Second language literacy practices and language learning outside the classroom

• 作者： Inaba, Miho, 1972- author.
• 其他題名：
  • Second language acquisition ;
• 出版： Bristol, UK : Multilingual Matters
• 版本：1st ed.
• 叢書名： Second language acquisition ;127
• 主題： Japanese language--Study and teaching--Foreign speakers. , Second language acquisition. , Non-formal education. , Electronic books.
• ISBN： 9781788922104 、 9781788922111
• FIND@SFXID: CGU
• 資料類型: 電子書
• 內容註: Includes bibliographical references and index. Second language literacy practices and language learning outside the classroom -- Contents -- Tables and Figures -- Acknowledgements -- 1. Introduction -- 2. Out-of-Class Literacy and Language Learning from Sociocultural Perspectives -- 3. Types of Literacy Activities Performed Outside of the Classroom -- 4. Class-Related Literacy Practices Outsidethe Classroom -- 5. Non-Class-Related Literacy Practices -- 6. Language-Related Mediation in L2 Literacy Practices -- 7. L2 Literacy Practices and Language Learning in Out-of-Class Contexts -- Appendix 1. Background Interview -- Appendix 2. Interaction Interview -- Appendix 3. Final Interview -- Appendix 4. Semi-Structured Interview with the Teachers -- Appendix 5. Diary about Literacy Activities -- References -- Index.
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• 摘要註: This book presents a comprehensive and detailed study of literacy practices and language use outside of the classroom by university students of Japanese. It investigates both tasks related to classes (e.g. homework and preparation for classes) and voluntary activities in the target language (e.g. watching TV and writing emails) and discusses how values, motivations and types of activities differ between the two contexts. It employs sociocultural perspectives to observe reading and writing activities within and under the influence of individual and social contexts, such as learner motives, peer networks and the language classroom, and contributes to the related research areas in the field of second language acquisition, such as motivation, autonomous language learning and language learning strategies. Crucially, the book not only documents out-of-class literacy activities, but also examines which teaching practices facilitate and promote such out-of-class language learning and use. It considers which literacy activities in the target language students undertake out-of-class, which factors encourage or discourage such out-of-class activity and how and with which tools they undertake these activities. As such the book provides guidance for classroom teaching and suggests that slight changes to teaching practices in the classroom may enhance autonomous learning outside the classroom.
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