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【书名】：Usage-Based Dynamics in Second Language Development: In Celebration of Marjolijn Verspoor

【作者】：Wander Lowie et al. (eds.)

【年份】：2020年

【出版社】：Multilingual Matters出版社

【简介】：MM出版社招牌系列二语习得第141册，有关基于使用框架下二语动态发展的论文集

This book honours the contribution of Marjolijn Verspoor to the development and implementation of dynamic usage-based (DUB) approaches in second language (L2) research and pedagogy. With chapters written by renowned experts in the field, the book addresses the dynamics of language, language learning and language teaching from a usage-based perspective. The book contains both theory and empirical work: the initial theoretical chapters present cutting-edge thinking in relation to both the scope of DUB theory and its applications, providing conceptual perspectives from cognitive grammar and linguistics, thinking-for-speaking (TFS), and Complex Dynamic Systems Theory (CDST) approaches, united by their shared underpinnings of language as a dynamic system of conventionalized routines. The second half of the volume showcases state-of-the-art methodologies to study dynamic trajectories of language learning, empirical investigations into the above-mentioned theoretical concepts, and innovative classroom implementations of DUB language pedagogy.

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【书名】：Written Corrective Feedback: The Role of Learner Engagement: A Practical Approach

【作者】：Alia Moser

【出版社】：Springer出版社

【年份】：2021年

【简介】：The book provides new insights into written corrective feedback by describing students’ expectations as well as mediating factors that influence their engagement with it. The book draws on an extensive dataset to illustrate secondary school students’ behavioural, cognitive and emotional engagement with written corrective feedback and the extent to which mediating factors, such as teachers, peers, feedback options, attitudes and emotions, foster or hinder it. It shows why teachers need to provide students with the purpose of the corrective feedback they provide, explain how such feedback works and introduce strategies that can be employed to engage with it. Based on the finding that a combination of several feedback types is essential to ensure learner engagement, the book also provides an extensive description and multiple authentic examples of the Engagement-Feedback-Mediator Model that was developed in the context of this study.

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