This book provides a comprehensive overview of pedagogical grammar research and explores its implications for the teaching of grammar in second language classrooms.
In recent years, corpora have found their way into language instruction, albeit often indirectly, through their role in syllabus and course design and in the production of teaching materials and other resources.
The aim of this volume is to highlight the benefits and potential of using learner corpora for the testing and assessment of L2 proficiency in both speaking and writing, reflecting the growing importance of learner corpora in applied linguistics and second language acquisition research.
The ability to recognise, discuss and evaluate one's educational beliefs and working practices in metaphoric terms has for several years been seen as a highly valuable tool for increasing self-awareness, facilitating learning (or teaching), and/or predicting behaviour.
This book focuses on theory, research, and practice related to lexical input processing (lex-IP), an exciting field exploring how learners allocate their limited processing resources when exposed to words and lexical phrases in the input.
This volume brings together contemporary position statements and research reviews which were originally presented as Plenary Addresses to the Biennial International Conference on Task-Based Language Teaching, between 2005 and 2013.
This volume addresses the role of communicative interaction in driving various dimensions of second language development from the perspective of Vygotskian sociocultural psychology.
This book brings together the findings of current studies on the second language (L2) acquisition of Turkish, an Altaic language with more than 140 million native speakers around the world.
Second-language Discourse in the Digital World illustrates a new, practice-driven approach to technology in second-language (L2) learning that begins with what L2 users do when they connect with others online.
Word lists lie at the heart of good vocabulary course design, the development of graded materials for extensive listening and extensive reading, research on vocabulary load, and vocabulary test development.
The aim of this book is to present a comprehensive picture of the current state of Spanish learner corpus research (SLCR), which makes it unique, since no other monograph has focused on collecting research dealing with learner corpora of any language other than English.
This book represents the first collection of studies on Content and Language Integrated Learning (CLIL) which brings together a range of perspectives through which CLIL has been investigated within Applied Linguistics.
Expanding Individual Difference Research in the Interaction Approach: Investigating learners, instructors, and other interlocutors demonstrates why investigating the individual differences of all interlocutors with whom learners interact - including peer and heritage learners, instructors, researchers, and native speakers - is critical to understanding how second and foreign languages are taught and learned.
This book presents a set of compelling essays collectively making a persuasive case for why a usage-based perspective on language is fast becoming a leading theoretical framework for investigating second language (L2) learning and the foundation for effective, innovative, engaging pedagogy.
This volume is the first book-length attempt to bring together the fields of task-based language teaching (TBLT) and second language pragmatics by exploring how the teaching and assessment of pragmatics can be integrated into TBLT.
This volume challenges traditional approaches to foreign language education and proposes to redefine them in our age of international migration and globalization.
This book proposes community service-learning as a critical pedagogy that connects learners and communities to address key challenges in heritage language education.
After more than 20 years of research, this is the first book-length treatment of second language task repetition - the repetition of encounters with a task that involve re-using the same content with the same overall purpose.
Bringing together experienced classroom researchers and teacher educators from different countries where tasks are playing an influential role in language education, this collected volume critically explores how TBLT research can engage with pedagogy, and how TBLT pedagogy can engage with research.
With digital screens becoming increasingly ubiquitous in the lives of children, from their homes to their classrooms, understanding the influence of these technologies on the ways children read takes on great importance.
This book is relevant for language testers, listening researchers, and oral proficiency teachers, in that it explores four broad themes related to the assessment of L2 listening ability: the use of authentic, real-world spoken texts; the effects of different speech varieties of listening inputs; the use of audio-visual texts; and assessing listening as part of an interactive speaking/listening construct.
This edited volume presents a collection of empirical studies examining the teaching and learning processes in science classrooms in Content and Language Integrated Learning (CLIL) contexts.
This volume demonstrates how various methodologies and tools have been used to analyze the multidimensional, dynamic, and complex nature of identities and professional development of language teachers in digital contexts that have not been adequately examined before.
This book provides a comprehensive, research-based account of how people learn a second/foreign language and shows how classroom practice can be organised around research-based principles.
Written for novice and established scholars alike, Instructed Second Language Acquisition Research Methods is a stand-alone research methods guide from an Instructed Second Language Acquisition (ISLA) lens.
This volume brings together a collection of chapters focused on the learning, testing, and researching of L2 vocabulary by leading international researchers including Paul Nation, Batia Laufer, Frank Boers, Elke Peters, Ana Pellicer-Sanchez, Anna Siyanova-Chanturia, and Stuart Webb.
This book is the first to bring together a collection of recent empirical studies investigating languaging, an important construct first introduced by Swain in 2006 but which has since been deployed in a growing number of L2 studies.
Teacher preparation and professional development endeavors are key drivers of successful immersion/bilingual (I/B) and content-based language education (CBLE) programs across a variety of models.
In recent years, interest in the application of audiovisual translation (AVT) techniques in language teaching has grown beyond unconnected case studies to create a lively network of methodological intertextuality, cross-references, reviews and continuation of previous trials, ultimately defining a recognisable and scalable trend.
El material que integra este volumen intenta contextualizar la enseñanza de las lenguas en una realidad europea e internacional, profundamente cambiada en los últimos años.
Esta obra recoge una actualizada muestra de propuestas y experiencias prácticas sobre el carácter multimodal y la fusión de códigos en soportes digitales.
The long-standing view that idioms are formally and thus also semantically fixed has been challenged and many studies have shown that idioms are indeed flexible both structurally and semantically to varying degrees.
Las alfabetizaciones múltiples: teoría y práctica es la primera obra en el mundo hispano-hablante que ofrece una introducción exhaustiva de la pedagogía de las alfabetizaciones múltiples a través de un enfoque no solamente en la lectura y la escritura, sino también en otras modalidades que caracterizan la comunicación moderna.
This book offers a multi-dimensional analysis of the experiences of faculty, students, and staff at a Canadian university that emphasizes international education, providing an ethnographic lens for understanding globalization and internationalization of higher education on a wider, global scale.
This fourth edition of the best-selling Theories in Second Language Acquisition surveys the major theories and frameworks currently used in second language acquisition (SLA) research, serving as an ideal introductory text for graduate students in SLA and language teaching.
