Language acquisition Books

Book SynopsisThe tools, concepts, and vocabulary of phenomenology are used in this book to explore language in a multitude of contexts.

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Book SynopsisDrawing on major research developments in the field, Vihman has updated and extensively revised the 1996 edition of her classic text to provide a thorough and stimulating overview of current studies of child production and perception and early word learning. Offers a full survey of the thinking on how babies develop phonological knowledge Provides a much needed update on the field one in which this book remains unique, and in which there have also been dramatic developments since the publication of the first edition Surveys what has been learned about phonological development and raises questions for further study The only book that includes balanced treatment of research in perception and production and attempts a synthesis of these fields, which have generally developed in isolation from one another Includes a new chapter providing an overview of communicative and attentional development, as well as perceptual and vocal developmentTable of ContentsNote on Second Edition xi Acknowledgments xiii 1 Introduction 1 Biological Foundations of Language Development 3 Phonological Development: Goals and Challenges 10 Methodologies: Data Sources and Theoretical Perspectives 13 Overview 16 2 Precursors to Language: The First 18 Months of Life 18 The Development of Linguistic Form and Function 20 1 Early Capacities: Birth to 2 Months 23 2 Early Capacities: 2 to 4 Months 26 3 Early Capacities: 4 to 6 Months 28 4 First Advances: 6 to 9 Months 29 5 Bringing the Strands Together: 9 to 12 Months 31 6 Transition to Language Use: 12 to 18 Months 35 Learning Mechanisms 40 Summary: Precursors and the Transition to Language Use 46 3 Development in Perception: Early Capacities, Rapid Change 49 Issues that Motivated the Study of Infant Speech Perception 49 Methods Used to Study Infant Speech Perception 56 Discrimination: Infant Capacities 59 Mechanisms Underlying Infant Perception 60 Developmental Change in Perception 63 "Perceptual Narrowing": Models of Developmental Change 67 Cross-Modal Perception 75 Summary: The Infant Listener – From Universal to Particular 78 4 Infant Vocal Production 80 Early Vocal Production 81 The Social Context, I: Precanonical Period 91 The Emergence of Adult-Like Syllables 95 The Social Context, II: Canonical Period 101 Vowel Production in the First Year 103 Influence from the Ambient Language 105 Summary: Biological and Social Foundations 110 5 Perceptual Advances in the First Year: Prosody, Segmentation and Distributional Learning 112 The Role of Prosody and Infant-Directed Speech (IDS) 113 Prosodic Bootstrapping 117 Advances in Knowledge of Accentual Patterns and Phonotactics 121 Experimental Studies of Segmentation 125 Distributional or Statistical Learning 139 Summary: Rhythms and Segmental Patterns 143 6 The Transition to Language Use 145 Beginnings of Word Comprehension 146 Development of Intentional Communication 150 Referential Word Use 161 Phonetic and Phonological Development 163 Rhythm in Child Production 168 Emergence of Phonological Systematicity 175 Summary: Continuity and Change 177 7 Experimental Studies of Word-Form Learning 179 The Role of Phonology in Word Recognition and Word Learning 179 The Perceptual Basis of Word Learning 180 Explorations of "Phonological Specificity" 186 Integrating the Findings 200 Neurophysiological Investigation of Word Learning 202 Summary:Understanding the Development of Representation 209 8 Phonological Development in the Bilingual Child 212 The Study of Child Bilingualism 213 "Non-selectivity" in Adult Bilingual Processing 214 Speech Perception and Processing 217 Bilingual Production 231 Separate Systems with Interaction 241 Summary: The Experience of the Bilingual Child 243 9 Theories, I: Formalist and Perception Models 245 What is the Source of the Linguistic System? 246 The First Linguistic Models 248 Contemporary Formalist Models 254 Contemporary Formalist Models: Critique and Appreciation 268 Perception Models 270 Perception Models: Critique and Appreciation 275 Summary: Theory and Data in Developmental Models 275 10 Theories, II: Functionalist or Emergentist Models 277 Biological Model 278 Self-Organizing Models 279 Usage-Based Models 285 Whole-Word Phonology 290 Functionalist or Emergentist Models: Critique and Appreciation 307 Summary: Emergent Phonology 309 11 Conclusion 311 Linking Perception and Production 312 Effects of Lexical Learning and Language Use 315 Appendix 1: Data Sources 318 Appendix 2: Protoword Forms and Uses 321 Appendix 3: Template Analyses 323 Word Template Analysis: A Diary Study 323 Word Template Analysis: Research Studies 331 Generality of Template Use 346 References 349 Name Index 407 Subject Index 417

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Book SynopsisThe Intentionality Model builds on the childa s engagement in a world of persons and objects, the effort that learning language requires, and the essential tension between engagement and effort that propels language acquisition.Table of ContentsI. Introduction. II. The Development of Children with Disabilities and the Adaptation of their Parents: Theoretical Perspectives and Empirical Evidence. III. The Early Intervention Collaborative Study: Study Design and Methodology. IV. Results: Predictors of Functioning and Change in Children's Development and Parent Well-being. V. Discussion. VI. Implications for Research, Policy, and Practice. References. Acknowledgments. Contributors

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Book SynopsisMotivation is one of the key learner characteristics that determine the rate and success of language learning. This volume addresses motivation in language learning - motives associated with certain features of the language, the language learner, and the learning situation. Discusses and dissects the intriguingly complex characteristic of motivation in the process of language learning. Explores recent developments and the most important research directions in the field, including a selection of data-based studies by some of the best-known motivation researchers. Trade Review"This book provides a comprehensive overview of the evolution of motivational theories and recent research developments and directions, reporting on studies that represent the 'cutting-edge' in the field ... well-structured, well-written and well-edited." Language AwarenessTable of Contents1. Introduction 1-2Zoltán Dörnyei 2. Attitudes, Orientations, and Motivations in Language Learning: Advances in Theory, Research, and Applications 3-32Zoltán Dörnyei 3. Why Are You Learning a Second Language? Motivational Orientations and Self-Determination Theory (Language Learning, 2000, 50/1, 57-85) 33-63Kimberly A. Noels, Luc G. Pelletier, Richard Clément and Robert J. Vallerand 4. The Role of Gender and Immersion in Communication and Second Language Orientations (Language Learning, 2000, 50/2, 311-341) 65-96Susan C. Baker and Peter D. MacIntyre 5. Learning Spanish as a Second Language: Learners’ Orientations and Perceptions of Their Teachers' Communication Style (Language Learning, 2001, 51/1, 107-144) 97-136Kimberly A. Noels 6. Sex and Age Effects on Willingness to Communicate, Anxiety, Perceived Competence, and L2 Motivation Among Junior High School French Immersion Students (Language Learning, 2002, 52/3, 537-564) 137-165Peter D. MacIntyre, Susan C. Baker, Richard Clément and Leslie A. Donovan 7. Attitudes, Motivation, and Second Language Learning: A Meta-Analysis of Studies Conducted by Gardner and Associates (Language Learning, 2003, 53/1) 167-210Anne-Marie Masgoret and Robert C. GardnerIndex to Volume 53 211- 213

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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 Synopsis* Presents an integrated discussion of key and sometimes controversial issues in second language acquisition research. * Discusses the biological underpinnings of SLA, the driving forces and constraints on SLA, research methods, and the status of SLA as a cognitive science.Trade Review"Catherine Doughty and Michael Long have emerged as two of the most knowledgeable, authoritative, and sanest voices in the current contentious debates over truth claims in second language acquisition. Their stewardship of the chapters in this volume – and authorship of two articles plus an overview and an interesting afterword that treats SLA as cognitive science – has produced some very strong critical summaries of several central ideas in these debates. The range and depth of many of the chapters is great and I have learned much from revisiting subjects I thought I knew well, such as transfer, fossilization, and individual variation." Larry Selinker, New York University "Arguing that SLA research should be viewed as a branch of cognitive science, the editors have served up a feast for, and about, the mind. This Handbook will be read, consulted, and referred to again and again." Diane Larsen-Freeman, University of Michigan "The Handbook of Second Language Acquisition lives up to its name: it provides a remarkable overview of the field, whose future the editors intelligently advocate to be an integral constituent of cognitive science. A rainbow of topics and theoretical stances promises much stimulation to a wide readership. The volume will no doubt serve as a highly appreciated resource for novice and expert alike." Bonnie D. Schwartz, University of Hawaii "Highly recommended." ChoiceTable of ContentsList of Contributors viii Acknowledgments x I Overview 1 1 The Scope of Inquiry and Goals of SLA 3 Catherine J. Doughty and Michael H. Long II Capacity and Representation 17 2 On the Nature of Interlanguage Representation: Universal Grammar in the Second Language 19 Lydia White 3 The Radical Middle: Nativism without Universal Grammar 43 William O’Grady 4 Constructions, Chunking, and Connectionism: The Emergence of Second Language Structure 63 Nick C. Ellis 5 Cognitive Processes in Second Language Learners and Bilinguals: The Development of Lexical and Conceptual Representations 104 Judith F. Kroll and Gretchen Sunderman 6 Near-Nativeness 130 Antonella Sorace III Environments for Sla 153 7 Language Socialization in SLA 155 Karen Ann Watson-Gegeo and Sarah Nielsen 8 Social Context 178 Jeff Siegel 9 Input and Interaction 224 Susan M. Gass 10 Instructed SLA: Constraints, Compensation, and Enhancement 256 Catherine J. Doughty IV Processes in Sla 311 11 Implicit and Explicit Learning 313 Robert DeKeyser 12 Incidental and Intentional Learning 349 Jan H. Hulstijn 13 Automaticity and Second Languages 382 Norman Segalowitz 14 Variation 409 Suzanne Romaine 15 Cross-Linguistic Influence 436 Terence Odlin 16 Stabilization and Fossilization in Interlanguage Development 487 Michael H. Long V Biological and Psychological Constraints 537 17 Maturational Constraints in SLA 539 Kenneth Hyltenstam and Niclas Abrahamsson 18 Individual Differences in Second Language Learning 589 Zoltán Dörnyei and Peter Skehan 19 Attention and Memory during SLA 631 Peter Robinson 20 Language Processing Capacity 679 Manfred Pienemann VI Research Methods 715 21 Defining and Measuring SLA 717 John Norris and Lourdes Ortega 22 Data Collection in SLA Research 762 Craig Chaudron VII The State of Sla 829 23 SLA Theory: Construction and Assessment 831 Kevin R. Gregg 24 SLA and Cognitive Science 866 Michael H. Long and Catherine J. Doughty Index 871

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Book SynopsisThis volume explores the cognitive neuroscience of second language acquisition from the perspectives of critical/sensitive periods, maturational effects, individual differences, neural regions involved, and processing characteristics. The research methods used include functional magnetic resonance imaging (fMRI), positron emission tomography (PET), and event related potentials (ERP). The studies in this volume provide initial answers to core questions including: which brain areas are reliably activated in second language processing? Are they the same or different from those activated in first language acquisition and use? And what are the behavioral consequences of individual differences among brains? Trade Review“The work sets out to consider the neural evidence regarding L2 critical periods and related issues, a task in which it succeeds rather well.” Studies in Second Language AcquisitionTable of Contents1. Age and second language acquisition: A selective overview. 2. L2 acquisition, age and generativist reasoning. Commentary on Birdsong. 3. Development of the human cortex and the concept of "critical" or '"sensitive" periods. 4. What we cannot learn from neuroanatomy about language learning and language processing. Commentary on Uylings. 5. Convergence, degeneracy and control. 6. The plastic bilingual brain: Synaptic pruning or growth? Commentary on Green, et al. 7. Executive control in bilingual language processing. 8. On language and the brain – Or on (psycho)linguists and neuroscientists? Commentary on Rodriguez-Fornells et al. 9. Novice learners, longitudinal designs, and event-related potentials: A means for exploring the neurocognition of second-language processing. 10. Strategies for longitudinal neurophysiology. Commentary on Osterhout et al. 11. L2 in a nutshell - The investigation of second language processing in the miniature language model. 12. Cracking the nutshell differently. Commentary on Mueller. 13. A meta-analysis of hemodynamic studies on first and second language processing: Which suggested differences can we trust and what do they mean?. 14. When does the neurological basis of first and second language processing differ? Commentary on Indefrey. 15. Summing up: Some themes in the cognitive neuroscience of second language acquisition

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Book SynopsisResearch Methods in Second Language Acquisition With its cornucopia of information, both thorough and practical, this book is a must for our methodology shelves. Its study questions and project suggestions will be a boon for many research methods courses.Robert M. DeKeysevr, University of Maryland This guide to collecting, coding and analyzing second language acquisition data will be an essential reference for novice and experienced researchers alike.Peter Robinson, Aoyama Gakuin University Comprehensive and technically up-to-date, yet accessible and cogent! This remarkable textbook is sure to become a premier choice for the research training of many future SLA generations.Lourdes Ortega, University of Hawaii Alison Mackey and Susan Gass' valuable new book offers hands-on methodological guidance from established experts on all kinds of second language research.Michael H. Long, University of Maryland Research MethoTrade Review“This book provides practical guidance for applied linguistic students doing SLA research. Each chapter, written by an expert in a subfield of second language acquisition (SLA), first presents a brief background review and theoretical frame-work of that area of research, then provides guide to the research methods and, finally, presents studies adopting the particular method to give readers a sense of practicality.” (The Modern Language Journal, 21 November 2013) “Each of the 15 chapters is comprehensive and accessible, and together they are bound to provide a thorough practical guide for students as they engage in various research projects. The volume will also prove to be a useful reference book for anyone teaching research methods in the context of SLA.” (Studies in Second Language Acquisition, 20 May 2012) “This volume ultimately deserves strong praise for its wide-ranging representation of current topics and procedures in SLA research. Although intended for students, it guides all scholars to a better understanding of how we study our field and is an important addition to the library of all SLA researchers, novice or seasoned.” (LINGUIST, 19 May 2012)Table of ContentsList of Contributors vii 1 Introduction 1 Alison Mackey and Susan M. Gass Part I Data Types 5 2 How to Use Foreign and Second Language Learner Corpora 7 Sylviane Granger 3 Formal Theory-Based Methodologies 30 Tania Ionin 4 Instructed Second Language Acquisition 53 Shawn Loewen and Jenefer Philp 5 How to Design and Analyze Surveys in Second Language Acquisition Research 74 Zoltán Dörnyei and Kata Csizér 6 How to Carry Out Case Study Research 95 Patricia A. Duff 7 How to Use Psycholinguistic Methodologies for Comprehension and Production 117 Kim McDonough and Pavel Trofimovich 8 How to Research Second Language Writing 139 Charlene Polio 9 How to Do Research on Second Language Reading 158 Keiko Koda 10 How to Collect and Analyze Qualitative Data 180 Debra A. Friedman Part II Data Coding, Analysis, and Replication 201 11 Coding Second Language Data Validly and Reliably 203 Andrea Révész 12 Coding Qualitative Data 222 Melissa Baralt 13 How to Run Statistical Analyses 245 Jenifer Larson-Hall 14 How to Do a Meta-Analysis 275 Luke Plonsky and Frederick L. Oswald 15 Why, When, and How to Replicate Research 296 Rebekha Abbuhl Index 313

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Book SynopsisThis book provides a very readable introduction to how children acquire and use language for students of psychology, language and education.Trade Review"This thoroughly revised and updated edition of The Language of Children, first published in 1984, is a reader friendly, well written introductory text on language acquisition. What makes this work different from most texts about language acquisition is its interdisciplinary nature. I consider The Language of Children a valuable book, which makes an accessible, interesting text for students who are non-native speakers of English." Peter Ecke, University of America- Puebla "We...believe that this book could be used successfully in a lower level undergraduate class, particularly if a comparative perspective is desired." Stan A Kuczaj II and Heather M. Hill, University of Southern MississippiTable of Contents1. Introduction. 2. The Signal Systems of Animals in the Wild. 3. Animals in Contact with People. 4. From Signals and Signalling to Syntactic Language and Communication. 5. The Prelinguistic Infant. 6. The One-Word Period. 7. The Linguistic System and Early Language Development. 8. The Communication Skills of Young Children. 9. Semantic Development. 10. Reading. 11. Bilingualism and Second Language Learning. 12. Sociolinguistics. Glossary. References. Index.

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Book SynopsisThere is pressure on world language educators to prepare learners with 21st century skills to meet the challenges of an increasingly interconnected globalized world. The need for change was summarized in the 2007 report of the MLA Ad Hoc Committee on Foreign Languages that suggested the implementation of curricular reform by developing students’ “translingual and transcultural competence” (p. 3) which allows someone “to operate between languages” (p.237). However, the integration of such a meaningful cultural component in instructed language learning is a complex topic. This book recognizes the difficulty world language educators face to achieve the goals of the MLA report, particularly at beginning levels of instruction in target language use classrooms. Accordingly, this book informs instructed language learning and teaching by bridging developmental theories from the fields of intercultural competence with second language pedagogies—particularly communicative language teaching (CLT) and literacy-based approaches—providing examples of practical applications inside the classroom and beyond. It is intended to support the many FL educators who have consistently reported that they are struggling to incorporate meaningful cultural instruction into their practice (Fox & Diaz-Greenberg 2006; Phillips & Abbott, 2011; Sercu, 2005).This book provides a framework to foster learners’ deep cultural reflection at beginning levels of instruction while preserving target language use policies, bridging CLT pedagogies to intercultural communicative competence (ICC) literacy-based approaches. It starts by synthesizing prominent definitions of culture and culture learning models and then summarizes disparate sources of research findings on culture learning projects (which primarily take place at advanced levels of language learning) to the Standards-based classroom at all levels of instruction, K-16. Although research on fostering learners’ intercultural competence at beginning levels of language instruction is in its infancy, it is of utmost concern given that the vast majority of U.S. language learners rarely continue to advanced levels of instruction (Zimmer-Lowe, 2008). In addition, this book challenges FL educators to advocate for their FL programs and to give greater visibility and credibility to the profession in institutional internationalization efforts.The theoretical components of this book deconstruct the connections between language, thought and culture and problematize developmental models in the IC field that neglect to consider the important role of language. This book provides K-16 FL educators with the discourse needed to 1) explain to administrators, parents and students how world language study prepares learners to compete in an increasingly global market beyond the learner’s development of linguistic proficiency and 2) convince administrators of the value in and the need for world language study in order to support institutional internationalization efforts. The last chapter of this book provides guidance and suggestions on ways to expand K-12 teacher preparation programs and continuing education training to foster learners’ intercultural communicative competence while preserv-ing a Standards-based curriculum. In sum, this book is intended to 1) support all K-16 world language educa-tors with their program advocacy and instruction; 2) serve as a reference manual or course book in teacher preparation programs; 3) serve as a reference manual or course book for research and graduate courses on the teaching and learning of languages.

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Book SynopsisThere is pressure on world language educators to prepare learners with 21st century skills to meet the challenges of an increasingly interconnected globalized world. The need for change was summarized in the 2007 report of the MLA Ad Hoc Committee on Foreign Languages that suggested the implementation of curricular reform by developing students’ “translingual and transcultural competence” (p. 3) which allows someone “to operate between languages” (p.237). However, the integration of such a meaningful cultural component in instructed language learning is a complex topic. This book recognizes the difficulty world language educators face to achieve the goals of the MLA report, particularly at beginning levels of instruction in target language use classrooms. Accordingly, this book informs instructed language learning and teaching by bridging developmental theories from the fields of intercultural competence with second language pedagogies—particularly communicative language teaching (CLT) and literacy-based approaches—providing examples of practical applications inside the classroom and beyond. It is intended to support the many FL educators who have consistently reported that they are struggling to incorporate meaningful cultural instruction into their practice (Fox & Diaz-Greenberg 2006; Phillips & Abbott, 2011; Sercu, 2005).This book provides a framework to foster learners’ deep cultural reflection at beginning levels of instruction while preserving target language use policies, bridging CLT pedagogies to intercultural communicative competence (ICC) literacy-based approaches. It starts by synthesizing prominent definitions of culture and culture learning models and then summarizes disparate sources of research findings on culture learning projects (which primarily take place at advanced levels of language learning) to the Standards-based classroom at all levels of instruction, K-16. Although research on fostering learners’ intercultural competence at beginning levels of language instruction is in its infancy, it is of utmost concern given that the vast majority of U.S. language learners rarely continue to advanced levels of instruction (Zimmer-Lowe, 2008). In addition, this book challenges FL educators to advocate for their FL programs and to give greater visibility and credibility to the profession in institutional internationalization efforts.The theoretical components of this book deconstruct the connections between language, thought and culture and problematize developmental models in the IC field that neglect to consider the important role of language. This book provides K-16 FL educators with the discourse needed to 1) explain to administrators, parents and students how world language study prepares learners to compete in an increasingly global market beyond the learner’s development of linguistic proficiency and 2) convince administrators of the value in and the need for world language study in order to support institutional internationalization efforts. The last chapter of this book provides guidance and suggestions on ways to expand K-12 teacher preparation programs and continuing education training to foster learners’ intercultural communicative competence while preserv-ing a Standards-based curriculum. In sum, this book is intended to 1) support all K-16 world language educa-tors with their program advocacy and instruction; 2) serve as a reference manual or course book in teacher preparation programs; 3) serve as a reference manual or course book for research and graduate courses on the teaching and learning of languages.

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Book SynopsisTypically, books on evaluation in the second and foreign language field deal with large programs and often result from large?scale studies done by the authors. The challenge for ordinary second and foreign language classroom teachers is that they must extrapolate techniques or strategies for evaluation from a very large scale to a much smaller scale, that of the course. At the same time, classroom teachers are responsible for outcomes of their courses and need to do evaluation on a scale and for needs of their choosing. Evaluating Second Language Courses is designed for classroom teachers who are dealing with a single course, and who wish to understand and improve some aspect of their course.

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Book SynopsisTypically, books on evaluation in the second and foreign language field deal with large programs and often result from large?scale studies done by the authors. The challenge for ordinary second and foreign language classroom teachers is that they must extrapolate techniques or strategies for evaluation from a very large scale to a much smaller scale, that of the course. At the same time, classroom teachers are responsible for outcomes of their courses and need to do evaluation on a scale and for needs of their choosing. Evaluating Second Language Courses is designed for classroom teachers who are dealing with a single course, and who wish to understand and improve some aspect of their course.

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Book SynopsisKey Methods in Second Language Acquisition Research is a book written to help novice teachers and undergraduate students developing an awareness and understanding of the key methodological frameworks and processes used in second language research. The book should also help readers generating ideas and researchable questions and adopting particular research methods and procedures to collect and analyse data. The book is divided into three main parts: Key Stages in Second Language Research (Part One); Key Methodological Frameworks (Part Two); Mixed Frameworks and Psycholinguistics Methods (Part three).

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Book SynopsisThis volume offers new insights into the assessment of the language of Young Learners (YLs). YLs are defined here as being from 5 to 17 years, and are treated as three distinct subgroups: younger children (5/6 to 8/9 years), older children (8/9 to 12/13 years) and teenagers (12/13 to 17 years).The first half addresses fundamental issues, beginning with the characteristics of YLs and how these are manifested in first language development. The authors consider the potential ability of each age group to perform in a second or foreign language, proposing a rough age-related correspondence with CEFR levels. Finally, principles of assessment, specifically formative assessment and testing, are presented in the light of linguistic, cognitive and social development.The second half focusses on testing a range of 'skills'. Theoretical models of performance are introduced, followed by a practical analysis of approaches to the testing of each skill for the three age groups, illustrated with examples. The authors conclude by summing up developmental characteristics of each age group, and their implications for language testing.The book is intended for a wide readership within the field of teaching and assessing the language of young learners. Researchers are offered scope for further investigation of what emerges from the discussion, while practitioners will hopefully find support in their day-to-day work with YLs.Trade ReviewOverall, I believe that this is a very comprehensive and nice introduction to assessment for young learners. It was written in such a clear and accessible manner. This book will be a great addition to the existing literature on this topic;Yoko Goto Butler, Associate Professor, Penn Graduate School of EducationTable of ContentsIntroductionChapter 1: Children and Teenagers: Developmental IssuesChapter 2: The L2 of Young LearnersChapter 3: The Common European Framework of ReferenceChapter 4: Assessing the L2 of Young LearnersChapter 5: Testing ReadingChapter 6: Testing WritingChapter 7: Testing SpeakingChapter 8: Testing Listening Chapter 9: Testing Vocabulary and Grammar Chapter 10: Conclusion Appendix A: An Overview of Nippold's Findings on L1 Development at Ages 5, 10, 15 and 25 Years Appendix B.1: AYLLIT Scale of Descriptors Appendix B.2: The Aptis for Teens Scales for Assessing the Writing of Teenagers Appendix B.3: The Aptis for Teens Scales for Assessing the Speaking of Teenagers Appendix C.1: Click and Drag Item - Norwegian National Testing of English (NNTE) (Reading, 5th Grade) Appendix C.2: Click and Drag Item - Norwegian National Testing of English (NNTE) (Reading, 5th Grade) Appendix C.3: Aptis for Teens B1 Reading Appendix C.4: Aptis for Teens B2 Reading Appendix C.5: Teens Writing Tasks Sample Item Appendix C.6: Aptis General (Adults) B2 Speaking (Long-turn) Appendix C.7: Aptis for Teens B2 Speaking (Long-turn)

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Book SynopsisCognitive science is the study of intelligence and intelligent systems. Several disciplines including psychology, philosophy, linguistics and the neurosciences have well-established interests in these topics. Cognitive science is an attempt to organise and unify views of thought developed within these distinct disciplines. Cognitive Science is concerned with the construction of abstract theory of intelligent processes, the investigation of human and animal intelligence with the goal of developing a theory of intelligent processes from these observations and the investigation of computational principles that underlie the organisation and behavior of computer programmes.This three volume set presents a careful selection of the most important seminal articles on cognitive science. The editors have prepared a new comprehensive introduction to accompany the volumes.Table of ContentsContents: Acknowledgements Introduction Volume I Part I: FOUNDATIONAL ISSUES 1. D.A. Norman (1980), ‘Twelve Issues for Cognitive Science’ 2. J.A. Feldman and D.H. Ballard (1982), ‘Connectionist Models and Their Properties’ 3. P.N. Johnson-Laird (1985), ‘Mental Models’ 4. J.A. Fodor (1985), ‘Précis of the “The Modularity of the Mind”’ 5. J.E. Laird, A. Newell and P.S. Rosenbloom (1987), ‘SOAR: An Architecture for General Intelligence’ 6. D.C. Dennett and M. Kinsbourne (1992), ‘Time and the Observer: The Where and When of Consciousness in the Brain’ 7. A. Newell (1992), ‘Précis of “Unified Theories of Cognition”’ Part II: ConceptualiZation, Learning, Memory 8. E.H. Rosch (1973), ‘Natural Categories’ 9. W.A. Woods (1975), ‘What’s in a Link: Foundations for Semantic Networks’ 10. A.M. Collins and E.F. Loftus (1975), ‘A Spreading-Activation Theory of Semantic Processing’ 11. R.C. Schank (1980), ‘Language and Memory’ 12. J.R. Anderson (1983), ‘Production Systems and ACT’ 13. D.E. Rumelhart, G.E. Hinton and R.J. Williams (1986), ‘Learning Internal Representations by Error Propagation’ Name Index Volume II Part I: Representation 1. R.N. Shepard and J. Metzler (1971), ‘Mental Rotation of Three-Dimensional Objects’ 2. Z.W. Pylyshyn (1973), ‘What the Mind’s Eye Tells the Mind’s Brain: A Critique of Mental Imagery’ 3. M. Minsky (1975), ‘A Framework for Representing Knowledge’ 4. J.R. Anderson (1978), ‘Arguments Concerning Representations for Mental Imagery’ 5. S.M. Kosslyn (1981), ‘The Medium and the Message in Mental Imagery: A Theory’ 6. R.J. Brachman and J.G. Schmolze (1985), ‘An Overview of the KL-ONE Knowledge Representation System.’ PART II: PROBLEM SOLVING AND UNDERSTANDING 7. A. Newell and H.A. Simon (1963), ‘GPS, A Program that Simulates Human Thought’ 8. R.M. Kaplan (1972), ‘Augmented Transition Networks as Psychological Models of Sentence Comprehension’ 9. D. Kahneman and A. Tversky (1973), ‘On the Psychology of Prediction’ 10. E.H. Shortliffe, R. Davis, S.G. Axline, B.G. Buchanan, C. Cordell Green and S.N. Cohen (1975), ‘Computer-Based Consultations in Clinical Therapeutics: Explanation and Rule Acquisition Capabilities of the MYCIN System’ 11. M.L. Gick and K.J. Holyoak (1980), ‘Analogical Problem Solving’ 12. J.L. McClelland and D.E. Rumelhart (1981), ‘An Interactive Activation Model of Context Effects in Letter Perception: Part 1. An Account of Basic Findings’ 13. R.C. Schank (1983), ‘The Kinds of Structures in Memory’ 14. G.L. Drescher (1991), ‘Synopsis of Schema Mechanism Performance’ PART III: VISUAL PERCEPTION 15. J. Morton (1969), ‘Interaction of Information in Word Recognition’ 16. W.G. Chase and H.A. Simon (1973), ‘Perception in Chess’ 17. D.J. McArthur (1982), ‘Computer Vision and Perceptual Psychology’ 18. D. Marr (1985), ‘Vision: The Philosophy and the Approach’ 19. I. Biederman (1987), ‘Recognition-by-Components: A Theory of Human Image Understanding’ Name Index Volume III PART I: COMPREHENSION 1. R.C. Schank (1972), ‘Conceptual Dependency: A Theory of Natural Language Understanding’ 2. J. Kimball (1973), ‘Seven Principles of Surface Structure Parsing in Natural Language’ 3. H.P. Grice (1975), ‘Logic and Conversation’ 4. M.P. Marcus (1979), ‘A Theory of Syntactic Recognition for Natural Language’ 5. S. Pinker (1979), ‘Formal Models of Language Learning’ 6. T. Winograd (1980), ‘What Does It Mean to Understand Language?’ 7. M. Studdert-Kennedy (1980), ‘Speech Perception’ 8. L.D. Erman, F. Hayes-Roth, V.R. Lesser and D.R. Reddy (1980), ‘The Hearsay-II Speech-Understanding System: Integrating Knowledge to Resolve Uncertainty’ PART II: PRODUCTION 9. M.F. Garrett (1975), ‘The Analysis of Sentence Production’ 10. P.R. Cohen and C.R. Perrault (1979), ‘Elements of a Plan-Based Theory of Speech Acts’ 11. D.E. Rumelhart and D.A. Norman (1982), ‘Simulating a Skilled Typist: A Study of Skilled Cognitive-Motor Performance’ 12. B.J. Grosz and C.L. Sidner (1986), ‘Attention, Intentions, and the Structure of Discourse’ 13. D.A. Norman (1991), ‘Cognitive Artifacts’ Name Index

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Book SynopsisThe Hickey Multisensory Language Course has become a classic. It is widely used throughout the UK by teachers working with dyslexic learners of all ages, and is a core text for university courses directed at specialist teachers. Moreover, it has exerted a powerful influence on approaches to teaching literacy skills, including the National Literacy Strategy Framework for teaching. Children now have an entitlement to access to the National Curriculum. Special educational needs, including dyslexia, must be identified, assessed, and addressed, mostly within an inclusive mainstream classroom. Special programmes such as the Hickey are implemented as part of an Individual Education Plan, and need to be linked to the Literacy Hour. The Third edition makes explicit links with current classroom organisation and gives examples of appropriate IEPs, and suggestions for use of ICT. To address the need for specific training in phonological awareness, the Hickey Lesson Plan has been modified, and a chapter added which includes specific games and activities to develop phonological awareness, and to develop the use of strategies in reading a range of whole texts.Table of ContentsPart 1. Some Basic Problems Which may Affect School Performance. The pupil's Need for Simultaneously Seeing, Hearing, Saying and Writing The Written word When Learning Written Language Skills. Taking Hickey Into The 21st century. The Language Training Course. The Alphabet and Dictionary. Handwriting. Reading. Spelling. Story Writing. Suggestions for Self-learning activities in Reading and Spelling. Part 2. The Language Training course.

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Book SynopsisThis publication is concerned with the early stages of language acquisition and is designed for use by early childhood teachers, nursery nurses, special education teachers and others working with children experiencing difficulties in learning to talk. Procedures are described that can be used to assess a child' s current skills and plan activities to increase communicative competence. The programme described is based on a developmental sequence that moves the early skills of joint attention, turn-taking and appropriate play to the more complex skills of asking and answering questions. Other issues discussed include sound development and intelligibility, the use of augmentative and alternative communication as stepping stones to speech, working with children and with families. The second edition has an expanded focus on the place of communicative intentions in early language development.Trade Review"...a great resource for anyone working with young children who are finding learning to talk a difficult task." (Australian Centre for Educational Studies, June 2006)Table of ContentsPart 1. Background to The Language Programme. Explanations for language Development in Children. Acquiring Language, The Developmental sequence. Contexts for Learning, Routine Events and Play. Talking With children. Part 2. Designing and Implementing a Language Programme. Organizing a Language Programme. Preliminary Skills, Programme Level 1. Preverbal skills, Programme Level 2. First Words, Programme Level 3. Programme Levels 4 and 5 - Communicative Intentions. Part 3,. Issues in Implementation. Phonological Development and Intelligibility. Augmentative and Alternative forms of Communication as Stepping Stones to Speech. Working With Children whose Home Language is Other Than English. Working With Children in Groups. Working With Families. References. Index.

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Book SynopsisThis work deals with the effect of hearing development - impaired and normal - on the child's acquisition of language skills. Emphasis is placed on the importance of the early educational and social management of the hearing-impaired child.Table of ContentsAcknowledgements. General preface. Introduction 1. Auditory and speech perception in the normally hearing adult: an overview. 2. Development of auditory and speech perception: an overview. 3. Development of language in the normally hearing child: an overview. 4. Hearing disorders in children: an overview. 5.Auditory perception in sensorineural hearing loss. 6. Language disability and sensorineural hearing loss. 7. Fluctuating conductive hearing loss. 8. Reading disability in sensorineural hearing loss. 9. Unilateral hearing loss. 10. Central auditory dysfunction. Concluding remarks. References. Index.

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Book SynopsisThis book is one of a series whose primary aim is to inform the professional speech and language clinicians and their colleagues in the caring professions. The starting point for this series was a systematic review of those topics in human communication which are essential to the development of effective treatment programmes and effective clinicians. This collection of essays is designed to present the speech student and language clinician with an integrated introduction to contemporary thought and practice in the science of speech and language pathology and intervention. It aims to provide a broad coverage of the basic issues in the field written by specialized authors from both sides of the Atlantic.Table of ContentsPart I Intervention Framework. Philosophy in Intervention, M. Leahy. Classification of Communication Disorders, Marie de Montford Supple. Epidemiology of Communication Disorders and Service Planning, P. Enderby. Profession at Work, A. van der Gang et al. Part II Communication Disorders in children. Childhood Language, A. Kamhi. Childhood Phonological Disorders, J. Lambert and D. Waters. Childhood Articulation Disorders of Neurogenic Origins, P. Hall. Childhood Voice Disorders, P. Sloane. Childhood Stuttering, I. Horsley. Cleft Palate and Other Craniofacial Anomalies in Children, J. Russell. Part III Adults. Aphasia - Progress in Theory-based Intervention, R. Lesser. Acquired Speech Dyspraxia, N. Miller. Dysarthria Assessments - Some perspectives for Treatment, J. Abbs and R. Depaul. Voice Disorders in Adults, J. Stemple. Stuttering in Adults, M. Leahy. Surgical Rehabilitation of Adults, J. Logemann.

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Book SynopsisThis book tackles three choices that face developers of L2 writing assessments: defining L2 writing abilities; collecting evidence of those abilities (usually by getting L2 writers to write something); and judging their performance (usually by assigning a score or grade to it). It takes a historical view of how assessment developers have made those choices, how contemporary practices emerged, and of alternative techniques that have risen and fallen over time. The three sections each tackle one of these choices. The first considers the social functions that define L2 writing and assessment; the second relates how assessment tasks have adapted to changing conceptions of languages, writing, and assessment; and the third explores how scoring systems have evolved. Each section brings the reader up to date with current issues confronting writing assessment (both in large-scale testing and in language classrooms) before considering the new opportunities and challenges of the digital age. This book will be of interest to students, scholars and practitioners in language assessment, language education, and applied linguistics.Trade Review“L2 Writing Assessment: An Evolutionary Perspective written by Anthony Green provides an in-depth look at L2 writing assessment from a critical angle which has been under-investigated to date. … Language assessment provides valuable feedback to both teachers and students about their progress and areas for improvement, which is an essential part of language learning. … This book, L2 Writing Assessment: An Evolutionary Perspective, deserves a recommendation for its compelling content.” (Hassan Mohebbi and Eunjeong Park, Assessing Writing, Vol. 57, July, 2023)Table of ContentsPart I: Getting started with L2 writingChapter 1: IntroductionPart II: Getting writers to writeChapter 2: Public education, rhetoric, and examinationsChapter 3 :The dawn of the language testChapter 4: Assessment trends and the revival of writingChapter 5: Shifting views of L2 writingPart III: Judging language learners’ writingChapter 6: Compelling consensus: from mark schemes to the scaling of samplesChapter 7: Rating scales and beyondChapter 8: Directions in L2 writing assessment

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Book SynopsisPragmatic instruction has received momentous attention in Second Language Acquisition (SLA) over the last decades. In order to scrutinize the effectiveness of L2 instruction, meta-analyses are warranted; nonetheless, meta-analyses have been largely neglected, despite the fact that they provide a systematic explanation of the findings from the previous studies. Since meta-analysis is flourishing by leaps and bounds in each and every field, pragmatic studies are not the exception, and among miscellaneous constructs and units of analysis in pragmatics, the speech acts of request, apology, and refusal are investigated in this book. To bridge this gap, this book mainly presents the variables which can moderate the effectiveness of L2 instruction such as age, gender, proficiency, outcome measures, psycholinguistic features, research design, and treatment types. The first chapter of the book outlines the theoretical underpinnings of the study, accentuating the importance of conducting meta-analysis in this field of study. The second chapter elaborates on the empirical studies and a thorough review of the relevant research. The third chapter deals with the design of the study in which the inclusion and exclusion criteria, effect size calculation, coding of the variables, and reliability have been outlined while chapter four presents the obtained outcomes and results of the study. The last chapter describes the final remarks of the study, the limitations, implications, and the directions for future research in the field of pragmatics instruction. Table of ContentsOverview of Theoretical Frameworks 1.1 Introduction 1.2 Theoretical Underpinnings 1.2.1 Models of Communicative Competence and Pragmatics 1.2.2 Defining Pragmatics and Interlanguage Pragmatics 1.2.3 Theoretical Methods and Approaches 1.2.3.1 Cognitive Approaches in L2 Pragmatic Research 1.2.3.2 The Noticing Hypothesis 1.2.4 Speech Acts 1.2.5 Instructed Second Language Acquisition 1.2.6 Meta-Analysis 1.2.7 The Synopsis of the Book 2. 2. Empirical Background 2.1.1 Studies on L2 Pragmatics for the Speech Acts of Request, Apology, and Refusal 2.1.2 Meta- Analyses in L2 Pragmatics 2.2 Conclusion Design of the Study 3.1 Introduction 3.2 Aims and Research Questions 3.3 Research Design 3.4 Inclusion and Exclusion Criteria 3.5 Effect Size Calculation 3.6 Coding of Moderator Variables 3.7 Missing Data 3.8 Reliability 3.9 Publication Bias 3.10 Conclusion Results 4.1 Introduction 4.2 Overall Meta-Analysis Results of L2 Pragmatic Instrcution in an Iranian Context 4.3 Moderator Analyses 4.4 Discussion 4.4.1 RQ1: What is the Overall Effectiveness of L2 Pragmatic Instruction? 4.4.2 RQ2: Which Variables Moderate the Effectiveness of L2 Pragmatic Instruction? 4.5 Conclusion Conclusions, Pedagogical Implications, and Directions for Future Research 5.1 Conclusions 5.2 Limitations 5.3 Implications 5.4 Directions for Future Research

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Book SynopsisOptimality theory has revolutionized phonological theory, and its insights are now being applied to other central aspects of language. This book presents the results of research as applied to syntax/language acquisition, as well as considering the main lines of attack by rule-based grammarians.Table of ContentsPART IA: PHONOLOGY - PROSODIC REPRESENTATIONS ; PART IB: PHONOLOGY - SEGMENTAL PHONOLOGY ; PART II: SYNTAX ; PART III: THE ACQUISITION OF SYNTAX AND PHONOLOGY

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