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.
At a time when the paradigm gap (Sridhar & Sridhar 1986) between the EFL and ESL research areas is attracting much scholarly attention, the contributions in the current volume explore this gap from the perspective of linguistic innovations across the two different types of non-native Englishes.
This book is unique in bringing together studies on instructed second language acquisition that focus on a common question: "e;What renders this research particularly relevant to classroom applications, and what are the advantages, challenges, and potential pitfalls of the methodology adopted?
This book explores the affordances of disciplinary corpora for the teaching and learning of the language of dentistry, within the field of English for Specific Academic Purposes (ESAP).
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 book examines the role of interlocutors and their individual differences (IDs) in second language (L2) development from four theoretical lenses: the cognitive-interactionist approach, sociocultural theory, the variationist approach, and complex dynamic systems theory.
This volume integrates complex dynamic systems theory (CDST) and L2 writing scholarship through a collection of in-depth studies and commentary across a range of writing constructs, learning contexts, and second and foreign languages.
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.
While native corpora and corpus linguistic tools and methods have been used and applied for quite some time in the development of learning and teaching materials, learner corpora are only just beginning to impact the field of language teaching, testing and assessment.
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 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.
Das Buch ist ein Klassiker, der mit einem liebenswerten Jungen aufwartet, der trotz all des Elends in seinem Leben niemals aufgibt und sich sein gutes Herz bewahrt.
Die Artikel prasentieren generelle Ansatze und spezielle Methoden fur die Ausbildung professioneller Ubersetzer und Dolmetscher der Ubersetzer- und Dolmetscherschule der Linguistischen Universitat Nizhny Novgorod (Russland).
Il manuale presenta un approccio all'apprendimento delle lingue straniere rivolto a princi-pianti adulti, basandosi in particolare sul pensiero complesso e sul socio-costruttivismo e attingendo da anni di esperienza con vari metodi non convenzionali.
Practical Grammar Teaching for the Second Language Classroom provides a well-rounded foundation for teaching second language (L2) grammar for pre-service, novice, and practicing teachers, as well as for teacher educators who seek to develop their professional knowledge and skills.
La integración de la pronunciación en el aula de ELE es una obra colectiva de 23 especialistas que abordan la enseñanza de la pronunciación del español como lengua adicional desde distintas perspectivas con el fin de enriquecer su didáctica.
Dieser Ratgeber stellt den Lesern in übersichtlicher und leicht verständlicher Form ein umfassendes Repertoire an Lernstrategien für alle Formen des Fremdsprachenlernens zur Verfügung.
Das erklärte Ziel L2-didaktischer Grammatiken ist es, sprachliche Formen und Strukturen so darzustellen, dass Sprachlernprozesse angeregt und unterstützt werden.
