Language acquisition Books

Book SynopsisThe Think-Aloud Controversy in Second Language Research aims to answer key questions about the validity and uses of think-alouds, verbal reports completed by research participants while they perform a task. It offers an overview of how think-alouds have been used in language research and presents a quantitative meta-analysis of findings from studies involving verbal tasks and think-alouds. The book begins by presenting the theoretical background and empirical research that has examined the reactivity of think-alouds, then offers guidance regarding the practical issues of data collection and analysis, and concludes with implications for the use of think-alouds in language research. With its focus on a much-discussed and somewhat controversial data elicitation method in language research, this timely work is relevant to students and researchers from all theoretical perspectives who collect first or second language data. It serves as a valuable guide for any language researcher wTable of ContentsChapter 1: The use of verbal reports in language research. Chapter 2: Controversy over the use of think-alouds. Chapter 3: Features that Make a Task Amenable to Think-Aloud: A Meta-analysis of Studies Investigating the Validity of Think-Alouds on Verbal Tasks. Chapter 4: Data Collection Considerations. Chapter 5: Data Analysis Considerations. Chapter 6: Conclusion. Appendix A: Studies Included in the Meta-Analysis. Appendix B: Summary of Unique Sample Studies.

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Book SynopsisThis engaging and accessible book explains the incredible mastery of language by young children, discussing how they learn to produce and distinguish among sounds, and their acquisition of words and meanings, and of the rules for building sentences. An invaluable resource for anyone wishing to discover how children acquire language.Trade Review'The engaging style of the book, and its accessibility combined with its scientific rigour make this volume ideal for a lay audience and for introductory undergraduate courses to language acquisition.' The Journal of Child LanguageTable of Contents1. Small talk; 2. The great word hunt; 3. What's the meaning of this?; 4. Words all in a row; 5. What sentences mean; 6. Talking the talk; 7. How do they do it?; Appendix 1. Keeping a diary and making a tape of recordings; Appendix 2. The sounds of English.

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Book SynopsisTrade ReviewA very good resource to introduce students and trainees to the topic of SLA in such a way that it can be easily understood. This knowledge is reinforced by the activities included and the references for further research on the topic ... The authors cover and review all the main areas of knowledge of this topic in an engaging, practical way for anyone dealing with this complex matter for the first time. In short, the main strength of this book is to help learners and teachers to tackle the numerous studies and theories on this issue. * Language Value *As promised, this book provides an overview of SLA that is beginner-friendly. This is in contrast to other introductory texts that focus more on analyzing theories and their originating studies (e.g. VanPatten & Williams, 2015). What this allows for is gaining a general understanding that can aid teachers in thinking through both the rationale underpinning what they do in the classroom and the progression of the field informing their work. Moreover, the text gives clear suggestions for the classroom, such as meaningful, task-based activities. The inclusion in this text of information regarding multilinguals and heritage speakers is especially welcome, since these types of students are increasingly common and have different needs than the traditional L2 learner who only has speaks one L1. -- Boris Yelin * LINGUISTLIST *This book demonstrates that knowing how languages learned help language instructors to develop a more innovative and effective way to teach foreign languages and to create the necessary conditions for students to learn more efficiently and appropriately. * BAAL Newsletter *Readers searching for an introductory text that explores how second languages are learned alongside effective teaching practices need not look further. Second Language Acquisition: A Theoretical Introduction to Real World Applications is sure to please undergraduate students and future educators who will highly benefit from the down-to-earth foundation that it provides. The text not only reviews key theories and findings that are essential to becoming familiar with innovative language pedagogies, but it also encourages readers to reflect on how to further improve these teaching techniques. -- John W. Schwieter, Associate Professor of Spanish and Linguistics, Wilfrid Laurier University, Canada and Visiting Professor of Applied Linguistics, University of Greenwich, UKTable of Contents1. Introduction to second language acquisition 2. Similarities and differences between first and second language acquisition 3. How learners process information in second language acquisition 4. How the internal system develops in a second language 5. How learners learn to communicate in a second language 6. What we know in SLA Bibliography Index

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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Book SynopsisThis Element tries to discern the known unknowns in the field of Pragmatics, the 'Dark Matter' of the title. It thus offers a brief review of some central areas of pragmatics, and a survey of targets for future research. This title is also available as Open Access on Cambridge Core.

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Book SynopsisSecond Language Research: Methodology and Design is a clear, comprehensive overview of core issues in L2 research. Authored by well-known scholars in SLA and supported by a wealth of examples from actual studies and extensive pedagogical resources, this book first introduces students to the key topics and debates in L2 research. It then guides readers step by step through the research processfrom basic principles and collection methods through study design and reportingto the point of being able to conduct their own research from beginning to end. This book is an essential text for students and novice researchers of SLA, applied linguistics, and second and foreign language teaching. Key Features A wealth of graphics, visuals, and exercises in each chapter. Time to Think and Time to Do boxes within chapters Helpful glossary and subject index  New to This EditTable of ContentsContentsPreface1.Introduction to Research1.1Research Methods1.2Different Types of Research1.3Ethical Practices1.3.1Informed Consent1.3.1.1Sufficient Information1.3.1.2The Informed Consent Document1.3.1.3Participant Comprehension in Informed Consent1.3.1.4The Language of Informed Consent1.3.1.5Voluntary Participation and Informed Consent1.3.2Child Second Language Learners1.3.3Issues Involved in Collecting Data Online1.3.4WEIRD Populations1.3.5Reporting and Anonymity1.4Institutional Review of Human Participants Research, Compliance, and Problem-Solving1.4.1Purpose of Reviews and IRB Responsibilities1.4.2Why Guidelines to Protect Human Subjects Were Developed1.4.3Development of Research Codes of Ethics1.4.4Preparing a Protocol for the IRB1.4.5General Use of Protocols in Research1.5ConclusionPoints to RememberMore to Do and More to Think About …Sample Responses: Time to Think & Time to DoSample Responses: More to Do and More to Think About…2.Research Reporting, Research Questions, and Replication2.1What Does a Research Report Look Like?2.1.1Quantitative Reporting2.1.1.1Title Page2.1.1.2Abstract2.1.1.3Introduction2.1.1.4Historical Overview2.1.1.5Major Players in this Research Area, Including Questions, Past Findings, and Controversies2.1.1.6General Goal of the Paper2.1.1.7Research Questions/Hypotheses2.1.1.8Methods Section2.1.1.9Participants2.1.1.10Materials2.1.1.11Procedures2.1.1.12Analysis2.1.1.13Results2.1.1.14Discussion/Conclusion2.1.1.15Notes2.1.1.16References2.1.1.17Appendices2.1.2Qualitative Reporting2.1.3Mixed-Method Reporting2.2Identifying Research Questions2.2.1Feasibility2.2.2Research Questions and Hypotheses2.3Replication2.4ConclusionPoints to RememberMore to Do and More to Think About …Sample Responses: Time to Think & Time to DoSample Responses: More to Do and More to Think About…3.Common Data Collection Measures3.1Introduction3.2The Significance of Data Collection Measures3.3Researching Formal Models of Language3.3.1Acceptability Judgments3.3.1.1Materials3.3.1.2Procedures3.3.2Gradient Judgments: Magnitude Estimation3.3.3Elicited Imitation3.3.4Interpretation Tasks3.4Psycholinguistics-Based Research3.4.1Sentence Interpretation3.4.2Reaction Time3.4.3Self-Paced Reading3.4.4Eye-Tracking3.4.5Neurolinguistic Elicitation3.5Interaction-Based Research3.5.1Picture Description Tasks3.5.2Spot the Difference3.5.3Jigsaw Tasks3.5.4Consensus Tasks3.5.5Consciousness-Raising Tasks3.5.6Computer-Mediated Research3.6Strategies and Cognitive Processes3.6.1Observations3.6.2Introspective Measures3.6.2.1Stimulated Recall3.6.2.2Think-Alouds or On-Line Tasks3.6.2.3Immediate Recalls3.7Sociolinguistic/Pragmatics-Based Research3.7.1Naturalistic Settings3.7.2Elicited Narratives3.7.2.1Silent Film3.7.2.2Film Strips with Minimal Sound3.7.2.3Picture Tasks3.7.2.4Narrative Inquiry3.7.3Discourse Completion Test (DCT)3.7.4Role Plays3.7.5Video Playback for Interpretation3.8Questionnaires and Surveys3.9Existing Databases3.10Pilot Testing3.11ConclusionPoints to RememberMore to Do and More to Think About …NotesSample Responses: Time to Think & Time to DoSample Responses: More to Do and More to Think About…4.Coding4.1Preparing Data for Coding4.1.1Transcribing Oral Data4.1.1.1Transcription Conventions4.1.1.2Technology and Transcription4.2Data Coding4.2.1Scales of Measurement4.2.2Coding Nominal Data4.2.3Coding Ordinal Data4.2.4Coding Interval Data4.3Coding Systems4.3.1Common Coding Systems and Categories4.3.1.1T-Units4.3.1.2Suppliance in Obligatory Contexts (SOC)4.3.1.3Complexity, Accuracy, and Fluency (CAF)4.3.1.4Qualitative Coding Categories4.3.2Custom-Made Coding Systems4.3.2.1Question Formation4.3.2.2Corrective Feedback4.3.2.3Classroom Interaction4.3.2.4Second Language Writing Research4.3.3Coding Interpretive and Qualitative Data4.4Inter-Rater Reliability4.4.1Calculating Inter-Rater Reliability4.4.1.1Simple Percentage Agreement4.4.1.2Cohen's Kappa4.4.1.3Additional Measures of Reliability4.4.1.4Good Practice Guidelines for Inter-Rater Reliability4.4.1.5How Data Are Selected for Inter-Rater Reliability Tests4.4.1.6When to Carry out Coding Reliability Checks4.5The Mechanics of Coding4.5.1How Much to Code?4.5.2When to Make Coding Decisions4.6Software for Coding4.7ConclusionPoints to RememberMore to Do and More to Think About …Sample Responses: Time to Think & Time to DoSample Responses: More to Do and More to Think About…5.Research Variables, Validity, and Reliability5.1Introduction5.2Hypotheses5.3Variable Types5.3.1Independent and Dependent Variables5.3.2Moderator Variables5.3.3Intervening Variables5.3.4Control Variables5.4Operationalization5.5Validity5.5.1Content Validity5.5.2Face Validity5.5.3Construct Validity5.5.4Criterion-Related Validity5.5.5Predictive Validity5.5.6Internal Validity5.5.6.1Participant Characteristics5.5.6.2Language Background5.5.6.3Language Learning Experience5.5.6.4Proficiency Level5.5.6.5Participant Attrition5.5.6.6Participant Inattention and Attitude5.5.6.7Participant Maturation5.5.6.8Data Collection: Location and Collector5.5.6.9Instrumentation and Test Effect5.5.6.10Equivalence Between Pre- and Posttests5.5.6.11Giving the Goal of the Study Away5.5.6.12Instructions/Questions5.5.7External Validity5.5.7.1Sampling5.5.7.2Random Sampling5.5.7.3Nonrandom Sampling5.5.7.4Representativeness and Generalizability5.5.7.5Collecting Biodata Information5.6Reliability5.6.1Rater Reliability5.6.2Instrument Reliability5.6.2.1Test-Retest5.6.2.2Equivalence of Forms5.6.2.3Internal Consistency5.7ConclusionPoints to RememberMore to Do and More to Think About …NotesSample Responses: Time to Think & Time to DoSample Responses: More to Do and More to Think About…6.Designing a Quantitative Study6.1Introduction6.2Research Materials6.3Intact Classes6.4Counterbalancing6.5Research Design Types6.5.1Correlational (Associational) Research6.5.2Experimental and Quasi-Experimental Research6.5.2.1Comparison Group Design6.5.2.2Control Group Design6.5.3Measuring the Effect of Treatment6.5.3.1Pretest/Posttest Design6.5.3.2Posttest Only Design6.5.4Repeated Measures Design6.5.5Factorial Design6.5.6Time-Series Design6.5.7One-Shot Designs6.5.8Research Syntheses and Meta-Analyses6.6ConclusionPoints to RememberMore to Do and More to Think About …NoteSample Responses: Time to Think & Time to DoSample Responses: More to Do and More to Think About…7.Qualitative and Interpretive Research7.1Defining Qualitative and Interpretive Research7.2Gathering Qualitative and Interpretive Data7.2.1Ethnographies7.2.1.1Advantages7.2.1.2Caveats7.2.2Case Studies7.2.2.1Advantages7.2.2.2Caveats7.2.3Interviews7.2.3.1Advantages7.2.3.2Caveats7.2.4Observations7.2.4.1Advantages7.2.4.2Caveats7.2.5Diaries/Journals7.2.5.1Advantages7.2.5.2Caveats7.3Analyzing Qualitative Data7.3.1Credibility, Transferability, Confirmability, and Dependability7.3.2Triangulation7.3.3The Role of Quantification in Qualitative and Interpretive Research7.4ConclusionPoints to RememberMore to Do and More to Think About …NoteSample Responses: Time to Think & Time to DoSample Responses: More to Do and More to Think About…8.Classroom Research8.1Classroom Research Contexts8.2Common Techniques for Data Collection in Classroom Research8.2.1Observations8.2.1.1Conducting Classroom Observations8.2.1.2Observation Procedures and Coding Schemes8.2.1.3Description of Observation Schemes8.2.1.4Caveats to Using or Modifying Existing Observation Schemes8.3Introspective Methods in Classroom Research8.3.1Uptake Sheets8.3.2Stimulated Recall8.3.3Diary Research in Classroom Contexts8.4Practical Considerations in Classroom Research8.4.1Logistical Issues to Consider When Carrying out Classroom Research8.4.2Logistics8.4.2.1Informed Consent8.4.2.2Debriefing Participants and Facilitators8.4.2.3Ensuring Confidentiality and Minimizing Disruption8.4.2.4Data Segmentation and Coding8.4.2.5Considering the Instructional Setting8.4.2.6Summary of Logistics8.5Purposes and Types of Research Conducted in Classroom Settings8.5.1The Relationship between Instruction and Learning in Second Language Classrooms8.5.2Action Research8.5.2.1Definitions8.5.2.2Theory and Background to Action Research8.5.2.3Action Research in Practice8.5.3Aptitude-Treatment Interaction8.5.4Getting Your Footing in the Literature8.6ConclusionPoints to RememberMore to Do and More to Think About …Sample Responses: Time to Think & Time to DoSample Responses: More to Do and More to Think About…9.Mixed Methods9.1Introduction9.2What Are Mixed Methods?9.3Why Use Mixed Methods?9.4Types of Mixed-Methods Studies9.4.1 Concurrent Mixed-Methods9.4.2. Sequential Mixed-Methods9.5Conducting a Mixed-Methods Study9.5.1Deciding Whether or Not to Conduct a Mixed-Methods Study9.5.2Planning Phase9.6Analyzing Data from a Mixed-Methods Study9.7Software for Analysis9.8ConclusionPoints to RememberMore to Do and More to Think About …Sample Responses: Time to Think & Time to DoSample Responses: More to Do and More to Think About…10.Concluding and Reporting Research10.1The Importance of Reporting Research10.2The Final Stages in Reporting Quantitative Research10.2.1The Discussion10.2.2Limitations, Future Research, and Conclusion Sections10.3The Final Stages in Reporting Qualitative Research10.4Reporting Mixed-Methods Research10.5Checklist for Completing Reports of Research10.5.1The Research Problem and Questions10.5.2The Research Hypotheses10.5.3The Audience10.5.4The Abstract10.5.5The Literature Review10.5.6The Design of the Study10.5.7 Logistics10.5.8Participants10.5.9Data Gathering10.5.10Data Analysis10.5.11Conclusions10.5.12References10.5.13Footnotes, Endnotes, Figures, and Tables10.5.13.1Footnotes and Endnotes10.5.13.2Figures10.5.13.3Tables10.5.14Author’s Note/Acknowledgments10.5.15Post-Research Concerns10.5.16Final Touches and Formatting10.6Open Science10.7ConclusionPoints to RememberMore to Do and More to Think About …Sample Responses: Time to Think & Time to DoSample Responses: More to Do and More to Think About…GlossaryReferencesSubject Index

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Book SynopsisOffering unique coverage of an emerging, interdisciplinary area, this comprehensive handbook examines the theoretical underpinnings and emergent conceptions of intercultural mediation in related fields of study. Authored by global experts in fields from intercultural communication and conflict resolution to translation studies, literature, political science, and foreign language teaching, chapters trace the history, development, and present state of approaches to intercultural mediation. The sections in this volume show how the concept of intercultural mediation has been constructed among different fields and shaped by its specific applications in an open cycle of influence. The book parses different philosophical conceptions as well as pragmatic approaches, providing ample grounding in the key perspectives on this growing field of discourse. The Routledge Handbook of Intercultural Mediation is a valuable reference for graduate and postgraduate students sTrade Review"Today, the promises and pitfalls of multiculturalism, internationalism and globalization fill our headlines and our daily lives. As a result, there is an increasingly urgent need for peacemakers who can bring sensitivity, insight, evidence and skill to helping us navigate cultural differences, particularly those that are deep, invisible and sacred. This extraordinary book—The Routledge Handbook of Intercultural Mediation—is the most current and comprehensive resource for those intrepid mediators who serve as our guides in these tumultuous times. It will serve as the canon for this work, and a treasured resource for decades to come."Peter T. Coleman, Professor of Psychology and Education, Director of the Morton Deutsch International Center for Cooperation and Conflict Resolution at Columbia University, USA"I cannot think of a better volume to help us make sense of the avalanche of intercultural ‘nightmares’ that we have been facing since early 2020—and before that! Dominic Busch has managed to put together a stimulating interdisciplinary and visionary compendium around intercultural mediation. Together with the authors they remind us that mediation does not just matter in times of emergencies but that it is pivotal to the very notion of interculturality at all times. The handbook retells the past of intercultural mediation, keeps us up-to-date with today’s research and inspires us for the future. It should be on everyone’s must-read list."Fred Dervin, Professor of Multicultural Education, University of Helsinki, Finland"The ideas and practices of intercultural mediation draw (or at least, should draw) from a wide variety of subject matter, fields and research traditions. A thorough academic treatment that crosses all these ‘silos’ is overdue, and The Routledge Handbook of Intercultural Mediation addresses this gap in style. Its array of authors shows not only the expected level of expertise as well as the range of cultures and nations for such a work, but also a creative selection of fields and backgrounds. A list of the wide variety of research settings in this book might begin with the sciences, business, law, engineering, health care and linguistics, but it won’t end there. This is an essential resource for anyone who is trying to understand what mediators can do, and how they can improve, in the complex interactions that make up intercultural work."Christopher Honeyman, Managing Partner at Convenor Conflict Management, Washington, DC, USA"A global pandemic, geopolitical ructions, social and economic inequality, and the rise of artificial intelligence provide stark reminders as to why intercultural mediation continues to matter. Learning to live well together is an enduring project of humanity, and understanding how to achieve this remains at the core of the concept and practices of intercultural mediation. This volume traces the evolution of this term and its various manifestations across diverse disciplines, paradigms and cultural worldviews. It represents a comprehensive, rich and compelling account of why intercultural mediation remains crucial for reciprocal engagement, justice and peace that must occur if we are to come together to face the great challenges that lie ahead."Michelle Kohler, Senior Research Fellow, Research Centre for Languages and Cultures, UniSA: Justice and Society, University of South Australia, Australia."This collection is particularly broad, being interdisciplinary and international as well as intercultural, including the topics covered, disciplines represented, and chapter authors, and thus should be relevant to an uncommonly large group of researchers, practitioners, and students."Wendy Leeds-Hurwitz, Director of the Center for Intercultural Dialogue and Professor Emerita at the University of Wisconsin-Parkside, USA"The new handbook weaves together interdisciplinary insights into the role of intercultural mediation in situations of conflict, dialogue, and more inclusive forms of community-building across varied cultural and organizational contexts. As well as contributing to debates about the meanings of culture and interculturality, the book provides a nuanced view of the field, laying out theoretical achievements and gaps and identifying promising practices."Kirstie McAllum, Department of Communication, Université de Montréal, Canada"A unique and stimulating collection of perspectives and insights on the interplay between mediation and culture. The authors come from a wide array of disciplines and cultures and explore a variety of situations at different levels of abstraction. This book can enrich anyone’s ability to recognize, understand, and deal wisely with cultural influences in mediation—and other situations."Leonard L. Riskin, Visiting Professor, Northwestern University Pritzker School of Law, USA"Given the numerous wars between nations and violent conflicts within nations in today’s world, it’s obvious that neutral third parties trained in intercultural mediators are needed to help resolve such conflicts. In light of this, The Handbook of Intercultural Mediation should be required reading for this important group of professional mediators."Joseph A. Scimecca, Professor of Sociology, George Mason University, USA"The Routledge Handbook of Intercultural Mediation is a tour de force. This work is a dazzling achievement written with great skill by a global community of scholars, and whose usefulness will have a long life. This book makes a significant contribution toward nonviolent social change, especially when placed against the backdrop of the current urgencies of global pandemic and the horrors of war. Beginning with an initial review of the literature, the stage is set for current and future researchers and practitioners to reexamine how they (we) have thought about culture, conflict, and community. As the reader is invited to assume roles of observer and participant, an impressive gathering of international contributors explores diverse aspects of intercultural mediation as a process of dispute resolution, a byproduct of translation and pedagogy, and as a communicative or socio-political aspiration. These authors present a wide range of approaches, disciplines, voices, and perspectives that highlight, yet bring cohesion to disparate epistemological and methodological tensions."Mary Adams Trujillo, Professor Emerita of Communication Arts and Conflict Transformation, North Park University, USA"Full of innovative approaches and observations, including alternatives to and critiques of a Western-only approach to mediation, this Handbook of Intercultural Mediation is a treatment of mediation that examines interculturality as it should be done- comprehensively, globally, and respectfully. This volume, appearing as the world struggles with the global impact of both epidemic and war, could hardly be more timely. It is unique in bringing both depth and breadth to the topic of intercultural mediation. Especially remarkable for the range of scales represented, from analyses of language to international politics, the volume is destined to be a touchstone for work in mediation, and for intercultural studies generally, for years to come."Geoffrey White, Professor Emeritus, Department of Anthropology, University of Hawai’i, USAToday, the promises and pitfalls of multiculturalism, internationalism and globalization fill our headlines and our daily lives. As a result, there is an increasingly urgent need for peacemakers who can bring sensitivity, insight, evidence and skill to helping us navigate cultural differences, particularly those that are deep, invisible and sacred. This extraordinary book—The Routledge Handbook of Intercultural Mediation—is the most current and comprehensive resource for those intrepid mediators who serve as our guides in these tumultuous times. It will serve as the canon for this work, and a treasured resource for decades to come. Peter T. Coleman, Professor of Psychology and Education, Director of the Morton Deutsch International Center for Cooperation and Conflict Resolution at Columbia University, USA.I cannot think of a better volume to help us make sense of the avalanche of intercultural ‘nightmares’ that we have been facing since early 2020—and before that! Dominic Busch has managed to put together a stimulating interdisciplinary and visionary compendium around intercultural mediation. Together with the authors they remind us that mediation does not just matter in times of emergencies but that it is pivotal to the very notion of interculturality at all times. The handbook retells the past of intercultural mediation, keeps us up-to-date with today’s research and inspires us for the future. It should be on everyone’s must-read list. Fred Dervin, Professor of Multicultural Education, University of Helsinki, Finland."The ideas and practices of intercultural mediation draw (or at least, should draw) from a wide variety of subject matter, fields and research traditions. A thorough academic treatment that crosses all these ‘silos’ is overdue, and The Routledge Handbook of Intercultural Mediation addresses this gap in style. Its array of authors shows not only the expected level of expertise as well as the range of cultures and nations for such a work, but also a creative selection of fields and backgrounds. A list of the wide variety of research settings in this book might begin with the sciences, business, law, engineering, health care and linguistics, but it won’t end there. This is an essential resource for anyone who is trying to understand what mediators can do, and how they can improve, in the complex interactions that make up intercultural work. Christopher Honeyman, Managing Partner at Convenor Conflict Management, Washington, DC, USA.A global pandemic, geopolitical ructions, social and economic inequality, and the rise of artificial intelligence provide stark reminders as to why intercultural mediation continues to matter. Learning to live well together is an enduring project of humanity, and understanding how to achieve this remains at the core of the concept and practices of intercultural mediation. This volume traces the evolution of this term and its various manifestations across diverse disciplines, paradigms and cultural worldviews. It represents a comprehensive, rich and compelling account of why intercultural mediation remains crucial for reciprocal engagement, justice and peace that must occur if we are to come together to face the great challenges that lie ahead. Michelle Kohler, Senior Research Fellow, Research Centre for Languages and Cultures, UniSA: Justice and Society, University of South Australia, Australia.This collection is particularly broad, being interdisciplinary and international as well as intercultural, including the topics covered, disciplines represented, and chapter authors, and thus should be relevant to an uncommonly large group of researchers, practitioners, and students. Wendy Leeds-Hurwitz, Director of the Center for Intercultural Dialogue and Professor Emerita at the University of Wisconsin-Parkside, USA.The new handbook weaves together interdisciplinary insights into the role of intercultural mediation in situations of conflict, dialogue, and more inclusive forms of community-building across varied cultural and organizational contexts. As well as contributing to debates about the meanings of culture and interculturality, the book provides a nuanced view of the field, laying out theoretical achievements and gaps and identifying promising practices. Kirstie McAllum, Department of Communication, Université de Montréal, Canada.A unique and stimulating collection of perspectives and insights on the interplay between mediation and culture. The authors come from a wide array of disciplines and cultures and explore a variety of situations at different levels of abstraction. This book can enrich anyone’s ability to recognize, understand, and deal wisely with cultural influences in mediation—and other situations. Leonard L. Riskin, Visiting Professor, Northwestern University Pritzker School of Law, USA.Given the numerous wars between nations and violent conflicts within nations in today’s world, it’s obvious that neutral third parties trained in intercultural mediators are needed to help resolve such conflicts. In light of this, The Handbook of Intercultural Mediation should be required reading for this important group of professional mediators. Joseph A. Scimecca, Professor of Sociology, George Mason University, USA.The Routledge Handbook of Intercultural Mediation is a tour de force. This work is a dazzling achievement written with great skill by a global community of scholars, and whose usefulness will have a long life. This book makes a significant contribution toward nonviolent social change, especially when placed against the backdrop of the current urgencies of global pandemic and the horrors of war. Beginning with an initial review of the literature, the stage is set for current and future researchers and practitioners to reexamine how they (we) have thought about culture, conflict, and community. As the reader is invited to assume roles of observer and participant, an impressive gathering of international contributors explores diverse aspects of intercultural mediation as a process of dispute resolution, a byproduct of translation and pedagogy, and as a communicative or socio-political aspiration. These authors present a wide range of approaches, disciplines, voices, and perspectives that highlight, yet bring cohesion to disparate epistemological and methodological tensions. Mary Adams Trujillo, Professor Emerita of Communication Arts and Conflict Transformation, North Park University, USA. Full of innovative approaches and observations, including alternatives to and critiques of a Western-only approach to mediation, this Handbook of Intercultural Mediation is a treatment of mediation that examines interculturality as it should be done- comprehensively, globally, and respectfully. This volume, appearing as the world struggles with the global impact of both epidemic and war, could hardly be more timely. It is unique in bringing both depth and breadth to the topic of intercultural mediation. Especially remarkable for the range of scales represented, from analyses of language to international politics, the volume is destined to be a touchstone for work in mediation, and for intercultural studies generally, for years to come. Geoffrey White, Professor Emeritus, Department of Anthropology, University of Hawai’i, USA.Table of ContentsPART I: Professional intercultural dispute mediation Chapter 1. Culture and mediation: A 2020s perspective on early criticism of Western paradigms Chapter 2. Cross-cultural disputes and mediator strategies Chapter 3. De-essentializing notions of self and identity in mediation Chapter 4. Cultural humility in intercultural mediation Chapter 5. Intercultural mediation training Chapter 6. Interculturality in Online Dispute Resolution (ODR) Chapter 7. Policing and intercultural mediation: Forms of triadic conflict management Chapter 8. Putting culture into a perspective in intercultural mediation PART II: Intercultural mediation in international politics Chapter 9. Interculturality in the concept of peace mediation Chapter 10. Hybrid peace mediation in the age of pandemics Chapter 11. The political dimensions of culture and religion in mediation Chapter 12. Third parties’ involvement in contexts of political conflict and power imbalances Chapter 13. Seeing people in interactive peacemaking through a consciousness lens Chapter 14. The past is the past⁠—or is it? Considering the role of the past in intercultural mediation Chapter 15. The politics of intercultural space: Inclusive, unobtrusive, and failed mediation PART III: De-Centering Alternative Dispute Resolution (ADR) Chapter 16. Imagining a racially diverse and inclusive mediation field: Uncovering the structural hurdles Chapter 17. Intercultural mediation from a European perspective Chapter 18. Islamic forms of intercultural mediation Chapter 19. Transforming conflict cultures through mediation Chapter 20. Indigenous conflict resolution strategies beyond the ADR paradigm PART IV: De-essentializing culture in intercultural mediation Chapter 21. The discourse of thirdness in intercultural mediation Chapter 22. The triadic character of intercultural learning: Insights from edusemiotics Chapter 23. The bridge metaphor in intercultural mediation Chapter 24. Using creative non-fiction to pinpoint moments of deCentering in intercultural mediation Chapter 25. Emic and etic perspectives on culture in mediation Chapter 26. Professional dispute mediators’ notions of culture Chapter 27. Design thinking and design communication for intercultural conflict management PART V: Theorizing intercultural mediation Chapter 28. Theorizing mediation from the perspective of legal anthropology Chapter 29. Anthropological approaches to culture in conflict mediation Chapter 30. Anthropology and mediation in an environmental conflict: Worldview translation as synthesis Chapter 31. Weaving together three strands of research: Culture, communication, and conflict Chapter 32. Intercultural mediation as intercultural competence Chapter 33. It takes three to tango. A sociological triadology Chapter 34. A framework for understanding intercultural mediation from the standpoint of a systemic theory of communication PART VI: Linguistic explorations of intercultural mediation Chapter 35. Research from conversation analysis on intercultural mediation Chapter 36. Managing culturality in mediation sessions: Insights from membership categorization analysis and discursive psychology Chapter 37. Intercultural mediation from the perspective of linguistic pragmatics Chapter 38. Storytelling, culture, and identity in mediation PART VII: Psychological tools for analyzing intercultural mediation Chapter 39. Cultural intelligence in intercultural mediation Chapter 40. Research from psychology on intercultural mediation: Cultural values and emotional intelligence Chapter 41. Measuring intercultural mediation in the context of intergroup conflict: Classical and modern test theory approaches to scale assessment PART VIII: Translation research and intercultural mediation Chapter 42. Intercultural mediation in translation and interpreting studies Chapter 43. Translation as intercultural mediation—The evolution of a paradigm Chapter 44. The mediating role of empathy in community interpreting Chapter 45. Exacerbating cultural differences in translation/interpreting as intercultural mediation PART IX: Intercultural mediation in foreign language education and the arts Chapter 46. The intercultural speaker as an intercultural mediator Chapter 47. Intercultural mediation in contexts of translanguaging Chapter 48. Children as intercultural mediators Chapter 49. Intercultural mediation in the world language classroom

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Book SynopsisThis book explores how speech and language therapists can use a wide range of multi-modal therapy techniques to elicit speech sound. Due to the nature of the approach, there is a limited evidence base in the area, so this book draws on the authors' extensive experience, as well as testimonials from families who have been successfully supported by the approach, to offer a new and unique perspective for therapy. By using a total communication approach, the book provides clinicians with the confidence to be more open and experimental in their practice, when traditional routes are proving unsuccessful, to best meet the needs of clients with more complex clinical backgrounds.Chapters include the following: Setting the scene. Persistent speech sound disorders. Popular techniques. Adding the extra dimension. Case studies. How to run a Total Speech group. Total Speech shares success stories of how well-known techniTable of Contents AcknowledgementsAbout the AuthorsThe Purpose of this BookChapter 1 - Speech Sound Disorders - Setting the SceneChapter 2 - When Speech Sound Disorders become persistentChapter 3 - Popular Therapy TechniquesChapter 4 - Adding an extra dimensionChapter 5 - Time for Total SpeechChapter 6 - IEP / EHCP Goals BankChapter 7 - Running a Total Speech groupChapter 8 - Total Speech – the PathwayConclusionsBibliographyAppendices

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Book SynopsisWidely considered to be a foundational work in the field of listening, Teaching and Researching Listening is among the most recommended textbooks in applied linguistics oral communication courses, and the most cited reference in current research on second language listening development. Known for its comprehensiveness, clarity, insight, and practical applications, this fourth edition has been substantially revised to reflect the latest research in the areas of linguistics, neuroscience, applied technologies, and teaching methodology, with expanded sections on teaching applications and explorations in social research related to listening.This completely revised edition includes:      Detailed overviews of the underlying processes of listening, with additional coverage of decoding processes      Expansion of sections dealing with artificial intelligence (AI), speech recognition, and input enhancement softwar

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Book SynopsisEver faced challenges motivating clients to participate in speech therapy practice at home? Directing parents to helpful resources that reinforce acquired skills from therapy sessions can be a problem. This book provides easy-to-follow instructions, educational resources, and links to 3D animated clips for therapists to use with parents to ensure perfect technique every time. The book considers each of the 24 English consonants, 16 monophthongs, and 8 diphthongs in detail with regards to anatomy, physiological production, and therapy materials to be used in practice. It is accompanied by online 3D animated video material featuring DARA, an avatar that sounds out each consonant or vowel, clearly showing how the shape of the mouth and positioning of the tongue forms each sound. Photocopiable and free downloadable material from Resourceible.com also makes ideal resources for parents to use at home. This book offers a toolkit to support technique explanation to pareTable of ContentsPrefaceAcknowledgementsIntroductionChapter 1. Educational ResourcesChapter 2. Consonant ResourcesChapter 3. Eliciting TechniquesChapter 4. Vowels of EnglishChapter 5. Clinical ToolkitReferences

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Book SynopsisIn the updated third edition of this unique book, Catherine McBride looks at reading and writing development and impairment across a range of languages, scripts, and contexts. This new edition highlights multiliteracy and multilingualism and broadly explores the science of reading.A timely and important contribution to our understanding of literacy around the world, the book includes a new chapter covering the impact of digital technology on childrenâs literacy development, and covers other issues including:â The importance of phonological sensitivity for learning to read and to write â The first units, or building blocks, of literacy learning in different scripts such as Chinese, English, Korean Hangul, Hindi and Arabic â The role of visual processing in reading and writing skills â How the latest research can inform the teaching of reading and writing â An overview of of dyslexia and dysgraphia, including recent neuroscientific research â The deve

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Book SynopsisThis is the first book devoted to the effects of orthographic forms (spellings) on second language phonology.Written by one of the pioneer researchers in the field, the book provides an authoritative overview of the effects of spellings on the perception, production, awareness, learning and teaching of sounds and spoken words in a second language. Using the findings and implications from a large-scale research project at its centre, the book reveals that English consonants spelled with double letters lead Italian learners and users of English as a second language to perceive, produce, classify, and learn English consonants as geminates (long consonants).Presenting a narrative of a second language research project, and discussing its implications, the book will be of interest to scholars and researchers in the fields of orthography, phonology, and speech and language perception. Language teaching practitioners will also find the book useful.

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Book SynopsisTalking the Talk provides a comprehensive introduction to the psychology of language, written for the reader with no background in the field or any prior knowledge of psychology.Written in an accessible and friendly style, the book answers the questions people actually have about language; how do we speak, listen, read, and learn language? The book advocates an experimental approach, explaining how psychologists can use experiments to build models of language processing. Considering the full breadth of psycholinguistics, the book covers core topics including how children acquire language, how language is related to the brain, and what can go wrong with it. Fully updated throughout, this edition also includes a new chapter on bilingualism and new coverage of AI and the rise of ChatGPT.Talking the Talk is written in an engaging style which does not hesitate to explain complex concepts. It is essential reading for all undergraduate students and those new to

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Book SynopsisThe 7th edition of this classic second language acquisition (SLA) text provides an overview of the theoretical foundations of language teaching. This new edition has been updated to capture current research and practice in the field. Among concepts that are either redefined or entirely new are:â Language learning in an era of globalization and multilingualism.â The significance of transnationalism, identity, investment, agency, and ideology.â Language learning as situated, usage-based, and socioculturally contextualized.â The importance of emotional engagement, intercultural sensitivity, and self-efficacy in language learning.â Transdisciplinary and ecological approaches as keys to language teaching in the 21st century.The seventh edition also retains useful historical information and foundational cornerstones of SLA that teachers have found beneficial in their instruction. Key principles continue to be presented and explained with di

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Book SynopsisCognitive 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. The edited volume brings together renowned scholars in the field who present data-driven insights into the intricate relationships between CTC and L2 performance, drawing on a combination of empirical studies and theoretical analyses.Each section summarizes the intersection of task complexity frameworks and models of second language production; synthesizes critical issues and research findings; and, moves beyond the routine discussion of task complexity features and models of speaking, extending the discussion to the interface of task complexity features and a) learner engagement, b) virtual interaction, and c) corpus linguistics. It also delves into the interface of CTC and technology, exploring how digital tools and resources can enhance task complexity and ultimately impact L2 perfo

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Book SynopsisThis book explores emotions and affect in language learning during total lockdown during the early phase of the COVID-19 pandemic when all teaching and learning activities had to transition online. Having classes online and learning in lockdown was an unknown, disconcerting and emotionally-saturated experience for both the teachers and their students majoring in foreign languages.To explore this, the author conducted a study at a Malaysian university using perezhivanie, a concept introduced by Lev Vygotsky (1896-1934), as a theoretical foundation for pedagogically oriented research on affect and emotions. It refers to an intense emotional lived-through experience that often leads to a qualitative change within an individual. To capture the studentsâ experiences of learning in total lockdown, she also employs photovoice methodology as an analytical approach. In her book Nikitina demonstrates using the photovoice method to capture the emotional ebbs and flows inherent in perezhivania. The theoretical framework of perezhivanie and novel photovoice methodology adopted in this book can be employed in future explorations of emotional labours of students and their teachers in a wide range of educational settings.The bookâs theoretical anchoring, robust methodology, and rigorous analysis of visual and linguistic data findings presented here will contribute to a better understanding of learning and teaching during challenging circumstances for students and academics of applied linguistics, psychology of language learning or second language acquisition.

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Book SynopsisFocusing on Hindi, Spanish and Romanian, this novel book explores the language acquisition and transmission of heritage languages in the United States. It is essential reading for advanced students and researchers of linguistics and multilingualism, immigration, education studies and language policy, as well as language educators and policy makers.Table of ContentsPreface; Introduction; 1. On heritage speakers as native speakers; 2. Structural changes in heritage language grammars; 3. Differential Object Marking; 4. Language change and the acquisition of Differential Object Marking; 5. The vulnerability of Differential Object Marking in three heritage languages; 6. Differential Object Marking in Spanish as a heritage language; 7. Differential Object Marking in Hindi as a heritage language; 8. Differential Object Marking and clitic doubling in Romanian as a heritage language; 9. Comparing the three heritage languages; 10. Intergenerational transmission.

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The only resources designed for the Cambridge IGCSE® Chinese as a First Language syllabus (0509). Take an active approach to first language Chinese, with activities that reinforce language learning and expand vocabulary and idioms. Following the same structure as the coursebook, students can use this write-in workbook both in-class and at home. It contains additional activities that provide opportunities to further practice Mandarin Chinese. Suggested answers to workbook questions are in the teacher's book.

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Book SynopsisThis singular new textbook is both an introduction to the major theories of second language acquisition and a practical proposal for their application to language learning courses. It explains and evaluates these theories, and focuses on recent research that has enriched thinking about the best ways to facilitate communicative effectiveness in an L2. It then suggests practical applications regarding language planning, curriculum development, pedagogy, materials development, teacher development, and assessment, establishing a tangible connection between theory and practice. Unlike many SLA books which are narrowly focused on the acquisition of language, it explores the roles of factors such as pragmatics, para-linguistic signals, gesture, semiotics, multi-modality, embodied language, and brain activity in L2 communication. SLA Applied connects research-based theories to the authors'' and students'' real-life experiences in the classroom, and stimulates reflection and creativity throughTrade Review'In a refreshingly innovative look at what actually leads to communicative effectiveness in L2, Tomlinson and Masuhara connect research with practical guidance for teachers and learners of language. This highly accessible textbook should be of keen interest both to researchers, teacher educators, teachers, and writers of curricular materials. The reader is challenged by thought-provoking questions and tasks throughout the book.' Andrew D. Cohen, University of Minnesota'Written in a comprehensive, inclusive and authoritative style, this book provides in-depth coverage of some of the major theories informing SLA research. However, it does so much more than simply cover the theoretical ground. It offers teaching practitioners an informed and insightful means to convert theory into practical application in their own context. It's a volume that every teacher who wishes to be professionally aware will want to have on his or her bookshelf.' Anne Burns, University of New South Wales'The sub-title of the latest book from Brian Tomlinson and Hitomi Masuhara, 'Connecting Theory and Practice' is entirely appropriate. Both authors have collaborated before on several publications aiming to show the mutual interplay of SLA theory and practice, and this volume is another very successful outcome. It presents a comprehensive but accessible overview of the latest SLA research together with a balanced set of relevant pedagogic applications, with many ideas drawn from the authors' own wide experience. It should be on the bookshelf of all second language teachers, trainers, and curriculum specialists as a valuable reference resource.' Chris Kennedy, University of Birmingham'The divide of decades that existed between SLA and the classroom has finally experienced effective bridging! A thought-provoking reference that will especially help undergraduates grasp early in their education, the connections between SLA theory and practice.' Jayakaran Mukundan, Universiti Putra Malaysia'Tomlinson and Masuhara masterfully present SLA theory and showcase its pedagogical applications in this new book. Written in an engaging and approachable style, with abundant real-world examples and up-to-date evidence on how second languages are processed and acquired, this book is sure to meet the needs of both researchers and teachers.' Stephen Fafulas, University of Mississippi'Establishing a lucid connection between theory and practical application is no small task. In this book, Tomlinson and Masuhara succeed in bridging this important gap, illustrating the relevance of SLA theory in the classroom setting. This book is an especially helpful guide to educators seeking to engage more with SLA theory. A valuable contribution to the field.' Michael T. PutnamTable of ContentsPreface; Introduction; 1. Input; 2. Intake Part One – Theory; 3. Intake Part Two – The Application of Theory to Learning; 4. Further Processing, Acquisition and Development; 5. Recognition, Recall, Rehearsal and Retrieval; 6. Comprehension of the L2; 7. Production and Monitoring of the L2; 8. Auto-Input; 9. Some Salient Issues in SLA Research; Summary; References; Index.

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Book SynopsisDoes a bilingual person have two separate lexicons and two separate grammatical systems? Or should the bilingual linguistic competence be regarded as an integrated system? This book explores this issue, which is central to current debate in the study of bilingualism, and argues for an integrated hypothesis: the linguistic competence of an individual is a single cognitive faculty, and the bilingual mind should not be regarded as fundamentally different from the monolingual one. This conclusion is backed up with a variety of empirical data, in particular code-switching, drawn from a variety of bilingual pairs. The book introduces key notions in minimalism and distributed morphology, making them accessible to readers with different scholarly foci. This book is of interest to those working in linguistics and psycholinguistics, especially bilingualism, code-switching, and the lexicon.Table of Contents1. Introduction. Motivating a unified linguistic system; 2. Remarks on separationist architectures; 3. Phases, distributed morphology and some contributions from code-switching; 4. 1Lex in MDM; 5. Building the case for 1Lex: Gender; 6. 1PF in MDM; 7. Lexical questions: what do you know when you know a word?; 8. Psycho-syntactic questions: acquisition, priming and co-activation, and a note on the processing cost; 9. Convergent and divergent paths; 10. General conclusions; 11. Appendix. Restrictions on code-switching; 12. Appendix. The Creole continuum; List of figures; Acknowledgements; References; Endnotes.

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Book SynopsisTask-based language teaching (TBLT) is an innovative approach to language teaching which emphasises the importance of engaging learners'' natural abilities for acquiring language incidentally. The speed with which the field is expanding makes it difficult to keep up with recent developments, for novices and experienced researchers alike. This handbook meets that need, providing a comprehensive, up-to-date overview of the field, written by a stellar line-up of leading international experts. Chapters are divided into five thematic areas, and as well as covering theory, also contain case studies to show how TBLT can be implemented in practice, in a range of global contexts, as well as questions for discussion, and suggested further readings. Comprehensive in its coverage, and written in an accessible style, it will appeal to a wide readership, not only researchers and graduate students, but also classroom teachers working in a variety of educational and cultural contexts around the world.Table of ContentsPreface; Part I. The Rationale for TBLT: 1. The (unsatisfactory) status quo in language teaching: a psycholinguistic rationale for TBLT; 2. A pedagogic rationale for TBLT; Part II. Tasks and Needs Analysis: 3. Why tasks? Task as the unit of analysis in language education; 4. Adapting and advancing task-based needs analysis (NA) methodology across diverse language learning contexts; 4A. Developing a task-based approach: a case study of Australian Aboriginal VET students; 4B. A needs analysis for Syrian refugees in Turkey; 4C. TBLT in a Japanese university: from needs analysis to evaluation; 4D. The implementation of a task-based Spanish language program in Qingdao, China: a case study; 5. The L in TBLT: analyzing target discourse; 5A. Blustery with an occasional downpour: an analysis of target discourse in media weather forecasts; 5B. 'I have a question': A corpus-based analysis of target discourse in office hour interactions; Part III. The Task Syllabus and Materials: 6. The Cognition Hypothesis, the Triadic Componential Framework and the SSARC Model: an instructional design theory of pedagogic task sequencing; 7. From needs analysis to task selection, design, and sequencing; 7A. Task-based telecollaborative exchanges between US and Italian students: a case study in program design and implementation; 8. Exploring the nuts and bolts of task design; 8A. Designing pedagogic tasks for refugees learning English to enter universities in the Netherlands; Part IV. Methodology and Pedagogy: 9. A psycholinguistically motivated methodology for TBLT; 10. Technology-mediated TBLT; 10A. Task-based simulations for diplomatic security agents; 10B. Delivering TBLT at scale: a case study of a needs-based, technology-mediated workplace English program; 10C. TBLT and Indigenous Language Revitalisation; Part V. TBLT with School-age Children: 11. Children interacting in task-supported EFL/CLIL contexts; 11A. Tasks for children: using mainstream content to learn a language; 11B. A case study of a task-based approach for school-age learners in China; Part VI. The Teacher in TBLT: 12. Teacher preparation and support for TBLT; 12A. Connecting teacher training to TBLT implementation: a case study of pre-service teachers in Honduran bilingual schools; 12B. Training for tasks the cooperative way: an online tutored TBLT course for teachers, managers and course designers; Part VII. Task-Based Assessment and Program Evaluation: 13. Task-based, criterion-referenced performance testing; 14. TBLT program evaluation: why and how; 14A. Comparing the effectiveness of TBLT and PPP on L2 grammar learning: a pilot study with Chinese students of Italian L2; 14B. Evaluating the pilot year of a task-based Spanish immersion camp for high schoolers: examining learners' experience of task motivation and difficulty within and following tasks; 14C. Designing a classroom-based TBLA framework for primary schools: blurring the lines between teaching, learning and assessment; Part VIII. Research Needs and Future Prospects: 15. Methodological issues in (cognitively-oriented) TBLT research: advances and challenges; 16. Innovation in language education: a task-based perspective; 17. The adoption of TBLT in diverse contexts: challenges and opportunities; Conclusion.

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Book SynopsisIt is a well-known fact that some adult second language learners learn more rapidly and/or to a higher level of proficiency than others. Some of these individual differences have been linked to differences in cognitive and perceptual abilities under the umbrella term of ''language aptitude''. The notion of language aptitude has undergone recent developments, one of which is the proposal that language aptitude includes cognitive abilities that involve implicit processes and that are advantageous in learning a language without awareness. This Element defines implicit language aptitude, examines tasks that can be used to measure implicit language aptitude, and provides an overview of relevant research in this area.Table of Contents1. What are the key concepts?; 2. What are the key readings?; 3. What are the main branches of research?; 4. What are the implications for SLA and pedagogy?; 5. What are the new avenues for research?; 6. Conclusion.

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Book SynopsisVolume I is the first of two volumes that document the three components of the CHILDES Project. It is divided into two parts which provide an introduction to the use of computational tools for studying language learning. The first part is the CHAT manual, which describes the conventions and principles of CHAT transcription and recommends specific methods for data collection and digitization. The second part is the CLAN manual, which describes the uses of the editor, sonic CHAT, and the various analytic commands. The book will be useful for both novice and experienced users of the CHILDES tools, as well as instructors and students working with transcripts of child language. Volume II describes in detail all of the corpora included in the CHILDES database. The conversational interactions in the corpora come from monolingual children and their caregivers and siblings, as well as bilingual children, older school-aged children, adult second-language learners, children with variousTrade Review"In summary, Brian MacWhinney has provided a comprehensive discussion and explanation of the CHILDES Project in these books. The issues addressed should make them of interest to SLA researchers, as well as to the main audience of child language researchers."—TESL-EJ"CHILDES can clearly be adapted to the needs of SLA researchers, especially where such research demands recourse to massive quantities of second language (L2) data and sophisticated coding mechanisms....The updated and expanded exposition of CHILDES in MacWhinney (2000) makes the enormous effect of the project on the field of child L1 acquisition unmistakable."—Second Language ResearchTable of ContentsContents: Introduction. Principles. CHAT Outline. File Headers. Words. Morphemes. Utterances. Scoped Symbols. Dependent Tiers. CA Transcription. Signed Language--BTS. Extending CHAT. UNIBETs. Error Coding. Speech Act Codes. Morphosyntactic Coding. Word Lists. Recording Techniques. Symbol Summary.

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Book SynopsisVolume I is the first of two volumes that document the three components of the CHILDES Project. It is divided into two parts which provide an introduction to the use of computational tools for studying language learning. The first part is the CHAT manual, which describes the conventions and principles of CHAT transcription and recommends specific methods for data collection and digitization. The second part is the CLAN manual, which describes the uses of the editor, sonic CHAT, and the various analytic commands. The book will be useful for both novice and experienced users of the CHILDES tools, as well as instructors and students working with transcripts of child language. Volume II describes in detail all of the corpora included in the CHILDES database. The conversational interactions in the corpora come from monolingual children and their caregivers and siblings, as well as bilingual children, older school-aged children, adult second-language learners, children with various tTrade Review"In summary, Brian MacWhinney has provided a comprehensive discussion and explanation of the CHILDES Project in these books. The issues addressed should make them of interest to SLA researchers, as well as to the main audience of child language researchers."—TESL-EJ"CHILDES can clearly be adapted to the needs of SLA researchers, especially where such research demands recourse to massive quantities of second language (L2) data and sophisticated coding mechanisms...The updated and expanded exposition of CHILDES in MacWhinney makes the enormous effect of the project on the field of child L1 acquisition unmistakable."—Second Language ResearchTable of ContentsContents: Introduction. English Corpora. Bilingual Corpora. Clinical Corpora. Narrative Corpora. Germanic Languages. Romance Languages. Other Languages.

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Book SynopsisThe Diagnosis of Writing in a Second or Foreign Language is a comprehensive survey of diagnostic assessment of second/foreign language (SFL) writing. In this innovative book, a compelling case is made for SFL writing as an individual, contextual, and multidimensional ability, combining several theoretically informed approaches upon which to base diagnosis. Using the diagnostic cycle as the overarching framework, the book starts with the planning phase, cover design, development, and delivery of diagnostic assessment, ending with feedback and feed-forward aspects to feed diagnostic information into the teaching and learning process. It covers means to diagnose both the writing processes and products, including the design and development of diagnostic tasks and rating scales, as well as automated approaches to assessment. Also included is a range of existing instruments and approaches to diagnosing SFL writing.Addressing large-scale as well as classroom contexts, this voTable of ContentsForewordChapter 1 Introduction to diagnosing SFL writingChapter 2 The development of writing abilityChapter 3 The cognitive basis of writing ability with a special reference to SFL writingChapter 4 How writing ability can be diagnosedChapter 5 Characteristics of tasks designed to diagnose writingChapter 6 Diagnosing the writing processChapter 7 Analyzing writing products by rating themChapter 8 Automated analysis of writingChapter 9 The role of feedback in diagnosing SFL writing abilityChapter 10 Conclusions and ways forwardReferencesIndex

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Book SynopsisAcademic vocabulary is in fashion, as witnessed by the increasing number of books published on the topic. In the first part of this book , Magali Paquot scrutinizes the concept of ''academic vocabulary'' and proposes a corpus-driven procedure based on the criteria of keyness, range and evenness of distribution to select academic words that could be part of a common-core academic vocabulary syllabus.In the second part, the author offers a thorough analysis of academic vocabulary in the International Corpus of Learner English (ICLE) and describes the factors that account for learners'' difficulties in academic writing. She then focuses on the role of corpora, and more particularly, learner corpora, in EAP material design. It is the first monograph in which Granger''s (1996) Contrastive Interlanguage Analysis is used to compare 10 ICLE learner sub-corpora, in order to distinguish between linguistic features that are shared by learners from a wide range of mother tongue backgrounds and uniTrade Review"One of the most controversial issues in EAP curriculum development is the question of whether the focus of instruction should be geared toward general academic instruction or toward discipline-specific features. The work of Magali Paquot shows that there exists a culture of academic literacy signalled by a range of non-technical vocabulary which can be used by undergraduate students in diverse disciplines, particularly those words or phrases for marking major academic functions, such as defining, exemplifying, classifying, and reporting the viewpoints of other scholars. This book holds important implications for teachers of academic writing to all novice writers, both native and non-native. The findings the author has presented should be incorporated into materials development for undergraduate teaching." -- Joanne Neff van Aertselaer, Centro Superior de Idiomas Modernos, Universidad Complutense de Madrid, SpainThe book is well organized... is definitely a reference and a source of ideas for teaching EFL as well as for designing teaching materials. -- The International Journal of Multicultural Education... this book effectively addresses a range of relevant issues in investigating academic vocabulary in learner writing. The book will appeal to researchers, scholars and graduate students who are interested in conducting research studies in this field. The volume could also be used in graduate level classes, especially doctoral seminars, on discourse studies and corpus linguistics. -- Discourse Studies 13 (6)Table of ContentsAcknowledgements List of abbreviations Introduction Section 1: Academic Vocabulary 1. What is academic vocabulary? 2. A data-driven approach to the selection of academic vocabulary Section 2: Learners' Use of Academic Vocabulary 3. Investigating learner language 4. Rhetorical functions in expert academic writing 5. Academic vocabulary in the International Corpus of Learner English Section 3: Implications and Conclusions 6. Pedagogical implications 7. General conclusion References Appendix Subject index Author index

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Book SynopsisTask-based language teaching is now a well-established pedagogic approach but problematic issues remain, such as whether it is appropriate for all learners and in all instructional contexts. This book draws on the author’s experience of working with teachers, together with his knowledge of relevant research and theory, to examine the key issues. It proposes flexible ways in which tasks can be designed and implemented in the language classroom to address the problems that teachers often face with task-based language teaching. It will appeal to researchers and teachers who are interested in task-based language teaching and the practical and theoretical issues involved. It will also be of interest to students and researchers working in the areas of applied linguistics, TESOL and second language acquisition.Trade ReviewRod Ellis has written (yet another) agenda-setting book, this time charting a journey through key issues in task-based language teaching. This is a must-read for researchers committed to the pedagogic relevance of their work, and for language educators in search of a deeper understanding of task-based research and pedagogy. * Jonathan Newton, Victoria University of Wellington, New Zealand *This comprehensive yet personal book will be invaluable reading for very diverse audiences. Synthesizing a lifetime of engagement with language education and tasks, Rod Ellis proposes an options-based approach that can be flexibly adapted across geographies and masterfully re-examines the quandaries cognitive and social researchers investigate through the questions teachers ask. * Lourdes Ortega, Georgetown University, USA *This review has recommended Reflections on Task-Based Language Teaching in particular to teacher educators and to researchers. However, classroom teachers at whatever stage of their career will find plenty to guide them in their teaching. Chapter 5, titled “Preparing learners to perform tasks,” is one good example. This is a book which should sell well and which will probably give fresh ideas to classroom teachers, whether or not they are also researchers. -- Marilyn Lewis, University of Auckland, New Zealand * TESOL Theory and Praxis, Volume 4 Issue 1 *[This book] is an honour to the work of one of the most esteemed scholars in TBLT. -- Melissa Baralt, Florida International University, USA * ELT Journal, Volume 73, Issue 2, April 2019 *[This book] comprehensively examines the theoretical and pedagogic aspects of task-based language teaching (TBLT), one of the long-standing topics in instructed SLA, and offers insights into TBLT as an approach to second language teaching. Ellis’ (2003) previous book, Task-based Language Learning and Teaching, focuses on research and theories underlying TBLT. The current book complements his previous work by shedding more light on pedagogic issues related to TBLT. -- Taichi Yamashita and Long He, Iowa State University, USA * Applied Linguistics 2019: 1–5 *Table of ContentsAcknowledgements Preface Section 1: Introduction Chapter 1: A Brief History of Task-based Language Teaching and Research Chapter 2: Task-based Research and Language Pedagogy Section 2: Researching Task-based Teaching Chapter 3: Non-Reciprocal Tasks, Comprehension and Second Language Acquisition Chapter 4: Focus on Form: A Critical Review Chapter 5: Preparing Learners to Perform Tasks Chapter 6: Is there a Role for Explicit Instruction in Task-based Language Teaching? Chapter 7: Measuring Second Language Learners’ Performance of Tasks Section 3: Task-based Language Pedagogy Chapter 8: Task-based Language Teaching: Sorting out the Misunderstandings Chapter 9: Moving Task-based Language Teaching Forward Chapter 10: Towards a Modular Curriculum Chapter 11: An Options-based Approach to doing Task-based Language Teaching Chapter 12: Teachers Evaluating Tasks Section 4: Conclusion Chapter 13: Key Issues in Task-based Research and Pedagogy

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Book SynopsisThis book traces and summarizes the author's theoretical insights and empirical findings in the field of foreign language education. The volume explores themes such as individual differences in L1 abilityand their connection to L2 aptitude andL2 achievement,L2 anxiety as an affective or cognitive variable, and the relationship between L1 and L2 reading. The book includes the author's previously published works, presented together with newly written commentaries on those topics, as well as commentaries onnew empirical work. It will be of interest to students and researchers in SLA, educational practitioners and language policymakers.

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Book SynopsisThis book provides practical guidance on research methods and designs that can be applied to Complex Dynamic Systems Theory (CDST) research. It discusses the contribution of CDST to the field of applied linguistics, examines what this perspective entails for research and introduces practical methods and templates, both qualitative and quantitative, for how applied linguistics researchers can design and conduct research using the CDST framework. Introduced in the book are methods ranging from those in widespread use in social complexity, to more familiar methods in use throughout applied linguistics. All are inherently suited to studying both dynamic change in context and interconnectedness. This accessible introduction to CDST research will equip readers with the knowledge to ensure compatibility between empirical research designs and the theoretical tenets of complexity. It will be of value to researchers working in the areas of applied linguistics, language pedagogy and educational linguistics and to scholars and professionals with an interest in second/foreign language acquisition and complexity theory.Trade ReviewA harmonious blend of theory and method, Hiver and Al-Hoorie provide researchers in applied linguistics not only with a rationale but the tools to fully (and finally!) embrace CDST. I expect this book will become a landmark publication for the field. * Luke Plonsky, Northern Arizona University, USA *This book is an eye-opening and completely welcome introduction to a methodological world much wider than most applied linguists will have ever imagined existed. Rather than a how-to book, it is a guide to a plethora of methodological approaches that aim to send ‘one-shot cross-sectional research’ to its timely demise. In this book, readers will find an intriguing new approach for analyzing their data. * Jenifer Larson-Hall, University of Kitakyushu, Japan *This book offers both a timely and comprehensive guide to doing empirical research on Complex Dynamic Systems Theory in applied linguistics. A rarity for its breadth and depth, it presents a rich array of methodological options pooled from multiple disciplines of study, promoting and enabling integration of methods beyond mixing. * ZhaoHong Han, Teachers College, Columbia University, USA *I was certainly thrilled to finally see a publication that, instead of merely trying to convince us that SLA research should be grounded in CDST, in fact makes an earnest attempt to illustrate how this can be done in practice. -- Mirosław Pawlak, Adam Mickiewicz University, Poland; State University of Applied Sciences, Poland * Studies in Second Language Learning and Teaching, Vol. 10, No. 2 *This book contains a wealth of information for any researcher interested in exploring new methods. -- Paul Pauwels, KU Leuven, Belgium * International Journal of Applied Linguistics 172:1 *Table of ContentsPart I. Introduction to Complexity Theory Chapter 1. Introduction Chapter 2. What is Complexity Theory? Chapter 3. Applying Complexity Theory to Research Part II. Qualitative Methods Chapter 4. Qualitative Comparative Analysis Chapter 5. Process Tracing Chapter 6. Concept Mapping Chapter 7. Agent-Based Modeling Chapter 8. Retrodictive Qualitative Modeling Chapter 9. Social Network Analysis Chapter 10. Design Based Research Methods Part III. Quantitative Methods Chapter 11. Panel Designs Chapter 12. Latent Growth Curve Modeling Chapter 13. Multilevel Modeling Chapter 14. Time Series Analysis Chapter 15. Experience Sampling Method Chapter 16. Single-Case Designs Chapter 17. Idiodynamic Method Part IV. C The Future of CDST Methodology Chapter 18. Method Integration Chapter 19. Glossary and Further Resources for CDS Methodology

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Book SynopsisThis book presents the latest research on the role of strategy use and development in second and foreign language teaching and learning. It comprises a wide selection of studies which cover topics such as strategic training of young EFL learners, promoting critical thinking through video gaming, language learning strategies for languages other than English, and the contribution of language learning strategies to the development of the four language learning skills. It will equip scholars and practitioners with the knowledge to help them better appreciate how language learning strategies contribute to and are linked with language learning processes. The contributing authors share research from their various contexts, which range from primary to tertiary education, and discuss the need for fine-tuned strategy categorization, conscious self-regulation and proposed strategy instruction.

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Book SynopsisHow do some language learners triumph against all odds, despite not having obvious heritage links or spending extended periods of time in the L2 environment pre-adulthood? This book delves into the autobiographical stories of learners who achieve nativelike proficiency, opening a narrative window into their experiences and offering insights into their pathways to success. The in-depth analysis ties together a wide range of potentially relevant topics, from motivational vision and international posture to issues of identity, endurance and even musical ability, among other themes. The authors explore whether these successes can be repeated by others and the book will be of use to language teachers interested in learner motivation and the antecedents to high-level ultimate attainment. The book will also be of great interest to researchers working in the areas of language learner psychology, especially in topics concerning language learning motivation, identity and narrative inquiry.Trade ReviewThis book provides a fascinating analysis of how highly successful language learners achieve the ultimate gold standard of ‘passing for a native speaker’. It is a deeply engaging account that offers valuable lessons for us all (language learners, teachers, researchers), and offers a poignant memory of Zoltán Dörnyei’s passionate enthusiasm for his subject. * Ema Ushioda, University of Warwick, UK *With this highly original book the authors have shed light on a group of learners who reached the foreign language equivalent of the top of Everest. Rather than subjecting them to endless tests and measurements, the authors listened to what they had to say about their exceptional journey. * Jean-Marc Dewaele, Birkbeck, University of London, UK *On reading this book one is left with the overwhelming impression that it is as unique and exceptional as the participants of the research project and the individual trajectories which emerge from the narratives offered during the interviews. * Mirosław Pawlak, Adam Mickiewicz University, Poland, SSLLT 13 (1) 2023 *...the book is concise, clearly-structured, and extremely well-thought out, with chapter subheadings making the volume suitable for dipping into and out of as needed. Indeed, the breadth and depth of the new perspectives contained in the work mean that this volume is highly recommended for all scholars interested in any aspect of applied linguistics and second language acquisition [...] it would also be of relevance for language teachers and for any advanced language learners seeking to gain academic perspectives on how to proceed beyond the CEFR C2 level [...] a ground-breaking work with immense potential to influence the future scope of research in this valuable and important area. * Antony Hoyte-West, Independent Scholar, UK, Theory and Practice of Second Language Acquisitionvol. 9 (2), 2023 *Table of ContentsAcknowledgements Introduction 1. Theoretical Background 2. Methodology: Identifying Participants and Documenting Their Stories 3. Defining Nativelikeness 4. A Favourable Set-Up 5. A Unique Bond with the Chosen Language 6. Cognition and Other Facilitative Learner Characteristics 7. Attention to Pronunciation 8. Intensive Effort and Strategic Learning 9. Reinforcing Relationships and Social Expectations 10. Sources of Persistence 11. Second Language Confidence, Comfort and Ownership 12. The Question of L2 Identities Conclusion Appendix References

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Book SynopsisThis book provides a detailed and comprehensive design of a new second language literacy pedagogy and the results of implementing this pedagogy in different contexts in order to demonstrate that it is possible to address some long-standing second language (L2) curriculum and literacy development challenges. The author clearly explains the theory behind Vygotskian Sociocultural Theory of Mind and Systemic Functional Linguistics and how they can inform literacy pedagogy in the form of Concept-Based Language Instruction and a Division-of-Labor Pedagogy. By presenting detailed qualitative and quantitative analyses and results of multiple forms of data, the author demonstrates the effectiveness of the pedagogy. In conjunction with background on the intricate and interdependent nature of the concepts needed for second language literacy development, and in contrast with a cognitivist approach to reading pedagogy and research, the author provides all the details necessary for teachers and researchers to appreciate both the theory and how it can be applied to their practice.Trade ReviewThis book is unique in so many ways. It examines both the processes and products of literacy development from a Vygotskian SCT perspective. Instructionally, concept-based learning and a division of labor pedagogy are used. Changes in teacher and peer mediation as well as student verbalizations are shown to lead to the internalization of key literacy concepts. This is a must-read for anyone interested in a Vygotskian perspective of second language literacy development. * Merrill Swain, OISE, University of Toronto, Canada *A groundbreaking book that sheds light on L2 literacy pedagogy and offers valuable insights into L2 reading research from a Vygotskian perspective. This work will inspire future investigations into praxis-based teaching and research in L2 development. A must-read for all researcher-teachers. * Eduardo Negueruela-Azarola, University of Navarra, Spain *Urbanski’s work convincingly demonstrates the relevance of sociocultural theory for second language development, including reading ability. An especially attractive aspect of her approach is ‘division of labor pedagogy’, which takes advantage of the power of the collective for the development of the individual. I encourage all reading educators to engage with this work. There is much to learn from it. * James P. Lantolf, Greer Professor Emeritus, The Pennsylvania State University, USA *There is a widely recognised disparity in foreign language programmes between courses that focus on language learning and those aimed at interpreting and analysing literary texts in the target language (Alderson, 1984; Bernhardt, 2010). This book offers a valuable resource to address this challenge by providing readers with a comprehensive overview of the L2 development process. It introduces an innovative instructional approach that combines C-BLI and DOLP pedagogy to bridge the gap between language acquisition and literary analysis. * Zhiyun Huang and Zhanhao Jiang, Southeast University, China, Educational Review 2023 *Table of ContentsFigures Tables Acknowledgements Chapter 1. Introduction - Current State of Second Language Reading Pedagogy and Pedagogical Concerns Chapter 2. Second Language Reading/Literacy and Pedagogy Chapter 3. Vygotskian Second Language Literacy Pedagogy Chapter 4. Developing Second Language Narrative Literacy Chapter 5. Developing Awareness in Literacy Concepts Chapter 6. Tracing Literacy Development Chapter 7. Future Developments in Vygotskian Second Language Literacy Pedagogy Appendix References Index

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Book SynopsisThe eighth edition of this bestselling textbook has been revised and updated to provide a comprehensive and accessible introduction to bilingualism and bilingual education in an everchanging world. Written in a compact and clear style, the book covers all the crucial issues in bilingualism at individual, group and societal levels.

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Book SynopsisIncreasingly, children grow up hearing two languages from birth. This introductory textbook shows how children learn to understand and speak those languages against the backdrop of their language learning environments. A narrative around the bilingual development of four young children with different language profiles helps to explain the latest research findings in a lively and accessible manner. The narrative describes how bilingually raised children learn to understand and use sounds, words and sentences in two languages, and how they are able to use each of their languages in socially appropriate ways. Positive attitudes towards bilingual development from the people in bilingual children's environments and their recognition that child bilingualism is not monolingualism-times-two are the main ingredients ensuring that children grow up to be happy and expert speakers of two languages.Trade ReviewDe Houwer’s book introduces readers to the research findings about bilingual first language acquisition through the charming stories of four imaginary bilingual children growing up in different contexts. Parents, students, and practitioners alike will discover what to expect from typical bilingual acquisition, including how individual “typical” can be! -- Elena Nicoladis, Department of Psychology, University of Alberta, CanadaThe kind of bilingual development which starts very early, namely bilingual first language acquisition (BFLA), seems to attract much attention and spark much curiosity. How do children manage to acquire two languages simultaneously? In what ways does early bilingual exposure affect the course of their overall language development? Behind such questions lurks the yardstick of monolingualism, by which BFLA is often inappropriately evaluated. Now prominent BFLA expert Annick de Houwer has given us an introductory book with a most balanced and fair view of BFLA as a standard in its own right, tracing the bilingual development of four fictitious prototypical children. As always, her clarity of thought and writing makes the book accessible to anyone. -- Masayo Yamamoto, Professor of Bilingualism Studies, Kwansei Gakuin University, JapanOverall this book is written in an understandable and easy-to-follow manner, particularly due to the use of stories of the four children throughout…this book would be an excellent addition to a course on bilingual child language acquisition, as it contains clearly explained information on bilingual language acquisition in an easily accessible format. -- Alyssa Martoccio, University of Illinois, Urbana-Champaign, USA * Studies in Second Language Acquisition / Volume 33 / Issue 04 / December 2011, pp 629-631 *Table of Contents1: Introducing the Fancy Term for Bilingual Development: Bilingual First Language Acquisition 2: From Birth to the Comprehension of Words 3: Saying Words and Starting to Combine Them 4: Making Sentences 5: Preschool and Beyond 6: In Conclusion: Bilingual Learning in Context

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Book SynopsisThis book includes studies that employ a variety of research techniques from diverse fields targeting a better understanding of the second language (L2)/foreign language (FL) acquisition process including issues of heritage language (HL) learning. Specifically, the chapters discuss matters such as speech perception and production patterns in a second/foreign language, factors that facilitate second language acquisition, acquisition of heritage languages, teaching of a second/foreign language, and acquisition of second/foreign language grammatical and other structures, among others. The investigation of L2/FL and HLs is of paramount importance for updating the existing theories in the field and maximizing learning outcomes for the sake of effective communication, cultivation of intercultural understanding, career advancement, and personal development. The book is of interest to a wide range of disciplinary audiences, including linguists, psychologists, educators, and social scientists.Table of ContentsChapter 1: Does Musical Training Influence Perceptual Learning of Japanese Pitch Accent? The Case of Native Italian Speakers - Yuka NaitoChapter 2: Multisensory Pronunciation Training in a Video Conference-Based Foreign Language Classroom - Katharina S. Schuhmann, Sarah Schaech, and Cain CattoChapter 3: Word Stress Prosody in the Spontaneous Declarative Utterances of Threshold Level Hungarian Learners of Spanish - Kata Baditzné PálvölgyiChapter 4: Use of Listening Strategies: Does It Improve Listening Performance Tasks? - Safi Eldeen Alzi’abi and Ghiyath Alshaikh IbrahimChapter 5: Word Order with Transitives and the Interface Hypothesis in L2 Greek and L2 Spanish - Panagiota Margaza and Anna GavarróChapter 6: L1-L2 Transfer in Ditransitive Construction: A Usage-based Replication Study with Turkish Speakers of English - Tan Arda Gedik and Fatıma UsluChapter: 7: Encouraging Children’s Development of Discourse Repertoires in EAL Classrooms - Andry SophocleousChapter 8: The Role of Motivation in Learning Cypriot Maronite Arabic - Constantina Fotiou and Natalia PavlouChapter 9: Heritage Language Education and Ethnolinguistic Vitality: Community Initiatives to Support Greek Learners in Canada - Themistoklis Aravossitas

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Book SynopsisThis book traces tech evolution in language learning, emphasizing personalized self-guided learning, addressing autonomous techniques, and identifying issues in tech-assisted language learning. It covers diverse tools like MOOCs, digital dictionaries, and Moodle lessons, showcasing technology's role in revolutionizing language acquisition.

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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. The majority of children worldwide will grow up to be bi- or multilingual, and early second language acquisition is a very common experience for migrant children and those in more well-established ethnic minority communities across the world. The book explores the major stages of child language development below the age of five years, covering social context, early words, combing words, inflections and function words, complexity, and use of language, but also some of the major developments that take place post five years.Including recent developments in the area, this introduction: Emphasises the interactive development of the component skills involved in language and the wider skills on which language depends Incorporates bilingual language development throughout, covering both

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Book SynopsisBased on whole body approaches to learning perfected by Sally Goddard Blythe and with songs by Michael Lazarev, this book gives us an essential overview of child growth from age three to seven years. It explains why movement and music are essential for healthy brain development and learning, and includes tried and tested exercises for helping children become school ready. Sally describes the neonatal reflexes and how children learn with their bodies, and explains the dangers of speeding up childhood.Two CDs of Michael Lazarev's 10 songs and exercises provide creative and enjoyable music and movement activities to help develop coordination and language skills, while the action-stories and nursery rhymes will encourage children to move, listen, and learn.This invaluable resource is suitable for parents, teachers, early-years educators, health visitors, paediatricians, special needs teachers and educational psychologists.

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Book SynopsisThe Blackwell Handbook of Language Development provides a comprehensive treatment of the major topics and current concerns in the field; exploring the progress of 21st century research, its precursors, and promising research topics for the future.Trade Review"Catapulting us full-speed into the twenty-first century, the 'Blackwell Handbook of Language Development' offers a stunning vista on contemporary knowledge about language development in our species. The mystery of the child's linguistic mind is laid bare while thoroughly explaining the important social and cognitive contexts in which it grows. The edition's eminent editors, Hoff and Shatz, offer brilliant insights, theoretical notes, and historical views that give depth and urgency to the field's looming modern questions, and the text's contributors are an international tour-de-force whose ingenious research provide a new look on the magic of human language learning. Fascinating accounts of language development in infancy, early childhood, later childhood, the bilingual child, and atypical language development are included. This must-read text will interest scholars, students, and professionals, alike, and will utterly satisfy all those who have ever marveled at the beauty of language or wondered about how our magnificent human mind discovered and learned it." Laura-Ann Pettito, Dartmouth College "Hoff and Shatz have gathered an important and lively set of new articles on child language learning with broad topical coverage, and considerable attention to foundational issues as well as recent empirical findings. Diverse points of view are well represented and explained. This collection would certainly be my choice as a text for advanced courses and seminars on language acquisition." Professor Lila Gleitman, University of Pennsylvania "The authors ... have risen to the monumental challenge of charting language development ... .The book successfully captures the complexities of language development across time." Canadian PsychologyTable of ContentsList of Contributors. Preface. 1. On the Development of the Field of Language Development: Marilyn Shatz (University of Michigan, Ann Arbor). Part I: Basic Foundations and Theoretical Approaches to Language Development:. Introduction. 2. The Neurodevelopmental Bases of Language: Valerie L. Shafer (City University of New York) and Karen Garrido-Nag (City University of New York). 3. Formal and Computational Constraints on Language Development: Helen Goodluck (University of York). 4. Domain-General Learning Capacities: Jenny R. Saffran (University of Wisconsin-Madison) and Erik D. Thiessen (Carnegie Mellon University). 5. How Inherently Social is Language?: Dare Baldwin (University of Oregon, Eugene) and Meredith Meyer (University of Oregon, Eugene). 6. Input and the Acquisition of Language: Three Questions: Virginia C. Mueller Gathercole (University of Wales, Bangor) and Erika Hoff (Florida Atlantic University). 7. The Emergence of Language: A Dynamical Systems Account: Julia L. Evans (San Diego State University). Part II: Language Development in Infancy:. Introduction. 8. Experiential Influences on Speech Perception and Speech Production in Infancy: Linda Polka (McGill University, Montreal), Susan Rvachew (McGill University, Montreal), and Karen Mattock (McGill University, Montreal). 9. Acquiring Linguistic Structure: LouAnn Gerken (University of Arizona, Tucson). 10. Cognitive Processes in Early Word Learning: Diane Poulin-Dubois (Concordia University, Montreal) and Susan A. Graham (University of Calgary). 11. Syntactic Supports for Word Learning: Letitia R. Naigles (University of Connecticut, Storrs) and Lauren D. Swensen (University of Connecticut, Storrs). Part III: Language Development in Early Childhood:. Introduction. 12. Phonological Development: Carol Stoel-Gammon (University of Washington, Seattle) and Anna Vogel Sosa (University of Washington, Seattle). 13. Mechanisms of Word Learning: Gil Diesendruck (Bar-Ilan University, Ramat-Gan, Israel). 14. The Abstract Nature of Syntactic Representations: Consequences for a Theory of Learning: Jeffrey Lidz (University of Maryland, College Park). 15. Conversational Understanding in Young Children: Michael Siegal (University of Trieste/University of Sheffield) and Luca Surian (University of Trieste). 16. Bilingual First Language Acquisition: Fred Genesee (McGill University, Montreal) and Elena Nicoladis (University of Alberta, Edmonton). Part IV: Language Development after Early Childhood:. Introduction. 17. Developing Linguistic Knowledge and Language Use Across Adolescence: Ruth A. Berman (Tel Aviv University). 18. Language and Literacy in Bilingual Children in the Early School Years: D. Kimbrough Oller (University of Memphis) and Linda Jarmulowicz (University of Memphis). 19. Second Language Acquisition in Childhood: Johanne Paradis (University of Alberta, Edmonton). Part V: Atypical Language Development:. Introduction. 20. Children with Specific Language Impairment: Bridging the Genetic and Developmental Perspectives: Mabel L. Rice (University of Kansas, Lawrence). 21. Atypical Language Development: Autism and Other Neurodevelopmental Disorders: Helen Tager-Flusberg (Boston University). 22. Reading and Reading Disorders: Heikki Lyytinen (University of Jyväskylä, Finland), Jane Erskine (Niilo Mäki Institute, Jyväskylä, Finland), Mikko Aro (Niilo Mäki Institute, Jyväskylä, Finland), and Ulla Richardson (University of Jyväskylä, Finland). Author Index. Subject Index

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Book SynopsisThis prize-winning, readable introduction to research in language acquisition is recommended reading for second language teachers worldwide.Trade ReviewHow Languages Are Learned, 4th edn. P. Lightbown & N. Spada. (2013) Oxford U. Press. ISBN 978-0-19-454126-8; 256pp+. This edition of the standard introductory work on this subject is over 20 pp. longer than the 3rd edition. A strong feature of this admirable book is its concise, clear summaries of important research findings. The chapters are; Language learning in early childhood, Second language learning (SLL), Individual differences in SLL, Explaining SLL, Observing learning and teaching in the SL classroom, SLL in the classroom, and Popular ideas about language learning revisited. Extra activities, study questions, and videos are available online at www.oup.com/elt/teacher/hlal * The Teacher Trainer Journal, Vol 29/3 *Table of ContentsIntroduction1. Language learning in early childhoodPreviewFirst language acquisitionExplaining first language acquisitionLanguage disorders and delaysChildhood bilingualismSummarySuggestions for further reading2. Second language learningPreviewLearner characteristicsLearning conditionsStudying the language of second language learners VocabularyPragmaticsPhonologySampling learners’ languageSummarySuggestions for further reading3. Individual differences in second language learningPreviewResearch on learner characteristicsIndividual differences and classroom instructionAge and second language learningAge and second language instructionSummarySuggestions for further reading4. Explaining second language learningPreviewThe behaviourist perspectiveThe innatist perspectiveThe cognitive perspectiveThe sociocultural perspectiveSummarySuggestions for further reading5. Observing learning and teaching in the second language classroomPreviewNatural and instructional settingsObservation schemesEthnographySummarySuggestions for further reading6. Second language learning in the classroomPreviewProposals for teachingAssessing the proposalsSummarySuggestions for further reading7. Popular ideas about language learning revisitedPreviewReflecting on the popular ideas: Learning from researchConclusion

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Book SynopsisFirst Language Acquisition: The Essential Readings is a collection of pioneering classics that provide a framework for understanding current work in each of the basic areas of language acquisition: morphology, phonology, syntax, semantics, and pragmatics. Collects classic works that provide the foundation for current research in the field of first language acquisition. Includes selections from Noam Chomsky, Jean Piaget, Eric Lenneberg and Roman Jakobson, as well as others who contributed groundbreaking discoveries, insights, concepts, and methods. Presents framework for understanding current work in each of the basic areas of language acquisition: morphology, phonology, syntax, semantics, and pragmatics. Provides valuable resource for students and scholars of language acquisition, cognitive development, and cognitive science. Trade Review"This volume is undoubtedly an outstanding compilation of classic papers on first language acquisition." The Linguist List "An excellent selection of the classic readings in the science of language development, one that I have dearly missed until now. It is a perfect set of background readings for students and researchers interested in the intellectual roots of the field." Steven Pinker, Harvard University, and author of The Language Instinct and Words and Rules: The Ingredients of Language "A well-chosen treasure-house of key readings. They provide a superb grounding for anyone studying child language." Jean Aitchison, University of Oxford "This reader is a great addition to the field, bringing together some of the classic literature that has stimulated debate on the nature of language acquisition for years. Its depth and breadth, in both philosophical and linguistic approaches to the problem, ensure that this volume will soon be a classic itself." Katherine Demuth, Brown University "An excellent collection of classic works, highlighting contributions taking a linguistic approach to the subject of language acquisition." Diane Lillo-Martin, University of ConnecticutTable of ContentsIntroduction: Barbara C. Lust (Cornell University) and Claire Foley (Massachusetts Institute of Technology). Part I: Theory of Language Acquisition:. 1. Selections from Knowledge of Language: Its Nature, Origin, and Use: Noam Chomsky (Massachusetts Institute of Technology). 2. A Review of B.F. Skinner’s Verbal Behavior: Noam Chomsky (Massachusetts Institute of Technology). 3. Selections from The Psychology of the Child: Jean Piaget and Bärbel Inhelder. 4. Language and Learning: The Debate between Jean Piaget and Noam Chomsky: Massimo Piattelii-Palmarini (editor). 5. Selections from Comparative Linguistics and Language Acquisition: Hermine Sinclair (late of University of Geneva). Part II: The Nature-Nurture Controversies:. Nature: Biology. 6. Selections from The Biological Foundations of Language: Eric H. Lenneberg (late of Harvard University). 7. Language and the Brain: Norman Geschwind. 8. Selections from The Bisected Brain: Michael S. Gazzaniga (Dartmouth College). 9. The Linguistic Development of Genie: Susan Curtiss (UCLA), Victoria Fromkin (late of UCLA), Stephen Krashen (USC), David Rigler, & Marilyn Rigler. Nurture: Role of the Input. 10. Derivational Theory and Order of Acquisition in Child Speech: Roger Brown (late of Harvard University) and Camille Hanlon (Connecticut College). 11. Talking to Children: A Search for Universals: Charles A. Ferguson (late of Stanford University). 12. Learning by Instinct: James L. Gould (Princeton University) & Peter Marler (University of California, Davis). Mechanisms of Development. 13. Selections from Language and Experience: Evidence from the Blind Child: Barbara Landau (Johns Hopkins University) & Lila R. Gleitman (University of Pennsylvania). 14. Selections from Language Learnability and Language Development: Steven Pinker (Harvard University). 15. Selections from Learnability and Cognition: Steven Pinker (Harvard University). 16. Selection from Language Acquisition and Cognitive Development: H. Sinclair-deZwart (late of University of Geneva). 17. Selections from Cognitive Prerequisites for the Development of Grammar: Dan I. Slobin (University of California, Berkeley). Part III: Areas of Language Knowledge:. Morphology. 18. The Child’s Learning of English Morphology: Jean Berko (Gleason) (Boston University). 19. Selections from A First Language: Roger Brown (late of Harvard University). Phonology. Speech Perception. 20. Speech Perception in Infants: Peter D. Eimas (Brown University), Einar R. Siqueland (Brown University), Peter Jusczyk (late of Johns Hopkins University), and James Vigorito. Speech Production. 21. The sound laws of child language and their place in general phonology: Roman Jakobson (late of MIT). 22. Universal Tendencies in the Child’s Acquisition of Phonology: N.V. Smith (University College London). 23. The acquisition of phonemic representation: David Stampe (University of Hawai'i, Manoa). Syntax. 24. Selections from The Problem of Serial Order in Behavior: K.S. Lashley (late of Harvard University). 25. The Study of Adam, Eve, and Sarah: Roger Brown (late of Harvard University). 26. Syntactic Regularities in the Speech of Children: E.S. Klima (University of California, San Diego) and Ursula Bellugi (Salk Institute for Biological Studies). 27. The Reduction Transformation and Constraints on Sentence Length: Lois Bloom (Columbia University). Semantics and Pragmatics. 28. The young word maker: A case study of innovation in the child’s lexicon: Eve V. Clark (Stanford University). 29. Strategies for Communicating: Eve V. Clark (Stanford University). Index

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