Details

A Broader Design Context – The Form/Function Debate in L2A/FLL Research.- An Immediate Design Context – The Form/Function Debate in CBLT.- Toward the Form Function Mapping Model.- Research Method.- Results and Discussion.

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.&nbsp;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.&nbsp;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.<br>

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

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