000			04920cam a2200313Mi 4500
001			on1350927755
003			OCoLC
005			20240726104623.0
008			221114nuuuuuuuukyu e b 001 0 eng|d
020			_a9781636630434 _q((pa(print & electronic)rback)a((pa(print & electronic)rback)rint & (electronic)l(electronic)ctronic)rback)
029	0		_aAU@ _b000072920725
040			_aAU@ _beng _erda _cAU@ _dYUS _dOCLCF
050	0	4	_aP118 _b.H363
100	1		_aNoonan, Jennifer E. _e1
245	1	0	_aA handbook of second language acquisition for biblical studies : _binsights of modern language instruction for teaching biblical languages / _cJennifer E. Noonan.
300			_axvii, 273 pages ; _c23 cm.
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
500			_aColumbia International University Faculty Author
505	0	0	_tIntroduction: A brief history of modern linguistics and language teaching -- The discipline of instructed second language acquisition -- The state of Biblical and ancient language instruction and research -- _tThe building blocks of language proficiency: Implicit knowledge, explicit knowledge, and automaticity -- The principle: Language proficiency -- The significance of proficiency for Biblical and ancient languages -- Examples for Biblical and ancient language classrooms -- _tGeneral approaches to language instruction: Meaning-focused instruction, form-focused instruction, and practice -- The principle: Approaches to language instruction -- Significance for Biblical and ancient languages -- Examples for Biblical and ancient language classrooms -- _tComprehensible input -- The principle: Comprehensible input -- The significance of comprehensible input for Biblical and ancient languages -- Examples for Biblical and ancient language classrooms -- _tQuantity of input: Classroom immersion, total physical response (TPR), and extensive reading --The principle: Quantity of input -- Rationale for increasing quantity of input in ancient and Biblical language classrooms -- Exaample for Biblical and ancient language classrooms -- _tQuality of input: Input enhancement, input flood, and structured input -- Rationale for improving the quality of input in ancient and Biblical language classrooms -- Examples for Biblical and ancient language classrooms -- _tOutput -- The principle: Output -- The rationale: Output in Biblical and ancient language classrooms -- _tThe four language skills: Listening, speaking, reading, and writing -- The principle: The four language skills -- The rationale: Why teach the four skills -- Examples for Biblical and ancient language classrooms -- _tReading fluency: Developing skills that promote comprehension and interpretation -- The principle: Reading fluency -- Examples for Biblical and ancient language classrooms -- _tVocabulary acquisition -- The principle: Vocabulary acquisition -- The rationale: Vocabulary acquisition -- Examples for Biblical and ancient language classrooms -- _tCourse design and syllabus structure -- The principle: Course design and syllabus structure -- The rationale: Syllabus design for Biblical and ancient language courses -- Examples for Biblical and Ancient language classrooms -- _tLearner differences -- The principle: learner differences -- The rationale: Learner differences and Biblical and ancient language courses -- Examples for Biblical and ancient language classrooms -- _tSociocultural aspects of second language acquisition -- The principle: Sociocultural aspects of second language acquisition -- Sociocultural instruction in Biblical and ancient language courses -- Examples for Biblical and ancient language classrooms -- _tConclusion.
520	0		_aPerhaps you are interested in taking your language instruction to the next level. Perhaps you are interested in what Second Language Acquisition (SLA) has to say about the way people learn languages. This accessible and practical handbook is the place to start. It introduces twelve important principles drawn from the field of SLA research and practice. These twelve principles include topics such as types of language knowledge, types of language instruction, input, output, language skills, and the role of the learner. Each chapter addresses a different SLA principle and presents some implications for instruction, including how the principle relates to biblical and ancient language learning. Each chapter also includes specific examples for how to integrate the SLA principle into biblical and ancient language classrooms, focusing on Hebrew, Greek, and Latin. _c8
530			_a2 _ub
630	0	0	_aBible _xLanguage _xStudy and teaching.
650		0	_aSecond language acquisition _xMethodology.
942			_n0 _DJennifer Noonan _QFAC _c1 _eD _hP _i2022-2023 _m2022 _2ddc _w24.99
948			_hNO HOLDINGS IN SBI - 3 OTHER HOLDINGS
999			_c72985 _d72985
902			_a1 _bCynthia Snell _c1 _dCynthia Snell