Psycholinguistics and cognitive linguistics

Attitudes to bilingualism have always been contradictory.

From expert authors, this book guides educators to conduct assessments that inform daily instruction and identify the assets that emergent bilinguals bring to the classroom.

This volume examines the ramifications of individual differences in therapy outcomes for a wide variety of communication disorders.

English as a Foreign Language in Saudi Arabia: New Insights into Teaching and Learning English offers a detailed discussion of key aspects of teaching and learning English in the Saudi context and offers a comprehensive overview of related research authored or co-authored by Saudi researchers.

From the point of view of psychology and cognitive science, much of modern linguistics is too formal and mathematical to be of much use.

This edited collection considers the relationship between task-based language teaching (TBLT) and technology-enhanced learning.

Written by experts in the field, this book explains the principles of effective vocabulary instruction for the modern language classroom.

Over the past thirty years, the field of language learning strategies has generated a massive amount of interest and research in applied linguistics.

This handbook offers an extensive crosslinguistic and cross-theoretical survey of polysynthetic languages, in which single multi-morpheme verb forms can express what would be whole sentences in English.

How do we learn to produce and comprehend speech?

This book presents a comprehensive review of theoretical work on the linguistics and psycholinguistics of compound words and combines it with a series of surveys of compounding in a variety of languages from a wide range of language families.

This volume--the first edited book on the education of Puerto Ricans written primarily by Puerto Rican authors--focuses on the history and experiences of Puerto Rican students in the United States by addressing issues of identity, culture, ethnicity, language, gender, social activism, community involvement, and policy implications.

Spanish Vocabulary Learning in Meaning-Oriented Instruction is the first comprehensive overview of current research and instructional practices into Spanish vocabulary acquisition through the lens of Meaning-Oriented Instruction (MOI).

The use of literary texts in language classrooms is firmly established, but new questions arise with the transfer to remote teaching and learning.

This volume showcases original, agenda-setting studies in the field of learner corpus research of both spoken and written production.

Originally published in 1990, this comprehensive volume addresses the central issues of sentence and discourse processes, with particular emphasis placed on reading and listening comprehension.

Addresses one debate in language development, namely the relationship between children's language development and their language experience.

Language, Literacy, and Power in Schooling brings critical ethnographic perspectives to bear on language, literacy, and power in culturally and linguistically diverse contexts, showing how literacy and schooling are negotiated by children and adults and how schooling becomes a key site of struggle over whose knowledge, discourses, and literacy practices "e;count.

A groundbreaking new interpretation of the relationship between Greek and Oscan, two of the most widely spoken languages of pre-Roman Italy.

The way we tell stories influences how others react to our emotions, and impacts how we cope with emotions ourselves.

Cognitive Task Complexity and Second Language Performance provides an overview of research focusing on the effects of cognitive task complexity (CTC) on second language (L2) performance.

Collocation is an important tool in describing lexical behaviour in language and has received increasing attention in recent years.

Despite unsubstantiated claims of best practice, the division of language-teaching professionals on the basis of their categorization as 'native-speakers' or 'non-native speakers' continues to cascade throughout the academic literature.

Monolingualism is bad; literature is good - right?

This volume brings together the latest research on the semantics of nouns in both familiar and less well-documented languages, including English, Mandarin Chinese, Russian, the Papuan language Koromu, the Dravidian language Solega, and Pitjantjatjara/Yankunytjatjara from Australia.

Drawing on cutting-edge research, Evans presents an alternative to the received wisdom, showing how language and the mind really work.

Originally published in 1973, this book contains the 1971 William James Lectures at Harvard, the first by that name to be given by a British psychologist.

The study of word meanings promises important insights into the nature of the human mind by revealing what people find to be most cognitively significant in their experience.

Key Terms in Second Language Acquisition includes definitions of key terms within second language acquisition, and also provides accessible summaries of the key issues within this complex area of study.

This book presents a current, interdisciplinary perspective on language requisites from both a biological/comparative perspective and from a developmental/learning perspective.

This book brings together papers which address a range of issues regarding the nature and structure of sign languages and other gestural systems, and how they exploit the space in which they are conveyed.

This book explores the life and experiences of one of the world's most renowned and well-respected experts in bilingualism.

Word Aware 3 is a comprehensive, practical and engaging resource that focuses on teaching vocabulary and word learning skills to children aged 6 to 11 years who have vocabulary learning needs.

The Language Gap provides an accessible review of the language gap research, illuminating what we know and what we do not know about the language development of youth from working and lower socioeconomic classes.

This lively introduction discusses language attitudes and their implications for our use of language.

This practical and research-based introduction to current and effective English grammar instruction gives pre-service and in-service teachers and teacher educators a strong foundation for teaching second language grammar and helps them develop their professional knowledge and skills.

Proposes a new analytical approach to the semantics of Russian verbal prefixes, using modern theoretical tools to explore wide-ranging data.

This book is a defense of a Chomskyan conception of language against philosophical objectionsthat have been raised against it.

This book examines the role textbooks play in the teaching of dominant and non-dominant (first and foreign) languages in a range of cultural contexts worldwide.

This edited book is about the rationale, practice and classroom implementation of English-medium instruction courses in Chinese universities.

For more than three decades, the percentage of people who married someone of a different race, ethnicity, culture, or linguistic background has been on the rise in the United States, but the communication practices of such couples have remained understudied.

This volume is the first handbook dedicated to language attrition, the study of how a speaker's language may be affected by crosslinguistic interference and non-use.

Behavior and Culture in One Dimension adopts a broad interdisciplinary approach, presenting a unified theory of sequences and their functions and an overview of how they underpin the evolution of complexity.

Diagnosis is an essential part of scientific research.

This volume offers the most comprehensive, up-to-date description of the wide array of second language programs currently available to undergraduate students in the United States and abroad.

This collection critically reflects on the state-of-the-art research on Korean-as-a-heritage-language (KHL) teaching and learning, centering KHL as an object of empirical inquiry by offering multiple perspectives on its practices and directions for further research.

This seminal handbook provides a comprehensive overview of the research on world language education and how that research can transform into effective and daily instructional practices for K-16 language teachers.

This novel, edited volume looks at a previously under-researched area of language teacher agency and identity by exploring the experience of novice pre- and in-service teachers for whom English is a second language and presents research gathered from Asia, Europe, South America, and the US to bring underrepresented voices to the fore.

Over the past four decades, learning Chinese as a second language has transformed from individual small-scale endeavors to organized mass studies worldwide.