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.
This book addresses a wide range of aspects of the study of language in a variety of domains such as cognition, change, acquisition, structure, philosophy, politics, and education.
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 addresses a wide range of aspects of the study of language in a variety of domains such as cognition, change, acquisition, structure, philosophy, politics, and education.
This book provides an examination of the academic language found in Content and Language Integrated Learning (CLIL) primary-school written input, with a focus on the lexical demands of CLIL textbooks.
This book investigates the efficacy of a teacher educator collaborating with rural Chinese teachers of English to activate agentic adoption of task-based language teaching (TBLT).
Today, English is the global lingua franca and competent English communication skills should be one of the rights of all educated individuals irrespective of any socio-cultural limits.
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 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.
Today, English is the global lingua franca and competent English communication skills should be one of the rights of all educated individuals irrespective of any socio-cultural limits.
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 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 book investigates the efficacy of a teacher educator collaborating with rural Chinese teachers of English to activate agentic adoption of task-based language teaching (TBLT).
This book provides an examination of the academic language found in Content and Language Integrated Learning (CLIL) primary-school written input, with a focus on the lexical demands of CLIL textbooks.
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.
This cross-cultural edited volume presents a rich tapestry of experiences, challenges, and innovations, focusing on assessment, course and curriculum design, approaches to pedagogy and teacher professional development in computer-assisted language learning (CALL) in the Global South.
Originally published in 1939, it was only recently that serious study and attention had been given to disorders of speech and there was a growing demand for books dealing with the subject.
This collection highlights diverse epistemological perspectives in original research on the important role of multimodality in second language contexts.
Drawing on a total of 8,308 haiku poems written by 834 English as a foreign language (EFL) university students in Japan, this book explores the value, possibility, and potential of teaching and researching English-language haiku in second and foreign language (SFL) contexts.
This book is about the possibilities and achievements of children, adolescents and adults who have developmental disorders that make their development of speech difficult or very delayed and who therefore need to develop communication and language with other means than speech.
Las y los terapeutas del lenguaje son fonoaudiólogas y fonoaudiólogos que, considerando el factor orgánico, extienden más allá del mismo la práctica profesional.
This accessible and inclusive new textbook introduces Child Language Acquisition (CLA), with unique coverage of bilingual and early second language development as well as first languages.
Originally published in 1939, it was only recently that serious study and attention had been given to disorders of speech and there was a growing demand for books dealing with the subject.
As the first text to present, in one place, a comprehensive and systematic overview of Spanish language acquisition research, The Acquisition of Spanish: A Research Overview in Multilingual Learning Contexts discusses a range of theoretical perspectives that outline issues surrounding language learning and the gaps in its research and teaching.
Originally published in 1988, this is a fully revised second edition of the successful introductory textbook on developmental and educational psychology.
Aimed towards advanced students and researchers in language acquisition and teaching, Language Intake: Understanding and Improving Language Learning and Teaching considers the long-debated definition of language intake and its determining factors.
