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Form-Function Mapping in Content-Based Language Teaching

A Study of Interlanguage Restructuring

  • Book
  • © 2019

Overview

Authors:
  1. Magdalena Walenta

    1. Faculty of Modern Languages, Institute of English Studies, University of Warsaw, Warsaw, Poland

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  • Proposes an innovative model, of interest to researchers and practitioners alike, for balancing language and content gains within content-based language teaching (CBLT)
  • Describes and tests concrete pedagogical tools for implementing the model in CBLT classrooms, supplemented with pedagogical guidelines for teachers
  • Offers an accessible and up-to-date overview of the form-function debate in linguistics, moving from general considerations to the specifics of CBLT

Part of the book series: Second Language Learning and Teaching (SLLT)

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Table of contents (5 chapters)

  1. Front Matter

    Pages i-xxix
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  2. Theoretical Background—Designing the FFM Model

    1. Front Matter

      Pages 1-1
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    2. A Broader Design Context—The Form/Function Debate in L2A/FLL Research

      • Magdalena Walenta
      Pages 3-31

    3. An Immediate Design Context—The Form/Function Debate in CBLT

      • Magdalena Walenta
      Pages 33-64

    4. Toward the Form-Function Mapping Model

      • Magdalena Walenta
      Pages 65-111

  3. Empirical Findings—Verifying the Model

    1. Front Matter

      Pages 113-113
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    2. Research Method

      • Magdalena Walenta
      Pages 115-154

    3. Results and Discussion

      • Magdalena Walenta
      Pages 155-232

  4. Back Matter

    Pages 233-324
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Keywords

About this book

This book presents a form-function mapping (FFM) model for balancing language and content gains within content-based language teaching (CBLT). It includes a theoretical part, which outlines the FFM model and, drawing on the analysis of eclectic teaching methods and interlanguage restructuring, proposes pedagogical tools for its implementation. These tools, which encourage mapping of language forms onto content knowledge, are hypothesized to facilitate interlanguage restructuring, thus helping CBLT learners in their struggle with L2 morpho-syntax. The empirical section presents the results of a quantitative–qualitative study conducted among adult L1 Polish learners of English in a CBLT context. It then goes on to translate the findings, which reveal that the FFM model has a positive and significant influence on interlanguage restructuring as well as a favorable reception among CBLT learners, into a set of pedagogical guidelines for practitioners.

Authors and Affiliations

  • Faculty of Modern Languages, Institute of English Studies, University of Warsaw, Warsaw, Poland

    Magdalena Walenta

Bibliographic Information

  • Book Title: Form-Function Mapping in Content-Based Language Teaching

  • Book Subtitle: A Study of Interlanguage Restructuring

  • Authors: Magdalena Walenta

  • Series Title: Second Language Learning and Teaching

  • DOI: https://doi.org/10.1007/978-3-030-04699-6

  • Publisher: Springer Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: Springer Nature Switzerland AG 2019

  • Hardcover ISBN: 978-3-030-04698-9Published: 31 January 2019

  • eBook ISBN: 978-3-030-04699-6Published: 22 January 2019

  • Series ISSN: 2193-7648

  • Series E-ISSN: 2193-7656

  • Edition Number: 1

  • Number of Pages: XXIX, 324

  • Topics: Language Education, Applied Linguistics

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