Full Description
Aimed towards advanced students and researchers in language acquisition and teaching, Language Intake: Understanding and Improving Language Learning and Teaching considers the long-debated definition of language intake and its determining factors. In doing so, it presents a unique argument for language input and intake, with a particular focus on how "input", "interaction", "identity", and "investment" contribute to intake through complex intercommunication.
The book defines each of the contributing factors of intake in turn and demonstrates the principles of language intake through interviews with successful language learners, in order to encourage teachers to take these factors into consideration so as to maximise intake of the target language.
The author proposes that all these multiple factors contribute to what might be called the "Intake Hypothesis", which can be outlined as a practicable framework to support teachers in providing rich, interesting, and extensive input, affording opportunities for interaction, respecting learner identity, and offering a motivating environment to encourage and sustain investment of time and effort, thereby contributing to intake.
Contents
Foreword by Lilia S. Borquez-Morales
List of abbreviations
Reflections on the black hole of language intake
The intake concept: Overview
The role of input in the achievement of intake
The role of interaction in the achievement of intake
The role of identity in the achievement of intake: Biographical and sociocultural factors
The role of identity in the achievement of intake: Ccognitive and psychological factors
The role of identity in the achievement of language intake: Affective factors
The role of investment in the achievement of intake
Theoretical underpinnings of language intake
The Intake Hypothesis: A summary
Glossary
Intake questionnaire
Index
