期刊名称：LLT Journal: A Journal on Language and Language Teaching
印刷版ISSN：1410-7201
电子版ISSN：2579-9533
出版年度：2019
卷号：22
期号：2
页码：276-278
DOI：10.24071/llt.2019.220212
语种：English
出版社：Universitas Sanata Dharma
摘要：This book provides a theoretically framed and empirically supported approach to support explicit learning (learning with awareness) in L2 development with a link to learning in the classroom setting. It approaches explicit L2 learning from five perspectives: theory,methodology,empirical work,model building,and pedagogy. It is theoretically based on mentalist or psycholinguistics SLA which posit that L2 development is more cognitive in nature. It also reviews studies which were motivated by cognitive accounts of SLA,more specifically studies on explicit L2 learning. It provides teachers with a model of L2 learning process in instructed SLA,and researchers with reviews on data elicitation procedures (online and offline) in SLA research. This book is written with novice teachers and researchers in mind,therefore it is both theoretical and practical in nature.
