Издател: УИ „Св. Климент Охридски"
The present book is based on the comprehensive method for intensification of instructed SLA that was presented in my doctoral dissertation and successfully defended on February 20, 2003 in Sofia. I am indebted to my reviewers Prof. Dr. Stephana Dimitrova, Prof. Dr Borimir Krustev and Assoc. Prof. Dr. Maria Georgieva, who offered invaluable comments on the theoretical principles adopted and their application.
I am also grateful to my former students who were a source of precious information and materials. In particular I want to thank the members of the Department of English and American Studies, St. Kliment Ohridski University of Sofia, who offered advice and suggestions on a draft version of the manuscript. I should like to express special thanks to my colleagues Krassimira Rangelova, Marietta Nedkova and Christo Stamenov for their detailed and helpful comments on an early version of the manuscript.
I would like to acknowledge my debt to the Faculty of Classical and Modern Philology, St. Kliment Ohridski University of Sofia, which gave me an opportunity to concentrate on my research and write this book.
Finally, I wish to express my gratitude to all those who made this book possible, providing me with encouragement and support at all stages of research and writing.
Acknowledgements .......................................... 7
Introduction................................................ 9
New Realities ....................................... 9
L2 Learning and Teaching in a New Perspective ............. 18
Chapter One: Vocabulary Building .............................. 31
The Cognitive Aspect of L2 Vocabulary Learning ............ 31
Teaching Vocabulary in a Systemic Way................... 51
Chapter Two: Grammar Development............................ 61
Consciousness-raising vs. Explicit Grammar Teaching......... 61
The Adjacency Pair Technique .......................... 68
From Semantic to Grammatical Organization of the Message ... 72
Semantic Activation of Grammatical Forms ................ 83
Productive Lexico-syntactic Patterns ...................... 97
Chapter Three: Independent Learning............................ 105
Motivation and Authenticity ............................ 107
Self-actualization...............................,..... 119
Self-evaluation and Learner Autonomy.................... 136
By Way of Conclusion........................................ 144
A New Class of Teaching Materials....................... 144
Micro-teaching Techniques that Work..................... 147
Dynamic Teaching ................................... 159
Supplements:............................................... 163
Supplement 1 ....................................... 165
Supplement 2 ....................................... 169
Supplement 3 ....................................... 170
Bibliography ............................................... 173
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