Second language acquisition processes in the classroom: Learning Japanese. Amy Snyder Ohta. Mahwah, NJ: Erlbaum, 2001. Pp. 316

In traditional foreign-language classrooms, students are explicitly taught grammar and vocabulary. Language learners' difficulties in conveying their messages in the target language, however, may relate to the development of interactional competence, which is achieved through interactions with...

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Bibliographic Details
Published in:	Applied Psycholinguistics 2002, Vol.23 (1), p.159-162
Main Author:	Minami, Masahiko
Format:	Review
Language:	eng
Subjects:	Bilingualism Child Language Children & youth Classroom communication Japanese language Language Language acquisition Language disorders Language teachers Linguistics Longitudinal Studies Pragmatics Second language learning Second language teachers Syntax
Online Access:	Get full text
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Summary:	In traditional foreign-language classrooms, students are explicitly taught grammar and vocabulary. Language learners' difficulties in conveying their messages in the target language, however, may relate to the development of interactional competence, which is achieved through interactions with peers and teachers within the classroom setting. Unfortunately, the importance of such pragmatic development is not always emphasized in traditional classrooms. To address this inadequacy, Amy Synder Ohta's new book provides an introduction to the complex process of learning a second or foreign language (L2) in a classroom setting.
ISSN:	0142-7164 1469-1817