Titre : |
The psychology of Second Language Acquisition |
Type de document : |
texte imprimé |
Auteurs : |
Zoltan Dornyei, Auteur |
Editeur : |
Oxford university press |
Année de publication : |
2009 |
Importance : |
Pages 356 |
Présentation : |
texte, |
Format : |
234x156 mm |
ISBN/ISSN/EAN : |
978-0-19-442197-3 |
Langues : |
Français (fre) Langues originales : Français (fre) |
Index. décimale : |
421 Ecriture et phonologie de l'anglais standard |
Résumé : |
The Psychology of Second Language Acquisition offers a systematic and accessible overview of the main psychological areas and theories in order to keep abreast of the ongoing paradigm shift. Readers will find succinct and up-to-date descriptions of a wide range of psycholinguistic and neuropsychological topics such as language and the brain; neuroimaging and other research methods in psycholinguistics and brain research; non-nativist approaches to language acquisition; explicit/implicit learning and memory, procedural/declarative knowledge, and the automatization of language skills; learner characteristics, age effects, and the critical period hypothesis; and the psychological basis of language learning in educational contexts. |
En ligne : |
https://cf-aws.global.oup.com/covers/mediumw/9780194421973_mediumw.jpg |
The psychology of Second Language Acquisition [texte imprimé] / Zoltan Dornyei, Auteur . - [S.l.] : Oxford university press, 2009 . - Pages 356 : texte, ; 234x156 mm. ISBN : 978-0-19-442197-3 Langues : Français ( fre) Langues originales : Français ( fre)
Index. décimale : |
421 Ecriture et phonologie de l'anglais standard |
Résumé : |
The Psychology of Second Language Acquisition offers a systematic and accessible overview of the main psychological areas and theories in order to keep abreast of the ongoing paradigm shift. Readers will find succinct and up-to-date descriptions of a wide range of psycholinguistic and neuropsychological topics such as language and the brain; neuroimaging and other research methods in psycholinguistics and brain research; non-nativist approaches to language acquisition; explicit/implicit learning and memory, procedural/declarative knowledge, and the automatization of language skills; learner characteristics, age effects, and the critical period hypothesis; and the psychological basis of language learning in educational contexts. |
En ligne : |
https://cf-aws.global.oup.com/covers/mediumw/9780194421973_mediumw.jpg |
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