This book proposes an innovative pedagogical approach, Usage-Based Second Language Instruction, which continues the tradition of challenges to existing paradigms such as Steven Krashen's Natural Approach, and Michael Lewis' Lexical Approach.
This book proposes an innovative pedagogical approach, Usage-Based Second Language Instruction, which continues the tradition of challenges to existing paradigms such as Steven Krashen's Natural Approach, and Michael Lewis' Lexical Approach.
This is a revised and updated edition of a seminal text in the field of Cognitive Linguistics, written in an engaging and accessible style for a new generation of scholars and students.
This is a revised and updated edition of a seminal text in the field of Cognitive Linguistics, written in an engaging and accessible style for a new generation of scholars and students.
This book sheds new light on personality dispositions research into interpreter performance, injecting fresh impetus for a new research agenda designed to further our understanding of hardiness-performance linkages in interpreters.
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 delves into the multifaceted concept of translanguaging, offering a comprehensive examination from its foundational theories to its practical applications.
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 brings together research on multilingualism, identity and intercultural understanding from a range of locations across the globe to explore the intersection of these key ideas in education.
This book is a collection of academic essays that examines the representation, esthetics and dichotomy of the notions of grief and melancholy in East-West exchanges and cultural dialogues.
This book is a collection of academic essays that examines the representation, esthetics and dichotomy of the notions of grief and melancholy in East-West exchanges and cultural dialogues.
This book offers a comprehensive report on a three-year, cross-cultural, critical participatory action research study, conducted in children's homes and communities in Fiji.
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 brings together research on multilingualism, identity and intercultural understanding from a range of locations across the globe to explore the intersection of these key ideas in education.
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.
This book offers a comprehensive report on a three-year, cross-cultural, critical participatory action research study, conducted in children's homes and communities in Fiji.
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 delves into the multifaceted concept of translanguaging, offering a comprehensive examination from its foundational theories to its practical applications.
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 book addresses the transfer of rhetorical knowledge from a first language (L1) to a second language (L1-to-L2 rhetorical transfer), a common cognitive phenomenon in the L2 writing of students in foreign language learning environments.
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.
