Educating for Advanced Foreign Language Capacities: Constructs, Curriculum, Instruction, Assessment

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Georgetown University Press, 2006 - Language Arts & Disciplines - 219 pages
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Advanced language learning has only recently begun to capture the interest and attention of applied linguists and professionals in language education in the United States. In this breakthrough volume, experts in the field lay the groundwork for approaching the increasingly important role of advanced language learning in the larger context of multilingual societies, globalization, and security.

This volume presents both general and theoretical insights and language-specific considerations in college classrooms spanning a range of languages, from the commonly taught languages of English, French, and German to the less commonly taught Farsi, Korean, Norwegian, and Russian.

Among theoretical frameworks likely to be conducive to imagining and fostering instructed "advancedness" in a second language, this volume highlights a cognitive-semantic approach. The theoretical and data-based findings make clear that advanced learners in particular are characterized by the capacity to make situated choices from across the entire language system, from vocabulary and grammar to discourse features, which suggests the need for a text-oriented, meaning-driven approach to language teaching, learning, and research.

This volume also considers whether and how information structuring in second-language composition reveals first-language preferences of grammaticized concepts. Other topics include curricular and instructional approaches to narrativity, vocabulary expansion, the demands on instructed programs for efficiency and effectiveness in order to assure advanced levels, and learners' ability to function in professional contexts with their diverse oral and written genre requirements. Finally, the volume probes the role and nature of assessment as a measurement tool for both researching and assessing advanced language learning and as an essential component of improving programs.

  

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Contents

Locating the Advanced Learner in Theory Research and Educational Practice
1
Cognitive Approaches to Advanced Language Learning
15
The Conceptual Basis of Grammatical Structure
17
The Impact of Grammatical Temporal Categories on Ultimate Attainment in L2 Learning
40
Reorganizing Principles of Information Structure in Advanced L2s French and German Learners of English
54
LanguageBased Processing in Advanced L2 Production and Translation An Exploratory Study
74
Learning and Teaching Grammar through Patterns of Conceptualization The Case of Advanced Korean
87
Descriptive and Instructional Considerations in Advanced Learning
103
Narrative Competence in a Second Language
105
Lexical Inferencing in L1 and L2 Implications for Vocabulary Instruction and Learning at Advanced Levels
118
From Sports to the EU Economy Integrating Curricula through GenreBased Content Courses
136
Hedging and Boosting in AdvancedLevel L2 Legal Writing The Effect of Instruction and Feedback
152
The Role of Assessment in Advanced Learning
165
Assessing Advanced Foreign Language Learning and Learners From Measurement Constructs to Educational Uses
167
Rethinking Assessment for Advanced Language Proficiency
188
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Page 187 - L. (2003). Responding responsibly to the frenzy to assess learning in higher education.

About the author (2006)

Heidi Byrnes is the George M. Roth Distinguished Professor of German at Georgetown University. In 2004 she was awarded the Nelson Brooks Award for Excellence in the Teaching of Culture by the American Council on the Teaching of Foreign Languages.

Heather D. Weger-Guntharp is currently working on her PhD in applied linguistics at Georgetown University, with primary specialization in individual differences and SLA.

Katherine A. Sprang holds a PhD from the German Department at Georgetown University, with primary specialization in second language acquisition.

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