This important volume represents one of the first book-length publications to explore the styles and strategies that can be used by deaf and hard of hearing learners when learning English as a foreign language, highlighting unique pedagogical approaches, learning styles, and strategic interventions.
This important volume represents one of the first book-length publications to explore the styles and strategies that can be used by deaf and hard of hearing learners when learning English as a foreign language, highlighting unique pedagogical approaches, learning styles, and strategic interventions.
This book is the first comprehensive state-of-the-art overview of the first language acquisition of four Finno-Ugric languages: Estonian, Finnish, Hungarian, and North Saami.
This book is the first comprehensive state-of-the-art overview of the first language acquisition of four Finno-Ugric languages: Estonian, Finnish, Hungarian, and North Saami.
This book is a cutting-edge exploration of Chinese syntactic complexity by introducing a Chinese-language-specific approach, and providing a clear rationale and methodology for gauging syntactic complexity development along proficiency increase.
This book is a cutting-edge exploration of Chinese syntactic complexity by introducing a Chinese-language-specific approach, and providing a clear rationale and methodology for gauging syntactic complexity development along proficiency increase.
This book provides insiders' views of how Taiwan's monolingual language policy has evolved into multilingual language policies since its peaceful transition to a democratic society in the late 20th century.
This book provides insiders' views of how Taiwan's monolingual language policy has evolved into multilingual language policies since its peaceful transition to a democratic society in the late 20th century.
This book introduces you to an exploration of discourse competence as a core component of successful second language (L2) communication, highlighting its role to promote overall intelligibility levels in L2 learner performance.
This book introduces you to an exploration of discourse competence as a core component of successful second language (L2) communication, highlighting its role to promote overall intelligibility levels in L2 learner performance.
This book explores pedagogical implications for how children read, write, respond to literature, and begin to learn an additional language in the home context.
This handbook explores quantitative linguistics, pedagogy, and Mandarin language acquisition in an integrated fashion and helps readers grasp how insights from quantitative linguistics can shed light on Mandarin language acquisition.
This handbook explores quantitative linguistics, pedagogy, and Mandarin language acquisition in an integrated fashion and helps readers grasp how insights from quantitative linguistics can shed light on Mandarin language acquisition.
This book explores pedagogical implications for how children read, write, respond to literature, and begin to learn an additional language in the home context.
This book introduces and explains the production-oriented approach (POA) to teaching foreign languages, a new approach developed by the author through 15 years of rigorous experimentation.
This book introduces and explains the production-oriented approach (POA) to teaching foreign languages, a new approach developed by the author through 15 years of rigorous experimentation.
This book presents an interdisciplinary approach to understanding the learning and listening skills of a foreign language from the perspectives of cognitive load theory and second language acquisition theories.
This book is the result of a collaboration between a human editor and an artificial intelligence algorithm to create a machine-generated literature overview of research articles analyzing the importance of ESL/EFL vocabulary and corpus studies.
This book is the result of a collaboration between a human editor and an artificial intelligence algorithm to create a machine-generated literature overview of research articles analyzing the importance of ESL/EFL vocabulary and corpus studies.
This book presents an interdisciplinary approach to understanding the learning and listening skills of a foreign language from the perspectives of cognitive load theory and second language acquisition theories.
This book presents comprehensive and rigorous research on the acquisition of Chinese negation by L1-English and L1-Korean learners within the theoretical framework of the Interface Hypothesis and the Feature Reassembly Hypothesis.
This book offers an insightful description of the productive behavior of four-character schematic idiomatic expressions (SIEs) in Mandarin and explores from a usage-based perspective the issue of how young learners acquire the partial productivity of these expressions.
This book presents a case study of English-Medium Instruction (EMI) implemented by universities in Vietnam, making valuable theoretical, empirical, and methodological contributions to the research in EMI which is currently a popular theme in the field of Higher Education.
This edited volume brings together studies that test the effectiveness of original version television for foreign language learning and the possible ways to enhance this learning process.
Under the Universal Grammar (UG) framework, this book discusses the latest research on the role of L1 bidialectism in L2 acquisition, with a particular focus on early Chinese(L1)-English(L2) learners.
This book illustrates the latest developments in literacy and language assessment in the digital context, and subsequently presents a rigorous validation study on a newly proposed form of assessment (scenario-based assessment, SBA) that seeks to respond to the contextual change of literacy activities.
This book adopts a cross-sectional approach and mainly focuses on one of the core pragmatic constructs, formulaic/pragmatic routines, in addition to components put forward by Roever (2011) and Taguchi (2013).
This book presents comprehensive and rigorous research on the acquisition of Chinese negation by L1-English and L1-Korean learners within the theoretical framework of the Interface Hypothesis and the Feature Reassembly Hypothesis.
