Language acquisition Books

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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Book SynopsisTense and aspect are means by which language refers to time--how an event takes place in the past, present, or future. They play a key role in understanding the grammar and structure of all languages, and interest in them reaches across linguistics. The Oxford Handbook of Tense and Aspect is a comprehensive, authoritative, and accessible guide to the topics and theories that currently form the front line of research into tense, aspect, and related areas. The volume contains 36 chapters, divided into 6 sections, written by internationally known experts in theoretical linguistics.Trade ReviewThe Oxford Handbook of Tense and Aspect is substantial, well organised, carefully edited and cross-referenced. It is a comprehensive and high-quality survey of work on tense, aspect and related categories, presenting the results of research in an area of investigation which is not easy to encompass. It offers a clear picture of mainstream work in the field, carried out during the last several decades in what has become known as the "western tradition " of tense and aspect studies. On the whole, the volume is accessible, offering adequate reading to a target audience ranging from advanced students, linguists, philosophers of language, computational linguists or industrial researchers. Last but not least, it demonstrates excellent editorial work...a landmark publication which has every chance of becoming a standard work of reference. * Linguist List *It deserves a place of choice in university libraries and on scholars' bookshelves. * Marc Fryd, Cercles *Table of ContentsPreface List of symbols and abbreviations About the authors Introduction Robert I. Binnick Part I. Contexts 1. Philosophy of Language, Peter Ludlow 2. Narratology and Literary Linguistics, Monika Fludernik 3. Computational Linguistics, Mark Steedman Part II. Perspectives 4. Universals and Typology, J. P. Desclés and Zlatka Guentchéva 5. Morphology, Ashwini Deo 6. Syntax, Tim Stowell 7. Markedness, Edna Andrews 8. Adverbials, Monika Rathert 9. Pragmatics, Patrick Caudal 10. Discourse and Text, Janice Carruthers 11.Translation, Diana Santos 12. Diachrony and Grammaticalization, Steve Nicolle 13. Language Contact, Victor Friedman 14. Creole Languages, Donald Winford 15. Primary Language Acquisition, Laura Wagner 16. Second Language Acquisition, Kathleen Bardovi-Harlig Part III. Tense 17. Tense, John Hewson 18. Remoteness Distinctions, Robert Botne 19. Compositionality, Henk Verkuyl 20. The Surcomposé Past Tense, Louis De Saussure and Bertrand Sthioul 21. Bound Tenses, Galia Hatav 22. Embedded Tenses, Toshiyuki Ogihara and Yael Sharvit 23. Tenselessness, Jo-Wang Lin 24. Nominal Tense, Jacqueline Lecarme Part IV. Aspect 25. Lexical Aspect, Hana Filip 26. Verbal Aspect, Henriette De Swart 27. Perfective and Imperfective Aspect, Jadranka Gvozdanoviæ 28. Progressive and Continuous Aspect, Christian Mair 29. Habitual and Generic Aspect, Greg Carlson 30. Verbal Pluractionality and Gnomic Imperfectivity, Pier Marco Bertinetto and Alessandro Lenci 31. Perfect Tense and Aspect, Marie-Eve Ritz 32. Resultative Constructions, John Beavers Part V. Aspect and Diathesis 33. Voice, Mila Vulchanova 34. Case, Kylie Richardson Part VI. Modality 35. Tense in Modal Utterances, Ilse Depraetere 36. Evidentiality and Mirativity, Ferdinand De Haan Index

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Book SynopsisNow in its second edition, this fundamental undergraduate textbook provides students with everything they need when studying developmental psychology.Thoroughly revised, this book breaks down key topics into easily accessible concepts and provides students with both an overview of traditional research and theory as well as an insight into the latest research findings and techniques. Taking a chronological approach, the key milestones from birth to adolescence are highlighted and clear links between changes in behaviour and developments in brain activity are made. A new chapter provides a global perspective on development, including findings regarding childrenâs motor, cognitive, literacy, social and emotional development, as well as the importance of cross-cultural studies and their challenges. Each chapter also highlights both typical and atypical developments, as well as discussing and contrasting the effects of genetic and environmental factors.This textbook comes with a wealth of carefully updated pedagogical features, designed to help students engage with the material, including:â Learning objectives for every chapterâ Key term definitionsâ Over 100 colour illustrationsâ Chapter summariesâ Further readingâ Suggested essay questions.A Studentâs Guide to Developmental Psychology is accompanied by a support material package, featuring a range of helpful supplementary resources including exclusive video clips to illustrate key developmental concepts, multiple-choice questions, flashcards and more.This book is essential reading for all undergraduate students of developmental psychology. It will also be of interest to those in education, healthcare and other subjects requiring an up-to-date and accessible overview of child development.

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Book SynopsisTrade Review“Not only is it well written, easy to understand, and, thus, reader-friendly, but – thanks to the accompanying material – it is also thought-provoking and stimulating.” - LINGUIST List 33.1931Table of ContentsPreface xiii Acknowledgments xv About the Companion Website xvii 1 Introduction 1 Reference 4 2 First Language Acquisition 5 2.1 Chapter overview 6 2.2 From sound to word 6 2.3 From word to sentence 10 2.4 Theoretical views 13 2.5 First language vs second language acquisition 18 2.6 Summing up 26 Key concepts 26 Self‐assessment questions 27 Discussion questions 28 Exercises / Project ideas 28 References 30 Further reading and viewing 32 3 Language Learning Contexts 35 3.1 Chapter overview 36 3.2 Naturalistic contexts 36 3.3 Instructed learning / Instructed second language acquisition 41 3.4 Summing up 55 Key concepts 55 Self‐assessment questions 55 Discussion questions 56 Exercises / Project ideas 57 References 57 Further reading and viewing 60 4 Theoretical Perspectives: Past and Present 63 4.1 Chapter overview 64 4.2 Contrastive analysis 65 4.3 Error analysis 68 4.4 Universal grammar 71 4.5 The monitor model / Input hypothesis 74 4.6 The sociocultural approach 78 4.7 Summing up 81 Key concepts 81 Self-assessment questions 82 Discussion questions 83 Exercises / Project ideas 83 References 84 Further reading and viewing 86 5 Theoretical Perspectives: Cognitive Approaches 89 5.1 Chapter overview 90 5.2 Information processing / cognitive approach 90 5.3 Skill acquisition theory 92 5.4 The interaction approach 93 5.5 Input processing 101 5.6 Emergentism and usage‐based approaches 102 5.7 Summing up 107 Key concepts 107 Self-assessment questions 108 Discussion questions 109 Exercises / Project ideas 110 References 110 Further reading and viewing 113 6 Teaching Approaches and Instructional Issues 115 6.1 Chapter overview 116 6.2 Historical and current perspectives on language teaching 117 6.3 Classroom instructional issues 129 6.4 Summing up 144 Key concepts 145 Self‐assessment questions 145 Discussion questions 146 Exercises / Project ideas 147 References 147 Further reading and viewing 150 7 Second Language Development 153 7.1 Chapter overview 154 7.2 Common processes and influences 155 7.3 L2 development across linguistic subfields 162 7.4 Investigating learner language: Language corpora 180 7.5 Summing up 181 Key concepts 181 Self‐assessment questions 182 Discussion questions 183 Exercises / Project ideas 183 References 183 Further reading and viewing 190 8 The Age Factor 193 8.1 Chapter overview 194 8.2 The critical period hypothesis 194 8.3 Abnormal instances: Children raised in isolation 198 8.4 Empirical studies 199 8.5 Exceptional cases 210 8.6 Summing up 211 Key concepts 212 Self‐assessment questions 212 Discussion questions 213 Exercises / Project ideas 214 References 214 Further reading and viewing 216 9 Individual Differences 219 9.1 Chapter overview 220 9.2 Intelligence 220 9.3 Language learning aptitude 222 9.4 Attitudes and motivation 228 9.5 Personality 234 9.6 Learning style and cognitive style 236 9.7 Learning strategies 240 9.8 Summing up 243 Key concepts 243 Self-assessment questions 244 Discussion questions 245 Exercises / Project ideas 246 References 246 Further reading and viewing 252 10 Bilingualism and Multilingualism 255 10.1 Chapter overview 256 10.2 Bilingual development 260 10.3 Bilingual lexical representation and lexical access 267 10.4 Bilingual cognition 273 10.5 Multilingualism 274 10.6 Summing up 276 Key concepts 276 Self‐assessment questions 277 Discussion questions 278 Exercises / Project ideas 278 References 278 Further reading and viewing 283 11 Concluding Words 285 11.1 Conclusion 285 11.2 Epilogue 286 Glossary 289 Index 301

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Book SynopsisThe linguistic study of Japanese, with its rich syntactic and phonological structure, complex writing system, and diverse sociohistorical context, is a rapidly growing research area. This book, designed to serve as a concise reference for researchers interested in the Japanese language and in typological studies of language in general, explores diverse characteristics of Japanese that are particularly intriguing when compared with English and other European languages. It pays equal attention to the theoretical aspects and empirical phenomena from theory-neutral perspectives, and presents necessary theoretical terms in clear and easy language. It consists of five thematic parts including sound system and lexicon, grammatical foundation and constructions, and pragmatics/sociolinguistics topics, with chapters that survey critical discussions arising in Japanese linguistics. The Cambridge Handbook of Japanese Linguistics will be welcomed by general linguists, and students and scholars workTrade Review'The Japanese language is of great interest not only because of the unique position Japan holds in the world, by virtue of her history, culture, science and technology. It also has great importance because it has attracted the attention of many distinguished linguists, whose publications on it over many decades have influenced the development of linguistic theory itself. This Handbook is a balanced and comprehensive anthology of the many achievements of the field, presented by leading experts. It is much to be welcomed by Japanologists as well as by linguists at large.' William Shiyuan Wang, Chair Professor of Language and Cognitive Sciences, Hong Kong Polytechnic University'In summary, [The Cambridge Handbook of Japanese Linguistics] serves as an excellent reference book for both established and aspiring linguists … All in all, the editor, Yoko Hasegawa, as well as the 27 other contributors recruited from around the world, should be congratulated and thanked for their excellent work in producing this impressive handbook.' Junko Mori, The Journal of Japanese StudiesTable of ContentsPart I. Overview: 1. Introduction Yoko Hasegawa; 2. The history of the language Bjarke Frellesvig; 3. Layered structure, positional shifts, and grammaticalization Rumiko Shinzato; 4. Linguistic typology and the Japanese language Kaoru Horie; 5. Dialects Michinori Shimoji; 6. Writing and literacy in modern Japan Florian Coulmas; Part II. Sound System and Lexicon: 7. Moras and syllables Timothy J. Vance; 8. Pitch accent Haruo Kubozono; 9. Intonation Yosuke Igarashi; 10. Semantics and morphosyntax of mimetics Kiyoko Toratani; 11. Events and properties in morphology and syntax Taro Kageyama; Part III. Grammatical Foundation: 12. Case Wataru Nakamura; 13. Subjects and topics Yoko Hasegawa; 14. Negation Hideki Kishimoto; 15. Tense and aspect Wesley M. Jacobsen; 16. Modality Heiko Narrog; 17. Logophoricity, viewpoint, and reflexivity Yukio Hirose; 18. Word order and extraction: a functional approach Mitsuaki Shimojo; Part IV. Grammatical Constructions: 19. Nominalization Masayoshi Shibatani; 20. Clausal noun modification Yoshiko Matsumoto; 21. Internally headed relativization and related constructions Kyoko Hirose Ohara; 22. Benefactives Nobuko Hasegawa; 23. Passives Shoichi Iwasaki; 24. Conditionals Seiko Fujii; Part V. Pragmatics/Sociolinguistics: 25. Sentence-final particles Emi Morita; 26. Linguistic politeness Michael Haugh; 27. Speech style shift Haruko Minegishi Cook; 28. Discourse/conversation analysis Polly Szatrowski; 29. Japanese language, gender, and sexuality Shigeko Okamoto.

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Book SynopsisWritten in a clear, approachable way, this textbook provides an introduction to the science of phonetics: how speech sounds are produced, how we classify them, and how they are processed to allow the rapid transmission of language-based messages. Comprehensive yet accessible, it is ideal for a beginner to the field.Trade Review'MacKay's book is an impressive combination of rigorous pedagogy and an accessible writing style.' Aaron Kaplan, Department of Linguistics, University of Utah'This valuable textbook is a comprehensive and authoritative resource for anyone seeking to deepen their understanding of speech sounds and their production. What sets this book apart from others is its comprehensive coverage of both articulatory and acoustic phonetics without sacrificing detail in either area. MacKay has done a commendable job of presenting complex concepts in a clear and accessible manner, making the material easy to understand and apply.' Amanda Dalola, University of MinnesotaTable of ContentsList of figures; List of tables; Acknowledgments; 1. Phonetics and language; 2. Phonetic transcription; 3. Anatomy and physiology of speech; 4. Air pressure and aerodynamics; 5. Consonants; 6. Vowels; 7. Sounds of North American English; 8. Voice, phonation, and nasality; 9. Airstream mechanisms: clicks, implosives, ejectives, esophageal speech; 10. Speech dynamics; 11. Suprasegmentals; 12. Acoustics; 13. Interlocutors: talkers and hearers; Glossary; References; Index.

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Book SynopsisThis volume presents the first truly systematic, multi-disciplinary, and cross-linguistic study of the language and writing system factors affecting the emergence of dyslexia. Bringing together a team of scholars from a wide variety of disciplines, it takes a dual focus on the language-specific properties of dyslexia and on its core components across languages and orthographies, to challenge theories on the nature, identification and prevalence of dyslexia, and to reveal new insights. Part I highlights the nature, identification and prevalence of dyslexia across multiple languages including English, French, Dutch, Czech and Slovakian, Finnish, Arabic, Hebrew, Japanese and Chinese, while Part II takes a cross-linguistic stance on topics such as the nature of dyslexia, the universals that determine relevant precursor measures, competing hypotheses of brain-based deficits, modelling outcomes, etiologies, and intergenerational gene-environment interactions.Table of ContentsIntroduction; 1. Developmental dyslexia: a cross-linguistic perspective Ludo Verhoeven, Charles Perfetti and Kenneth Pugh; Part I. Developmental Dyslexia across Languages and Writing Systems: 2. Developmental dyslexia in English Charles Perfetti and Lindsay Harris; 3. Developmental dyslexia in French Caroline Sprenger-Charolles; 4. Developmental dyslexia in Dutch Ludo Verhoeven; 5. Developmental dyslexia in Czech-Slovakian Markéta Caravolas, Marína Mikulajová and Anna Kuchaská; 6. Developmental dyslexia in Finnish Heikki Lyytinen, Ulla Richardson and Mikko Aro; 7. Developmental dyslexia in Russian Marina Zhukova and Elena Grigorenko; 8. Developmental dyslexia in Hebrew David Share, Michal Shany and Orly Lipka; 9. Developmental dyslexia in Japanese Teiko Wydell; 10. Developmental dyslexia in Chinese Min Xu, Li Hai Tan and Charles Perfetti; Part II. Cross-linguistic Perspectives on Developmental Dyslexia: 11. Behavioral precursors of developmental dyslexia Karin Landerl; 12. Neural predictors of developmental dyslexia Elizabeth Norton, John Gabrieli and Nadine Gaab; 13. Neurocognitive markers of developmental dyslexia Lan Shuai, Stephen Frost, Nicole Landi, Einar Mencl and Kenneth Pugh; 14. Role of visual attention in developmental dyslexia Andrea Facoetti, Sandro Franceschini and Simone Gori; 15. Morphological and semantic processing in developmental dyslexia S. Hélène Deacon, Xiuli Tong and Catherine Mimeau; 16. Modeling the variability of developmental dyslexia Johannes C. Ziegler, Conrad Perry and Marco Zorzi; 17. Modeling developmental dyslexia across languages and writing systems Jason Zevin; 18. Etiology of developmental dyslexia Richard K. Olson, Janice M. Keenan, Brian Byrne and Stefan Samuelsson; 19. Intergenerational transmission in developmental dyslexia Fumiko Hoeft and Cheng Wang; Epilogue; 20. Developmental dyslexia across languages and writing systems: the big picture Charles Perfetti, Kenneth Pugh and Ludo Verhoeven.

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Book SynopsisBilingual language behaviour is driven by numerous factors that are usually studied in isolation, even though individual factors never operate alone. Bringing together key insights from psycholinguistics and sociolinguistics, Luna Filipovic presents a new model of bilingual language processing that captures bilingualism within and across minds. The model enables readers to explain traditional puzzles in the field, and accounts for some apparently contradictory reports in different studies. It shows how theory can be applied in practice and how practice feeds back into theory, with mutual benefits. Bilinguals are studied in action, when they interact with other bilinguals or monolinguals, when they recall witnessed events in real life and in the lab and when they translate and interpret for the benefit of monolinguals. This interdisciplinary take on bilingualism in action will lead to new research on bilingualism itself, and to applications in forensic linguistics and translation studies.Trade Review'In conclusion, Bilingualism in Action convincingly argues for the need for more granular, fine-tuned research that ties together sociolinguistic and psycholinguistic variables so as to understand the 'why' behind individual differences of bilingual processing and production outcomes. Indeed, this book made me ruminate on my own bilingual experience, my current usage tendencies, and the ways in which I convey typological differences when teaching my second language to Anglophone students. This text would greatly benefit scholars who wish to subvert their field's empirical norms and embrace the interdisciplinary nature of such a unified approach. Finally, this book would be an excellent addition to any graduate syllabus on bilingualism and would serve any graduate student seeking direction on her next research topic.' Rachel B. Poulin, The LINGUIST ListTable of Contents1. Introduction to the domain of applied bilingual studies; 2. Bilingualism research: what we know and what we need to know; 3. Introducing CASP for Bilingualism; 4. Action time: CASP for bilingualism at work; 5. Bilingual cognition: language, memory and judgment; 6. Bilinguals in action as language professionals: specialised interpreting and translating; 7. Conclusions and future directions.

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Book SynopsisUnderstanding the role of language within the formation of a sense of self has been revolutionised by developments in social theory, particularly poststructuralism. There is now a new emphasis on the way in which subjects are vulnerable in the face of powerful discourses such as nation, gender, race and sexuality. This book is a clear and engaging introduction to these developments and their relevance to students of language. Using lively and often personal examples throughout, Tim McNamara explores the role of language within processes of subjectivity using the insights of conversation analysis (CA), creating an original conceptual and methodological bridge between the macro- and micro-dimensions of social discourse and everyday conversational interaction.Trade Review'This is a book that applied linguists – those new to the field and those who have been around a while and think they know all this stuff – should read and talk about. … [It] takes us on an intellectual ride through many domains while urging us to think politically, to engage with the local operations of language, and to act as applied linguists. I'm not sure what has been planned for the rest of this series, but this sets the bar high.' Alastair Pennycook, Language in Society'Tim McNamara offers interesting and engaging insights into the construction of subjectivities in various discourses, and the role of language in the formation of understanding self … this book constitutes an essential thinking tool for scholars and students who want to explore further our construction of identity through language.' Argyro Kanaki, BAAL News'To conclude, this book is undoubtedly a welcome addition to the fields of applied linguistics and sociolinguistics. Presenting state-of-the-art research, Language and Subjectivity is highly recommended to scholars and students involved in the study of subjectivity from a linguistic perspective. Readers would benefit from this book not only because it adds clarity to this topic, but also because it suggests numerous research directions that still need to be explored.' Nicole Mazzetto, LINGUIST List'Language and Subjectivity makes a successful attempt at providing theoretical and methodological clarity to researching identity and subjectivity. It is a recommended reading for anyone who is interested in understanding the relationship between self and discourse.' Ruolin Hu, Applied LinguisticsTable of Contents1. The construction of the subject; 2. Discourses of gender and sexuality; 3. Recognition and the colonial other; 4. Racist discourse and everyday language; 5. Language learning and subjectivity; 6. Discourse and subjectivity in face-to-face interaction (1): the interaction oOrder; 7. Discourse and subjectivity in face-to-face interaction (2): inscribing gender; 8. Categorising others in casual conversation; 9. Technologies of subjectivity: language tests and identification; 10. Conclusion: discourse and discipline.

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Book SynopsisA collection of original studies that explore how grammatical rules interact with other language-related areas, such as word meanings, meaning of idioms and sentences, and the different possible orders in which sentences are articulated. Ideal reading for scholars and advanced students in formal and theoretical linguistics.Table of ContentsIntroduction: the road to interfaces Mónica Cabrera and José Camacho; Part I. Syntax-Lexicon Interface: 1. The L2 acquisition of English anticausative structures by L1 Spanish speakers Mónica Cabrera; 2. Dispositional evaluative adjectives: lexical alternations, behaviors and sideward movement Violeta Demonte; 3. The role of P in unaccusative constructions Roberto Mayoral Hernández; 4. Degree achievements of color Mythili Menon and Roumyana Pancheva; Part II. Syntax-Semantics Interface: 5. Negative idioms José Camacho; 6. Scope, syntax and prosody in Russian as a second or heritage language Tania Ionin and Tatiana Luchkina; 7. On the syntax of pronominal clitics: a view from Greek Patricia Schneider-Zioga; Part III. Linearization: 8. Merge, restructuring and clitic climbing in Spanish Pascual José Masullo; 9. Linearization when multiple orderings are possible: adjective ordering restrictions and focus Katy McKinney-Bock; 10. Dialectal variation in VOS word order in Spanish Liliana Sánchez and Pablo Zdrojewski.

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Book SynopsisAbout half the world''s population knows and uses two or more languages in everyday life, and an increasing number of parents are raising their children bilingual. This makes a resource on what it means to become and be bilingual all the more necessary. This book brings together a selection of posts from the author''s highly successful Psychology Today blog, grouped by topic into 15 chapters. The topics covered include, among others, what it means to be bilingual, the extent of bilingualism, how someone becomes bilingual, how bilingualism is fostered in the family, the bilingual mind and brain, and bilingualism across the lifespan. It also includes the author''s lively interviews with other experts, delving into their research and their own experience as bilinguals. Written in a highly engaging, readable style, this book is suitable for anyone who wants to better understand those who live with two or more languages.Trade Review'This timely book transforms posts from a highly successful blog across ten years into a readily available, meticulously organized, and carefully annotated exposé of the bilingual person across the lifespan - at once an authoritative resource and a lively narrative of what it means to live with more than one language. An enjoyable read!' Elizabeth Lanza, Professor/ Director Center for Multilingualism in Society across the Lifespan (MultiLing), Department of Linguistics and Scandinavian Studies, University of Oslo'An insightful and comprehensive guide to all aspects of the experience of knowing and using more than one language. Grosjean combines his formidable expert knowledge with his first-hand experience into a book that is both informative and entertaining.' Monika S. Schmid, Professor of Linguistics, University of Essex'This book is an extremely digestible resource for the layperson or student first engaging with the topic of bilingualism and for the scholar or professor who seeks a review of the material for research or teaching purposes. It will make a superlative bank of supplementary readings for graduate classes that is sure to stimulate discussion and reflection on the part of students.' Alicia Pousada, retired professor, University of Puerto Rico, Rio Piedras'Written in a clear and engaging style, and yet sharing important research information, Grosjean here answers our many questions as we live and raise families bilingually. By centering life as a bilingual, Grosjean dispels many anxieties produced by monolingual framings, normalizing processes of growing up, living, learning, loving, thinking and ageing bilingually.' Ofelia García, The Graduate Center, City University of New YorkTable of Contents1. Describing Bilinguals; 2. The Extent of Bilingualism; 3. Using Two or More Languages; 4. Across the Lifespan; 5. Becoming Bilingual; 6. Bilingualism in the Family; 7. Children with Additional Needs; 8. Second Language Learning; 9. Biculturalism and Personality; 10. When the Heart Speaks; 11. Language Processing; 12. The Bilingual Mind; 13. The Bilingual Brain; 14. Special Bilinguals; 15. Reminiscing; Index.

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Book SynopsisIf education is to prepare learners for lifelong learning, there needs to be a shift towards deeper learning: a focus on transferable knowledge and problem-solving skills alongside the development of a positive or growth mind-set. Deeper learning is inextricably linked with CLIL (Content and Language Integrated Learning) â a revolutionary teaching approach where students study subjects in a different language. Designed as a companion to the influential volume Beyond CLIL, this highly practical book offers step-by-step instruction for designing and implementing innovative tasks and materials for pluriliteracies development. It contains annotated case studies of deeper learning lesson plans across a wide range of school subjects, using an innovative and proven template, to help teachers explore the potential of deeper learning inside their own classrooms. Theoretically grounded, this book offers a roadmap for schools, ranging from exploratory first steps, to transdisciplinary projects, tTable of ContentsPart I. Key Ideas and Principles of Pluriliteracies Teaching for Deeper Learning: 1. Exploring the mechanics of deeper learning; 2. Exploring the drivers of deeper learning; 3. Exploring progression in deeper learning; 4. Designing deeper learning episodes; Part II: Deeper Learning Episodes: First Steps towards Transforming Classrooms: 5. Chemistry: exploring pluriliteracies through a deeper learning episode on redox reaction Teresa Connolly; 6. Physics: exploring pluriliteracies through a deeper learning episode on rainbows Klaus Wendt, Andreas Pysik and Johannes Lhotzky; 7. Geography: exploring pluriliteracies through a deeper learning episode on global warming Nicole Berg; 8. History: exploring pluriliteracies through a deeper learning episode on the German Empire Susanne Staschen-Dielmann; 9. Political science: exploring pluriliteracies through a deeper learning episode on electronic waste Susanne Staschen-Dielmann and Saskia Helm; 10. Modern languages: exploring pluriliteracies through a deeper learning episode in French literature with younger beginner learners Frederic Taveau; 11. Religious education: exploring pluriliteracies through a deeper learning episode on modern-day prophets Stefan Altmeyer and Johannes Kerbeck; 12. Music: exploring pluriliteracies through a deeper learning episode on 'The Wellerman' Valerie Krupp; 13. Deeper learning mathematics: the case of algebraic questions Susanne Prediger and Anna-Katharina Roos; Conclusion: Moving beyond First Steps: Using PTDL for Whole School Development and Transformation.

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Book SynopsisA bilingual person, in a broad definition, is one who can communicate in more than one language, be it actively (through speaking, writing, and/or signing) or passively (through listening, reading, and/or perceiving). More specifically, the terms bilingual and trilingual are used to describe comparable situations in which two or three languages are involved. A generic term for multilingual persons is polyglot. Multilingual speakers have acquired and maintained at least one language during childhood, the so-called first language. The first language (sometimes also referred to as the mother tongue). This new book gathers the latest research from around the globe in this field.

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Book SynopsisThis book provides a clear and accessible introduction to the main methods of analysing samples of learner language. It examines the theoretical and research bases for the different methods, and thereby serves as an introduction to the field of second language acquisition research.The book is intended for students on postgraduate courses in TESOL or Applied Linguistics, or for teachers wishing to do action research to find out more about howlearners learn language.

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Book SynopsisThis book represents a major statement of the current research being conducted on the learning of second languages from a sociocultural perspective. The book is divided into a theoretical and an empirical part. Specific topics covered include: learning and teaching languages in the zone of proximal development; L1 mediation in the acquisition of L2 grammar; sociocultural theory as a theory of second language learning; gestural mediation in a second language; and constructing a self through a second language.Table of ContentsIntroducing sociocultural theory ; 1. Sociocultural contributions to understanding the foreign and second language classroom ; 2. Rethinking interaction in SLA: Developmentally appropriate assistance in the zone of proximal development and the acquisition of L2 grammar ; 3. Subjects speak out: How learners position themselves in a psycholinguistic task ; 4. The output hypothesis and beyond: Mediating acquisition through collaborative dialogue ; 5. Playfulness as mediation in communicative language teaching in a Vietnamese classroom ; 6. Social discursive constructions of self in L2 learning ; 7. Second language learning as participation and the (re)construction of selves ; 8. Side affects: The strategic development of professional satisfaction ; 9. The appropriation of gestures of the abstract by L2 learners ; 10. Second language acquisition theory and the truth(s) about relativity ; 11. From input to affordance: Social-interactive learning from an ecological perspective ; Bibliography ; Index

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Book SynopsisThe series attracts single or co-authored volumes from authors researching at the cutting edge of this dynamic field of interdisciplinary enquiry. The titles range from books that make such developments accessible to the non-specialist reader to those which explore in depth their relevance for the way language is to be conceived as a subject, and how courses and classroom activities are to be designed. As such, these books not only extend the field of applied linguistics itself and lend an additional significance to its enquiries, but also provide an indispensable professional foundation for language pedagogy and its practice. The scope of the series includes: second language acquisitionbilingualism and multi/plurilingualismlanguage pedagogy and teacher educationtesting and assessmentlanguage planning and policylanguage internationalization technology-mediated communicationdiscourse-, conversation-, and contrastive-analysispragmaticsstylisticslexicographytranslationTrade ReviewAn excellent and much-needed, in-depth review of the research on how children and literate adults learn a second language. Ellis provides a sound knowledge base for language teachers and beginning graduate students in applied linguistics, focusing on relevant findings of research on second-language learning by children and literate adults in both naturalistic and instructed contexts. * Elaine Tarone, Director of the Center for Advanced Research on Language Acquisition, University of Minnesota *'[Ellis] fills a gap in the SLA research base. This is a much needed source of information in the study area... This book is intended for a broad audience: undergraduate students who want to explore the field of SLA; graduate students who are involved with applied linguistics and language teaching; and teachers who want to understand better how L2 learners learn in different contexts, and also how about implicit and explicit language learning differ... The author recognizes different studies in SLA research and provides valuable information on theory and research.' * Linguist List *'It is 30 years since Rod Ellis wrote the award-winning and classic Understanding Second Language Acquisition, so an update was probably well overdue... The scope of this edition is wider than its predecessor; it remain scholarly yet accessible, and it will doubtless acquire just as many enthusiastic followers.' * English Teaching Professional *'Rod Ellis has made a twofold contribution to SLA, as a researcher in his own right and as an indefatigable chronicler of the field. In this latter capacity, as the author of this book, he writes - as always - clearly, accessibly and objectively, referring to, comparing and evaluating a huge range of studies old and new, highlighting the benefits and shortcomings of different approaches to research, the theoretical assumptions behind them and the soundness of the conclusions which have been drawn from them. Throughout the text, there are clear summaries of key points, and key terms (about 220 of them) are highlighted in the text and explained in a glossary... What of the relevance of this book to English language teachers? Well, it would be hard to disagree with the author's contention that: "An understanding of how learners learn a foreign language seems to me an essential requirement for language teachers."' * Modern English Teacher *"Understanding Second Language Acquisition, second edition, represents a historic scholarly achievement and unique contribution to the teaching of languages. Writing for teachers and those preparing to become teachers, Rod Ellis provides the most comprehensive and balanced overview of the field of second language acquisition available today. Theoretically and linguistically sophisticated, the text seeks to provide teachers with a ?basis for making pedagogical decisions in a principled way.? This edition contains new chapters on social and cognitive aspects of the field as well as on explicit and implicit instruction. Ellis has contributed to the preparation of generations of modern language teachers; the second edition will ensure that this vital resource will now meet the needs of a new generation." * MLA's Kenneth W. Mildenberger Prize panel *

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

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Book SynopsisA new edition of a foundational work of cognitive science that outlines a theory of the development of specifically human higher mental functions.Since it was introduced to the English-speaking world in 1962, Lev Vygotsky's Thought and Language has become recognized as a classic foundational work of cognitive science. Its 1962 English translation must certainly be considered one of the most important and influential books ever published by the MIT Press. In this highly original exploration of human mental development, Vygotsky analyzes the relationship between words and consciousness, arguing that speech is social in its origins and that only as children develop does it become internalized verbal thought.In 1986, the MIT Press published a new edition of the original translation by Eugenia Hanfmann and Gertrude Vakar, edited by Vygotsky scholar Alex Kozulin, that restored the work's complete text and added materials to help readers better understand Vygotsky's th

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

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Book SynopsisEnglish as a Lingua Franca (ELF) is a term used to describe the use of English as a common language for communication between speakers whose first language is not English. Providing a unique and original perspective on this subject, Istvan Kecskes explains the language behaviour of ELF speakers, through the lens of Gricean pragmatics. This study successfully brings together the main viewpoints of the Gricean paradigm into ELF research, to discuss and better understand the nature of ELF interactions, as well as explaining how Gricean pragmatics can benefit from investigating and analysing ELF. Each chapter presents intriguing ideas that put existing knowledge into a new perspective, such as interactional competence, intention, implicatures, the semantics-pragmatics interface, and modality. New terms and viewpoints such as language use mode, deliberate creativity, temporary extension of the system, emergent common ground and modality continuum are introduced into the ELF debate.Table of ContentsIntroduction; 1. The nature of English as a Lingua Franca; 2. Linguistic creativity in ELF; 3. Interactional competence; 4. Sociocultural background knowledge; 5. Speaker's intention; 6. The semantics-pragmatics interface; 7. Implicatures; 8. Modality; 9. Dialogic sequences and odd structures; Epilogue.

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Book SynopsisA concise overview of key findings and ideas in sign language phonology and its contributions to related fields, including historical linguistics, morphology, prosody, language acquisition and language creation. Working on sign languages not only provides important new insights on familiar issues, but also poses a whole new set of questions about phonology, because of the use of the visual communication modality. This book lays out the properties needed to recognize a phonological system regardless of its modality. Written by a leading expert in sign language research, the book describes the current state of the field and addresses a range of issues that students and researchers will encounter in their work, as well as highlighting the significant impact that the study of sign languages has had on the field of phonology as a whole. It includes lists of further reading materials, and a full glossary, as well as helpful illustrations that demonstrate the important aspects of sign languagTrade Review'Each chapter can stand alone as a coherent piece of scholarship; overall the book is important not just for sign language phonology but for the notion of phonology - and language - broadly.' E. L. Battistella, ChoiceTable of Contents1. Introduction: sign language vs gesture, sign language vs speech; 2. Modality effects; 3. Iconcity; 4. Interfaces; 5. The emergence of phonology; 6. Sign language phonological processing; 7. Sign language acquisition; 8. Sign language phonological variation and change.

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Book SynopsisAli H. Al-Hoorie teaches at the Jubail English Language and Preparatory Year Institute, Royal Commission for Jubail and Yanbu, Saudi Arabia. Fruzsina Szabó is Lecturer in the Institute of English and American Studies at the University of Debrecen, Hungary.Trade Review This book is informative and a delight to read. It has a wonderful tribute to Zoltán Dörnyei at the beginning that is full of warmth and respect. Al-Hoorie and Szabó have assembled a modern-day dream-team of researchers on language learning motivation from around the world. The topics discussed in the edited volume are cutting-edge yet presented in an accessible way. This will help graduate students and novice researchers in locking on to the current themes and research areas in foreign and second language learning motivation that need continued or more in-depth research. In this way, the book will capture the hearts and minds of young scholars, and will influence them in conducting robust, innovative work on language learning motivation. The book may indeed launch research trajectories and careers. * Paula Winke, Professor of Linguistics, Michigan State University, USA *This volume includes contributions from leading and emerging experts in L2 motivation research. It aptly describes the central role of L2 motivation in the vibrant field of Psychology of Language Learning, and it offers an inspiring forward looking perspective, matching the momentum of contemporary L2 motivation research. * Juup Stelma, Senior Lecturer in TESOL, The University of Manchester, UK *This expertly curated volume takes a refreshingly varied look into all corners of research on L2 motivation. In doing so, the volume editors manage to weave together a tapestry of ideas that is coherent yet theoretically and conceptually rich, posing an implied challenge to anyone who might underestimate the dynamicity of this domain. * Luke Plonsky, Associate Professor of Applied Linguistics, Northern Arizona University, USA *This excellent book reviews research on motivation…but it does so much more! It departs from the customary treatment of motivation to break new ground, inviting us to think anew. The book is a fitting tribute to the scholar whom it honors—Zoltan Dörnyei—with his vision, innovative and field-shaping influence. * Diane Larsen-Freeman, Professor Emerita, School of Education and Department of Linguistics, University of Michigan, USA *Table of ContentsList of Figures List of Tables Notes on Contributors Foreword, Rebecca Oxford (University of Maryland, USA) Introduction, Ali H. Al-Hoorie (Royal Commission for Jubail and Yanbu, Saudi Arabia) and Fruzsina Szabó (University of Debrecen, Hungary) Part I: General Reflections 1. Motivating in the Language Classroom: A Discourse of ‘Social Control’?, Ema Ushioda (University of Warwick, UK) 2. Motivation, Mediation, and the Individual: A Sociocultural Theory Perspective, Matthew E. Poehner (The Pennsylvania State University, USA) 3. Too Much Psychology?: The Role of the Social in Language Learning Motivation, Ofelia García (City University of New York, USA) Part II: Engagement and Self-Regulation 4. Engagement: The Active Ingredient in Language Learning, Sarah Mercer (University of Graz, Austria) 5. Engaging the Learner: Linking Motivational Practice to Learners’ Development, Phil Hiver (Florida State University, USA) 6. Learning Goals, Self-regulation and L2 Motivation, Alastair Henry (University West, Sweden) 7. Self-Determination and Engagement in Language Learning: A Dialogic Process, W. L. Quint Oga-Baldwin and Emiko Hirosawa (Waseda University, Japan) Part III: Selves Approaches 8. Using the Self as a Basis for a Motivation System: Has It Been Worth the Trouble?, Peter D. MacIntyre (Cape Breton University, Canada) 9. The L2 Motivational Self System: Using the Selves in the Classroom, Mostafa Papi (Florida State University, USA) 10. Language Learning in Rural America: Creating an Ideal Self with Limited Resources, Amy S. Thompson (West Virginia University, USA) 11. Using Technology to Harness the Power of L2 Possible Selves, Flor-de-lis Gonzalez (University of Northampton, UK) Part IV: Emotions and Affect 12. Emotion in Second Language Acquisition: Reflections on Its Brith and Unexpected Growth, Jean-Marc Dewaele (Birkbeck, University of London, UK) 13. Enhancing Emotional Engagement in Speaking Tasks: A Cognitive-Behavioural Theory ApproachApproach, Kate Maher and Jim King (University of Leicester, UK) 14. Emotional Contagion: Optimizing Language Teacher-Learner Synergy, Tammy Gregersen (American University of Sharjah, UAE) and Ahmed Abdulteef Al Khateeb (King Faisal University, Saudi Arabia) 15. Group-DMCs and Group-Level Emotion in the L2 Classroom, Christine Muir (University of Nottingham, UK) Part V: Emerging Topics 16. Complexity Theory: From Metaphors to Methods, Ali H. Al-Hoorie (Royal Commission for Jubail and Yanbu, Saudi Arabia) and Phil Hiver (Florida State University, USA) 17. “OH, HI. HELLO”: Critical Discourse Analysis as a Means of Understanding Desire for English, Martin Lamb (University of Leeds, UK) 18. Migration, Plurilingualism and Motivation: Extending the Research Agenda, Vera Busse (Universitat Koblenz, Germany) 19. English as a Lingua Franca and Student Motivation, Zana Ibrahim (University of Kurdistan Hewler, Iraq) 20. Using NeuroELT Maxims to Raise Student Motivation, Robert S. Murphy (University of Kitakyushu, Japan) 21. How Good Class Group Dynamics Socializes Well-Being into Cultures, Biologies, and Brains, Yoshifumi Fukada (Meisei University, Japan) Tim Murphey (Kanda University, Japan), Tetsuya Fukuda (International Christian University, Japan) and Joseph Falout (Nihon University, Japan) Afterword, Lourdes Ortega (Georgetown University, USA) References Index

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Book SynopsisThe use of literary texts in language classrooms is firmly established, but new questions arise with the transfer to remote teaching and learning. How do we teach literature online? How do learners react to being taught literature online? Will new genres emerge from the COVID-19 pandemic? Is the literary canon changing?This volume celebrates the vitality of literary and pedagogic responses to the pandemic and presents research into the phenomena observed in this evolving field. One strand of the book discusses literary outputs stimulated by the pandemic as well as past pandemics. Another strand looks at the pedagogy of engaging learners with literature online, examining learners of different ages and of different proficiency levels and different educational backgrounds, including teacher education. Finally, a third strand looks at the affordances of various technologies for teaching online and the way they interact with literature and with language learning. The contribu

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Book SynopsisKaren Roehr is a Senior Lecturer at the University of Essex, UKGabriela Adela Gánem-Gutiérrez is a Senior Lecturer at the University of Essex, UK.Table of Contents1. The Metalinguistic Dimension in L2 Learning, Karen Roehr & Gabriela Ganem-Gutierrez Part I: Cognitive Approaches to the Metalinguistic Dimension 2. Developing a Measure of Metalinguistic Awareness for Children Aged 8-11, Angela Tellier 3. Examining the Contribution of Syntactic and Metasyntactic Abilities to Reading Comprehension among Native and Non-Native Speakers, Daphnée Simard, Denis Foucambert and Marie Labelle 4. Effects of Instruction on Learners’ Acquisition of Metalinguistic Knowledge, Rosemary Erlam 5. University-Level Learners’ Beliefs about Metalinguistic Knowledge, Benjaporn Thepseenu and Karen Roehr 6. Metalinguistic Awareness in Third Language Phonological Acquisition, Magdalena Wrembel Part II: Sociocognitive Approaches to the Metalinguistic Dimension 7. Metalinguistic knowledge in Language-Related Episodes (LREs) with Covert Metalinguistic Activity, Xavier Gutiérrez 8. The Role of Metalanguage in the Performance of a Sequence of Collaborative Output Tasks by Five L2 Learner Dyads, Alan Fortune 9. Mediating the Development of L2 Oral Performance through DynamicAassessment: Focusing on the Metalinguistic Dimension, Gabriela Adela Gánem-Gutiérrez and Cristina Nogués Meléndez 10. The Being and Becoming of Metalinguistic Knowledge: Rules and Categories of Grammatical Description as Functional Tools of the Mind, Eduardo Negueruela Azarola Index

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Book SynopsisNew Directions in Second Language Pragmatics brings together varying perspectives in second language (L2) pragmatics to show both historical developments in the field, while also looking towards the future, including theoretical, empirical, and implementation perspectives. This volume is divided in four sections: teaching and learning speech acts, assessing pragmatic competence, analyzing discourses in digital contexts, and current issues in L2 pragmatics. The chapters focus on various aspects related to the learning, teaching, and assessing of L2 pragmatics and cover a range of learning environments. The authors address current topics in L2 pragmatics such as: speech acts from a discursive perspective; pragmatics instruction in the foreign language classroom and during study abroad; assessment of pragmatic competence; research methods used to collect pragmatics data; pragmatics in computer-mediated contexts; the role of implicit and explicit knowledge; discourse markers as a resource for interaction; and the framework of translingual practice. Taken together, the chapters in this volume foreground innovations and new directions in the field of L2 pragmatics while, at the same time, ground their work in the existing literature. Consequently, this volume both highlights where the field of L2 pragmatics has been and offers cutting-edge insights into where it is going in the future.

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Book SynopsisAcquisition of the native language proceeds in a stage-wise manner for both typically developing (TD) children and children with developmental language disorder (DLD). As shown in TD children learning Dutch and German, the ability to establish contextual cohesion serves as the driving force to proceed from a simple, lexical system to a more complex, functional system. It is argued that precisely this ability is challenged in children with DLD. The present book offers an account of the functional linguistic features fit to achieve contextual cohesion in language production. It provides a rationale for practitioners to develop linguistically founded tools to be used in speech therapy.

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Book SynopsisSetting the Scene for Researching Instruction in Text Revision in an efl Context.- Theories on Revision.- Empirical Studies on Text Revision in l1and l2 Writing.- Empirical Studies on Instruction in Text Revision.- Development and Validation of Self Report Questionnaires.- Exploring the Effectiveness of srsd in Text Revision.- Developmental Trajectories Evidence from Qualitative Results.- Discussion Implications and Recommendations.

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Book SynopsisSpeech Bubbles 1 is the first set in an exciting new series of picture books designed to be used by Speech Language Therapists/Pathologists, parents/caregivers, and teachers with children who have delayed or disordered speech sound development, children receiving speech therapy, or by those wanting to provide sound awareness activities for their children.The set includes eleven picture books that each target a different speech sound within the story. The set is also accompanied by a user guide with notes for professionals and caregivers alike. Eleven different speech sounds have been chosen that are early developing sounds, or sounds commonly targeted in speech language therapy. With titles such as Who Bit My Tail?, Crocodiles Can't Climb Trees and Ben the Bubble Bear, the stories are light and engaging, with colourful and fun pictures on every page to keep the child interested.Perfect not just for therapy, but also for encouraging early sTable of ContentsContentsPack ContentsUser GuideDon’t Feed the DogWho Bit My Tail?Ben the Bubble BearPolly’s Pink PaintGus the Gulping GoatCrocodiles Can’t Climb TreesWhere’s Mummy Mouse?A Bunny Called NoodleMuffin the FishSally’s SandcastlesSteven the SnailUser Guide ContentsIntroductionUsesFor Speech Language Therapists/PathologistsFor Parents/Caregivers and TeachersNotes for individual BooksDon’t Feed the Dog - /g/ soundWho Bit My Tail? - /t/ soundBen the Bubble Bear - /b/ soundPolly’s Pink Paint /p/ soundGus the Gulping Goat - /g/ soundCrocodiles Can’t Climb Trees - /k/ soundWhere’s Mummy Mouse? - /m/ soundA Bunny Called Noodle - /n/ sound Muffin the Fish - /f/ soundSally’s Sandcastles - /s/ soundSteven the Snail - /s/ blends

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Book SynopsisTiger wakes from a dream to find a big bite on his tail but can he discover who is the culprit?This picture book targets the /t/ sound, and is part of Speech Bubbles 1, a series of picture books that target specific speech sounds within the story. The series can be used for children receiving speech therapy, for children who have a speech sound delay/disorder, or simply as an activity for children's speech sound development and/or phonological awareness. They are ideal for use by parents, teachers or caregivers.Bright pictures and a fun story create an engaging activity perfect for sound awareness. Please see other titles in the series for stories targeting other speech sounds.Table of ContentsContentsPack ContentsUser GuideDon’t Feed the DogWho Bit My Tail?Ben the Bubble BearPolly’s Pink PaintGus the Gulping GoatCrocodiles Can’t Climb TreesWhere’s Mummy Mouse?A Bunny Called NoodleMuffin the FishSally’s SandcastlesSteven the SnailUser Guide ContentsIntroductionUsesFor Speech Language Therapists/PathologistsFor Parents/Caregivers and TeachersNotes for individual BooksDon’t Feed the Dog - /g/ soundWho Bit My Tail? - /t/ soundBen the Bubble Bear - /b/ soundPolly’s Pink Paint /p/ soundGus the Gulping Goat - /g/ soundCrocodiles Can’t Climb Trees - /k/ soundWhere’s Mummy Mouse? - /m/ soundA Bunny Called Noodle - /n/ sound Muffin the Fish - /f/ soundSally’s Sandcastles - /s/ soundSteven the Snail - /s/ blends

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Book SynopsisBen the bear loves to blow bubbles, but what happens when he tries to blow the biggest bubble in the world?This picture book targets the /b/ sound, and is part of Speech Bubbles 1, a series of picture books that target specific speech sounds within the story. The series can be used for children receiving speech therapy, for children who have a speech sound delay/disorder, or simply as an activity for children's speech sound development and/or phonological awareness. They are ideal for use by parents, teachers or caregivers.Bright pictures and a fun story create an engaging activity perfect for sound awareness. Please see other titles in the series for stories targeting other speech sounds.Table of ContentsContentsPack ContentsUser GuideDon’t Feed the DogWho Bit My Tail?Ben the Bubble BearPolly’s Pink PaintGus the Gulping GoatCrocodiles Can’t Climb TreesWhere’s Mummy Mouse?A Bunny Called NoodleMuffin the FishSally’s SandcastlesSteven the SnailUser Guide ContentsIntroductionUsesFor Speech Language Therapists/PathologistsFor Parents/Caregivers and TeachersNotes for individual BooksDon’t Feed the Dog - /g/ soundWho Bit My Tail? - /t/ soundBen the Bubble Bear - /b/ soundPolly’s Pink Paint /p/ soundGus the Gulping Goat - /g/ soundCrocodiles Can’t Climb Trees - /k/ soundWhere’s Mummy Mouse? - /m/ soundA Bunny Called Noodle - /n/ sound Muffin the Fish - /f/ soundSally’s Sandcastles - /s/ soundSteven the Snail - /s/ blends

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Book SynopsisPolly the pig loves pink but her friends do not. Can they work it out?This picture book targets the /p/ sound, and is part of Speech Bubbles 1, a series of picture books that target specific speech sounds within the story. The series can be used for children receiving speech therapy, for children who have a speech sound delay/disorder, or simply as an activity for children's speech sound development and/or phonological awareness. They are ideal for use by parents, teachers or caregivers.Bright pictures and a fun story create an engaging activity perfect for sound awareness. Please see other titles in the series for stories targeting other speech sounds.Table of ContentsContentsPack ContentsUser GuideDon’t Feed the DogWho Bit My Tail?Ben the Bubble BearPolly’s Pink PaintGus the Gulping GoatCrocodiles Can’t Climb TreesWhere’s Mummy Mouse?A Bunny Called NoodleMuffin the FishSally’s SandcastlesSteven the SnailUser Guide ContentsIntroductionUsesFor Speech Language Therapists/PathologistsFor Parents/Caregivers and TeachersNotes for individual BooksDon’t Feed the Dog - /g/ soundWho Bit My Tail? - /t/ soundBen the Bubble Bear - /b/ soundPolly’s Pink Paint /p/ soundGus the Gulping Goat - /g/ soundCrocodiles Can’t Climb Trees - /k/ soundWhere’s Mummy Mouse? - /m/ soundA Bunny Called Noodle - /n/ sound Muffin the Fish - /f/ soundSally’s Sandcastles - /s/ soundSteven the Snail - /s/ blends

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Book SynopsisGus loves to gulp yoghurt, but he is not the only one. Has he met his match?This picture book targets the /g/ sound, and is part of Speech Bubbles 1, a series of picture books that target specific speech sounds within the story. The series can be used for children receiving speech therapy, for children who have a speech sound delay/disorder, or simply as an activity for children's speech sound development and/or phonological awareness. They are ideal for use by parents, teachers or caregivers.Bright pictures and a fun story create an engaging activity perfect for sound awareness. Please see other titles in the series for stories targeting other speech sounds.Table of ContentsContentsPack ContentsUser GuideDon’t Feed the DogWho Bit My Tail?Ben the Bubble BearPolly’s Pink PaintGus the Gulping GoatCrocodiles Can’t Climb TreesWhere’s Mummy Mouse?A Bunny Called NoodleMuffin the FishSally’s SandcastlesSteven the SnailUser Guide ContentsIntroductionUsesFor Speech Language Therapists/PathologistsFor Parents/Caregivers and TeachersNotes for individual BooksDon’t Feed the Dog - /g/ soundWho Bit My Tail? - /t/ soundBen the Bubble Bear - /b/ soundPolly’s Pink Paint /p/ soundGus the Gulping Goat - /g/ soundCrocodiles Can’t Climb Trees - /k/ soundWhere’s Mummy Mouse? - /m/ soundA Bunny Called Noodle - /n/ sound Muffin the Fish - /f/ soundSally’s Sandcastles - /s/ soundSteven the Snail - /s/ blends

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Book SynopsisLucas the Monkey loves to play soccer by the river, but he has a problem Mr. Crocodile, who would love to make Lucas his dinner.This picture book targets the /k/ sound, and is part of Speech Bubbles 1, a series of picture books that target specific speech sounds within the story. The series can be used for children receiving speech therapy, for children who have a speech sound delay/disorder, or simply as an activity for children's speech sound development and/or phonological awareness. They are ideal for use by parents, teachers or caregivers.Bright pictures and a fun story create an engaging activity perfect for sound awareness. Please see other titles in the series for stories targeting other speech sounds.Table of ContentsContentsPack ContentsUser GuideDon’t Feed the DogWho Bit My Tail?Ben the Bubble BearPolly’s Pink PaintGus the Gulping GoatCrocodiles Can’t Climb TreesWhere’s Mummy Mouse?A Bunny Called NoodleMuffin the FishSally’s SandcastlesSteven the SnailUser Guide ContentsIntroductionUsesFor Speech Language Therapists/PathologistsFor Parents/Caregivers and TeachersNotes for individual BooksDon’t Feed the Dog - /g/ soundWho Bit My Tail? - /t/ soundBen the Bubble Bear - /b/ soundPolly’s Pink Paint /p/ soundGus the Gulping Goat - /g/ soundCrocodiles Can’t Climb Trees - /k/ soundWhere’s Mummy Mouse? - /m/ soundA Bunny Called Noodle - /n/ sound Muffin the Fish - /f/ soundSally’s Sandcastles - /s/ soundSteven the Snail - /s/ blends

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Book SynopsisMolly mouse wakes to find her Mummy has vanished, so she sets off to find her meeting some interesting creatures along the way. This picture book targets the /m/ sound, and is part of Speech Bubbles 1, a series of picture books that target specific speech sounds within the story. The series can be used for children receiving speech therapy, for children who have a speech sound delay/disorder, or simply as an activity for children's speech sound development and/or phonological awareness. They are ideal for use by parents, teachers or caregivers.Bright pictures and a fun story create an engaging activity perfect for sound awareness. Please see other titles in the series for stories targeting other speech sounds.Table of ContentsContentsPack ContentsUser GuideDon’t Feed the DogWho Bit My Tail?Ben the Bubble BearPolly’s Pink PaintGus the Gulping GoatCrocodiles Can’t Climb TreesWhere’s Mummy Mouse?A Bunny Called NoodleMuffin the FishSally’s SandcastlesSteven the SnailUser Guide ContentsIntroductionUsesFor Speech Language Therapists/PathologistsFor Parents/Caregivers and TeachersNotes for individual BooksDon’t Feed the Dog - /g/ soundWho Bit My Tail? - /t/ soundBen the Bubble Bear - /b/ soundPolly’s Pink Paint /p/ soundGus the Gulping Goat - /g/ soundCrocodiles Can’t Climb Trees - /k/ soundWhere’s Mummy Mouse? - /m/ soundA Bunny Called Noodle - /n/ sound Muffin the Fish - /f/ soundSally’s Sandcastles - /s/ soundSteven the Snail - /s/ blends

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Book SynopsisMuffin is a quirky little fish full of fun ideas. What will he get up to next?This picture book targets the /f/ sound, and is part of Speech Bubbles 1, a series of picture books that target specific speech sounds within the story. The series can be used for children receiving speech therapy, for children who have a speech sound delay/disorder, or simply as an activity for children's speech sound development and/or phonological awareness. They are ideal for use by parents, teachers or caregivers.Bright pictures and a fun story create an engaging activity perfect for sound awareness. Please see other titles in the series for stories targeting other speech sounds.Table of ContentsContentsPack ContentsUser GuideDon’t Feed the DogWho Bit My Tail?Ben the Bubble BearPolly’s Pink PaintGus the Gulping GoatCrocodiles Can’t Climb TreesWhere’s Mummy Mouse?A Bunny Called NoodleMuffin the FishSally’s SandcastlesSteven the SnailUser Guide ContentsIntroductionUsesFor Speech Language Therapists/PathologistsFor Parents/Caregivers and TeachersNotes for individual BooksDon’t Feed the Dog - /g/ soundWho Bit My Tail? - /t/ soundBen the Bubble Bear - /b/ soundPolly’s Pink Paint /p/ soundGus the Gulping Goat - /g/ soundCrocodiles Can’t Climb Trees - /k/ soundWhere’s Mummy Mouse? - /m/ soundA Bunny Called Noodle - /n/ sound Muffin the Fish - /f/ soundSally’s Sandcastles - /s/ soundSteven the Snail - /s/ blends

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