Language Intake

Carol Griffiths

ISBN 10: 1032799897 / ISBN 13: 9781032799896

Published by Taylor and Francis Ltd, GB, 2024

About this Item

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.

Seller Inventory # LU-9781032799896

Bibliographic Details

• Title: Language Intake
• Publisher: Taylor and Francis Ltd, GB
• Publication Date: 2024
• Language: English
• ISBN 10: 1032799897
• ISBN 13: 9781032799896
• Binding: Paperback
• Condition: New
• Weight: 290 grams

About this title

Synopsis

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.

About the Author

Carol Griffiths has been a teacher, manager, and teacher trainer of English Language Teaching for many years. She has taught in many places around the world, including New Zealand, Indonesia, Japan, China, North Korea, Turkey, the UK, and North Cyprus. She has presented at numerous conferences and published widely.