- Methodological considerations. -- Age differences. -- Adtitude. -- Motivation. -- Motivation as a function of time and success. -- Changes over time. -- Infleunce of success on motivation and demotivation. -- Affect. -- Langauge shock and culture shock. -- Anxiety. -- Social distance. -- Extroversion and introversion. -- Learning strategies. -- Conclusion. -- Related disciplines. -- Introduction. -- Bilingual acquisition. -- Third langauge Acquisition/Multilingualism. -- Heritage language acquisition. -- SLA by hearing impaired. -- Conclusion. -- An integrated view of second language acquisition. -- An integration of sub-areas. -- Apperceived input. -- Comprehended input. -- Intake. -- Integration. -- Output. -- Conclusion. |
| 591 ## - Áreas temáticas |
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| Áreas temáticas |
Lenguaje y lenguas |
| 650 17 - Asiento secundario de materia -- Término temático |
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| Fuente del encabezamiento o término |
LEMB |
| Término temático o nombre geográfico como elemento de entrada |
Lenguaje y lenguas |
| Subdivisión general |
Enseñanza |
| 650 17 - Asiento secundario de materia -- Término temático |
|---|
| Fuente del encabezamiento o término |
LEMB |
| Término temático o nombre geográfico como elemento de entrada |
Adquisición de segundo lenguaje |
| 650 17 - Asiento secundario de materia -- Término temático |
|---|
| Fuente del encabezamiento o término |
LEMB |
| Término temático o nombre geográfico como elemento de entrada |
Psicolingüística |
| 700 1# - Asiento Secundario--Nombre personal |
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| Nombre personal |
Behney, Jennifer, |
| 700 1# - Asiento Secundario--Nombre personal |
|---|
| Nombre personal |
Plonsky, Luke, |
| 942 ## - Tipo de Material (KOHA) |
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| Tipo de Item |
Reserva |
