Language acquisition Books

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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Book SynopsisA day at the seaside sounds magical to Sally, who brings her bucket and spade for a sandcastle making adventure.This picture book targets the /s/ 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 SynopsisSteven is having a birthday party, but it's a long journey to the party. Will me make it in time, and in one piece?This picture book targets /s/ blends, 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 SynopsisConfident Speaking provides language teachers and teacher educators with evidence-informed ideas to help second language (L2) learners speak fluently and confidently in different social and academic contexts.Christine C. M. Goh and Xuelin Liu, thought leaders in the field of language education, draw on scholarly literature and their own experience to show language teachers how to apply insights from research and theory in everyday classroom teaching. They offer 80 hands-on activities to help learners develop speaking skills through fluency practice and language-focused activities, and tap into their metacognitive thinking to adopt strategies for facilitating oral communication. Also included is guidance for teachers in designing lessons and larger units of work with the activities and carrying out professional inquiry activities into their own practice of teaching L2 speaking.This book is a valuable resource for language teachers and teacher educators, as well aTable of Contents Permissions & AcknowledgementsSeries Editor Preface1 From Research to ImplicationsIntroductionA. Processes in Speech Production1. Conceptualisation, Formulation and Articulation2. Monitoring and EvaluationB. Linguistic Knowledge for Speaking1. Knowledge of Discourse2. Knowledge of Grammar and PronunciationC. Learning to Speak and Speaking to Learn1. Speaking Skills2. Discussion Skills3. Metacognitive KnowledgeD. Instructional Enablers that Support Speaking Performance and Development1. Pre-Task Planning2. Task Repetition3. Strategy Use and InstructionE. Practical Implications for Teaching L2 Speaking1. Develop Learners’ Knowledge about Speaking2. Plan Learning Activities for Practice and Holistic DevelopmentF. Application, Implementation and Research2 From Implications to ApplicationOverviewA. Developing Speaking Fluency and SkillsB. Learning to DiscussC. Learning about Spoken Discourse and LanguageD. Developing Metacognitive Knowledge and Strategy UseA. Developing Speaking Fluency and Skills I. OFF-THE-CUFF ACTIVITIESActivity A1: Sequence and CompleteActivity A2: Ask and AnswerActivity A3: Share and ReconstructActivity A4: Imagine and ShareActivity A5: Respond and ShareII. PLANNED ACTIVITIESActivity A6: Read and CompareActivity A7: Listen and CompareActivity A8: Sequence and CompleteActivity A9: Construct and ExplainActivity A10: Construct and CompareActivity A11: Select and NarrateActivity A12: Respond and ShareActivity A13: Recall and RecountActivity A14 Prepare and TalkActivity A15: Construct and RetellActivity A16: Explain and AdviseActivity A17: Describe and ShareActivity A18: Draw, Share and ThinkActivity A19: Describe and ChooseActivity A20: Infer and ConstructActivity A21: Design and ShareActivity A22: Select and ExplainActivity A23: Create and DemonstrateActivity A24: Reflect and ShareActivity A25: Share and PredictActivity A26: Summarise and OrganiseActivity A27: Collate and ReportActivity A28: Infer and TellActivity A29: Consider and ResolveActivity A30: Explain and DefendActivity A31: Understand and RetellActivity A32: Describe, Ask and PresentActivity A33: Describe, Draw and CompareB. Learning to DiscussI. UNDERSTANDING THE DEMANDS OF DISCUSSIONActivity B1: Learn about Discussion 1Activity B2: Learn about Discussions 2Activity B3: Learn to Manage Problems During DiscussionsActivity B4: Learn to Lead a DiscussionII. PRACTISING DISCUSSION SKILLSActivity B5: Discuss and AdviseActivity B6: Discuss and JustifyActivity B7: Discuss and ConstructActivity B8: Discuss and EvaluateActivity B9: Discuss and PlanActivity B10: Develop Others’ ViewpointsActivity B11: Offer Alternative ViewpointsActivity B12: Explore Ideas TogetherActivity B13: Discuss and ElaborateActivity B14: Discuss and ProposeActivity B15: Discuss, Demonstrate and ObserveActivity B16: Discuss and SelectC. Learning about Spoken Discourse and LanguageI. DISCOURSE STRUCTURE ACTIVITIESActivity C1: Structure of a Casual ConversationActivity C2: Structure of a NarrativeActivity C3: Structure of an Explanation TextActivity C4: Structure of a Formal Conversation: Survey InterviewActivity C5: Structure of a RecountActivity C6: Structure of a Procedure TextActivity C7: Structure of an Information ReportActivity C8: Structure of an Expository TextActivity C9: Making Speeches in Class DebatesII. LANGUAGE KNOWLEDGE ACTIVITIESActivity C10: Language for Talking about the FutureActivity C11: Language for Conveying Preferences and ComparingActivity C12: Transition Markers When Describing a ProcessActivity C13: Language for Expressing RegretsActivity C14: Language for Interrupting with QuestionsActivity C15: Features of Spoken LanguageActivity C16: Features of Spoken and Written LanguageActivity C17: Features of Different Spoken TextsD. Developing Metacognitive Knowledge and Strategy UseI. PERSON AND TASK KNOWLEDGEActivity D1: An Overview of Metacognitive KnowledgeActivity D2: Person Knowledge (Knowing about Myself)Activity D3: Task Knowledge (Knowing about Speaking Tasks)Activity D4: Task Knowledge (Cognitive Processes in Speaking 1)Activity D5: Task Knowledge (Cognitive Processes in Speaking 2)Activity D6: Task Knowledge (Monitoring and Evaluation)Activity D7: Task Knowledge (Evaluating Speaking Performance)Activity D8: Person and Task Knowledge (Self-Evaluation and Planning)II. STRATEGY KNOWLEDGE AND STRATEGY USEActivity D9: Strategy Knowledge (Knowing Which Strategies to Use)Activity D10: Learning about Communication Strategies Activity D11: Strategies for Presenting and Asking Presenters QuestionsActivity D12: A Proficient L2 Speaker’s StrategiesActivity D13: Sharing Experiences of Strategy UseActivity D14: Sharing Plans for Strategy UseActivity D15: Demonstrating and Observing Strategy Use3 From Application to Implementation IntroductionA. Planning Lessons for L2 Speaking1. Fluency Activities2. Language-Focused Activities3. Metacognitive ActivitiesB. The Teaching Speaking CycleC. Lesson Planning with the Teaching Speaking Cycle1. Sample TSC Plan 12. Sample TSC Plan 23. Sample TSC Plan 34. Planning Your Own Teaching Speaking Cycle4 From Implementation to ResearchIntroductionA. Teachers Inquiring into Your Own PracticeB. Inquiry Tasks1. Doing Inquiry in a Group2. Doing Inquiry on Your Own3. Questions to AskC. Inquiry Projects1. Topics of Inquiry Focus2. Considerations When Planning an Inquiry Project3. Inquiry Tools and ProceduresConclusion and Final ThoughtsAppendix A: Three Types of Metacognitive Knowledge about L2 Speaking from Learners’ Perspectives Appendix B: Communication Strategies for L2 Speaking Appendix C: Themes and Topics for Speaking Activities Appendix D: Language Items to Support Speaking ActivitiesReferencesIndex

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Book SynopsisThis book presents a comparative review of the latest studies and data on prelinguistic communication and early semantic development in autism spectrum disorder (ASD), Williams syndrome (WMS), attention-deficit/hyperactivity disorder (ADHD), and early language delay. Papaeliou offers a critical analysis of the literature, compares key theoretical approaches, and interprets data on development in atypical populations.A fruitful synthesis of theory and research reveals that, instead of cognitive deficits, the core feature of these neurodevelopmental disorders consists of deficits in the ability for self- and intersubjective coordination, which adversely affects early interactions and, consequently, the emergence of language. The book composes fragmentary proposals on the role of rhythm disruptions in different conditions, setting out the idea that disruption in interactional synchrony is a connecting thread through neurodevelopmental disorders which show high prevalence or high

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Book SynopsisExtensive Reading is an innovative resource bridging theory and practice for those seeking to learn about extensive reading (ER) for L2 students' language development, including ways to motivate students to read extensively and to assess learning. Grounded in contemporary theory and the latest research both on ER and motivation, experts Sue Leather and Jez Uden offer a rich array of original activities to help teachers in the classroom and beyond with this effective but difficult-to-implement pedagogical tool. Advanced students, researchers, teacher trainers, and pre- and in-service teachers â and ultimately their students themselves â will benefit from this book.Table of ContentsPart 1: From Research to ImplicationsPart 2: From Implications to ApplicationPart 3: From Application to ImplementationPart 4: From Implementation to Research Conclusion References Illustrations

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Book SynopsisThis text illustrates the crucial role of the mother tongue literacy in second language acquisition by presenting findings from a comparative study conducted in primary schools in Senegal. In addition, the volume provides an in-depth look at the linguistic history of Senegal before, during, and after French colonialism.The Impact of Mother Tongue Illiteracy on Second Language Acquisition discusses the socio-linguistic landscape and ethnolinguistic composition of Senegal and its effect on the second language acquisition. An in-depth analysis of childrenâs phonological awareness, decoding, and reading comprehension in French reveals significant disparities in the literacy skills of Wolof children who have been exposed to Arabic and Qurâanic texts prior to schooling, and those who have not. In doing so, the text explores the impacts of post-colonial language policies in Africa, highlights the pedagogical consequences of mother tongue illiteracy, and questions the use of French as the only language of instruction in Senegalese schools.This detailed research text will of great interest and use to graduate and postgraduate students, researchers, academics, professionals and policy makers in the field of Second Language Acquisition, Multicultural Education, Applied Linguistics, French language education and, Language Policy and Planning.Table of ContentsLists of figuresList of tablesAcknowledgements List of abbreviationsChapter 1: IntroductionChapter 2: Demographic and Socio-linguistic Profiles of SenegalChapter 3: France’s Language Policy and Planning in Senegal during ColonialismChapter 4: Children’s Literacy Experiences in AfricaChapter 5: Researching with Arabic and Non-Arabic PopulationsChapter 6: Mother Tongue Literacy and Second Language LearningChapter 7: Phonological Awareness, Decoding Skills, and Reading ComprehensionChapter 8: Conculsion and Pedagogical ImplicationsBibliography

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Book SynopsisTranslation as a Cognitive Activity provides an overarching account of translation as a cognitive activity, from the pioneering use of think-aloud protocols as a sole technique used to investigate the translation process in the mid-1980s to the latest developments in the field. This book focuses on the main aspects of translation as a cognitive activity, including detailed descriptions of translation process research as well as research on translation competence and its acquisition. Providing thorough information into ways of studying translation as a cognitive activity by means of systematic references to empirical-experimental investigations, this innovative textbook promotes knowledge about the cognitive study of translation to related fields.With detailed explanations about models related to the functioning of the translation process and translation competence as well as an updated account of methods and instruments used in empirical-experimental research in

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Book SynopsisBritish English Phonetic Transcription provides an accessible introduction to phonemic, phonetic and intonational transcription with a focus on British English. Featuring exercises, revision tasks and recordings to help students gain hands-on practice, the book takes a learning-by-doing approach and ensures students gain practice using each new symbol or concept introduced before moving on to the next. Consisting of three parts, the book covers: transcribing individual words, including consonants, vowels, primary stress, secondary stress, syllabic consonants and inflections; transcribing phrases and sentences, including liaison, weak forms, elision and assimilation; transcribing intonation, including the structure of English intonation and recognising pitch patterns. Ideally suited as a standalone workbook or for use alongside American English Phonetic Transcription, British Trade Review"Clear, concise, and comprehensive. An ideal way to develop a confident command of this essential branch of phonetics."David Crystal, Honorary Professor of Linguistics at the University of Bangor, UK"Dealing first with the consonant symbols already familiar to us from our traditional alphabet, then the additional consonant symbols required and those used for representing English vowels, this beautifully clear transcription course, written by two internationally acclaimed experts, provides abundant, carefully prepared practice material for committing sounds to paper. Guiding the user not only through the phonemic representation of single words and connected speech, but also including more detailed transcription for the more advanced learner, together with exercises for marking up intonation, this is a fully up-to-date treatment of British English pronunciation, including detailed comparisons with American English and, not least, an appendix on articulation."Brian Mott, University of Barcelona, Spain"Having leafed through this book you ask yourself how you managed to survive all these years without it, because you no longer have to design your own exercises or scrape them together from other sources. This book will develop, improve and consolidate transcription skills; this makes it a must-have book."Petr Rösel, University of Mainz, Germany"Mees and Carley draw on their considerable experience and expertise in teaching and learning English phonetic transcription to produce a step-by-step, clearly written text with a wealth of audio-supported practice activities which will be invaluable to students of English phonetics and linguistics. I predict this will become an essential resource."Jane Setter, University of Reading, UK"Clear, concise, and comprehensive. An ideal way to develop a confident command of this essential branch of phonetics."David Crystal, Honorary Professor of Linguistics at the University of Bangor, UK"Dealing first with the consonant symbols already familiar to us from our traditional alphabet, then the additional consonant symbols required and those used for representing English vowels, this beautifully clear transcription course, written by two internationally acclaimed experts, provides abundant, carefully prepared practice material for committing sounds to paper. Guiding the user not only through the phonemic representation of single words and connected speech, but also including more detailed transcription for the more advanced learner, together with exercises for marking up intonation, this is a fully up-to-date treatment of British English pronunciation, including detailed comparisons with American English and, not least, an appendix on articulation."Brian Mott, University of Barcelona, Spain"Having leafed through this book you ask yourself how you managed to survive all these years without it, because you no longer have to design your own exercises or scrape them together from other sources. This book will develop, improve and consolidate transcription skills; this makes it a must-have book."Petr Rösel, University of Mainz, Germany"Mees and Carley draw on their considerable experience and expertise in teaching and learning English phonetic transcription to produce a step-by-step, clearly written text with a wealth of audio-supported practice activities which will be invaluable to students of English phonetics and linguistics. I predict this will become an essential resource."Jane Setter, University of Reading, UKTable of ContentsSymbols for phonemic transcriptionPhonetic symbols and diacriticsThe International Phonetic AlphabetPreface and acknowledgementsBefore you start transcribing…PART A: TRANSCRIBING WORDS1. The familiar consonants /p b t d k ɡ f v s z h m n w l r/ and the vowels /ɪ æ e ɒ ʌ ʊ/2. Primary stress, schwa /ə/ and unstressed KIT /ɪ/3. Consonants with unfamiliar symbols: /ʃ ʒ ʧ ʤ j ŋ θ ð/4. The FLEECE /iː/ and GOOSE /uː/ vowels5. The PALM /ɑː/, THOUGHT /ɔː/, NURSE /ɜː/ and SQUARE /ɛː/ vowels6. The FACE /eɪ/, PRICE /aɪ/ and CHOICE /ɔɪ/ vowels7. The GOAT /əʊ/ and MOUTH /aʊ/ vowels8. The NEAR /ɪə/ and CURE /ʊə/ vowels9. Syllabic consonants10. Secondary stress11. Inflections and epenthesisPART B: TRANSCRIBING CONNECTED SPEECH12. Connected speech and liaison13. Stress and weak forms14. Elision15. Assimilation16. Connected speech: extended practicePART C: TRANSCRIBING INTONATION17. An introduction to intonation18. Nucleus and tail19. Head and pre-head20. Intonation: Extended practiceAPPENDICESA. Summary of consonant and vowel theoryB. Phonetic transcriptionReferences and suggested readingIndex

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Book SynopsisReading in Chinese as an Additional Language focuses on Chinese literacy acquisition, which has been considered most difficult by both learners and teachers of Chinese as an additional language (CAL). Three major areas are covered: (1) acquisition of Chinese characters; (2) reading comprehension subskills and reader's identity; (3) reading instruction and assessment. The first part delves into the foundation of Chinese literacy developmenthow to learn and teach Chinese characters. The second part examines various learners' reading comprehension subskills, as well as the evolution of learners' literacy identity. The third part explores effective instructional methods and assessment practices for CAL reading development. Theoretically, this book provides frameworks and evidence from both cognitive and sociocultural perspectives on the nature of CAL reading development. Pedagogically, the book showcases how to teach and assess CAL reading skills. Methodologically, thisTable of ContentsList of FiguresList of TablesList of contributors AcknowledgementsIntroductionLIU LI AND DONGBO ZHANGPART I Acquisition of Chinese characters1. The effects of stroke-order accuracy on L2 Chinese character writingTianxu Chen, Bing Feng, Mengyue Wang, Khanh-Ngan Doan2. The more the merrier? A synthesis study of single-coded and dual-coded word learning in theory-driven L2 Chinese instructionSihui Ke, Chin-His Lin3. Typing vs handwriting on CFL students’ character learningLiu Li4. Effects of timed dictation on Chinese character writing: A preliminary study in beginning-level CFL learners Siyan Hou, Atsushi FukadaPART II Reading comprehension subskills and readers’ identity 5. The role of character-recognition skills in shallow and deep reading comprehensionWei-Li Hsu6. Development of morphological awareness and its impact on reading among young learners of Chinese as a heritage languageYanhui Zhang, Keiko Koda, Chin-Lung Yang, Chan Lü7. Developmental interdependence between word decoding, vocabulary knowledge, and reading comprehension in young L2 readers of ChineseDongbo Zhang, Xiaoxi Sun 8. A tale of two less successful CSL readers: A qualitative study of reading difficulties and strategies use Sha Huang9. Literacy environment and heritage language learner’s literacy identityLiu LiPART IIIReading instruction and assessment10. Beyond the pages of a book: A Chinese language teacher’s discursive behavior of conducting guided book readingZheng Gu 11. Teaching modern Chinese literature to second-language Chinese students through the use of dramaZiv W.N. Kan, Elizabeth K. Y. Loh12. Reading assessment in Chinese as a foreign languageKeiko Koda, Xiaomeng Li13. Validation of a Chinese online placement testLiu LiIndex

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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 SynopsisThe Learning and Teaching of Cantonese as a Second Language brings together contributions on such issues as Cantonese textbooks, linguistic description, literacy and tone acquisition, supplemented by case studies from the Netherlands and Japan.The learning and teaching of Cantonese as a second language is a subject of considerable interest in the international academic community, and the first international symposium on teaching Cantonese as a second language, held at the Chinese University of Hong Kong in October 2019, brought together leading researchers in this field. This conference provided the inspiration for the current volume, The Learning and Teaching of Cantonese as a Second Language.In the Hong Kong context, historically, the term Cantonese' refers to the language varieties of immigrants who came to the territory from various areas in Guangdong province, including Macau, Panyu, Taishan, Xinhui and Zhongshan. From the late nineteenth centuryTrade Review"This edited book offers an important contribution to this subject. The book contributes to the field of language teaching, particularly to teaching Cantonese as a second language. This book will appeal to many language teachers, particularly to teachers of Cantonese as a second language. This book also attracts strong interest from scholars working in the field of Chinese linguistics, Cantonese studies, and sociolinguistics."Ng Hok Chung, Language Centre, Hong Kong Baptist UniversityTable of ContentsList of figuresList of tablesList of contributors1 Introduction: The learning and teaching of Cantonese as a second languagePART I Linguistic perspective on the learning of Cantonese2 The Cantonese mixed script3 Written Cantonese and Cantonese textbooks in mainland China4 How not to acquire tone: Cross-linguistic influence in prosody5 Teaching literacy skills to Cantonese learnersPART IICase studies from the Netherlands and Japan6 Cantonese heritage language teaching in the Netherlands: Towards an inclusive classroom7 The learning of Cantonese as a foreign language at Japanese universitiesPART IIICurrent trends in Cantonese language education8 Curriculum design and Cantonese teaching at a Hong Kong university9 Teaching Cantonese tones to international university students in Hong Kong10 A corpus-based approach to learning and teaching Cantonese11 Textbook Cantonese romanization systems12 Learning, teaching and performing Cantonese on the InternetIndex

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Book SynopsisThe importance of the early years in young childrenâs lives and the rigid inequality in literacy achievement are a stimulating backdrop to current research in young childrenâs language and literacy development. This book reports new data and empirical analyses that advance the theory of language and literacy, with researchers using different methodologies in conducting their study, with both a sound empirical underpinning and a captivating analytical rationalization of the results. The contributors to this volume used several methodological methods (e.g. quantitative, qualitative) to describe the complete concept of the study; the achievement of the study; and the study in an appropriate manner based on the studyâs methodology. The contributions to this volume cover a wide range of topics, including dual language learners; Latino immigrant children; children who have hearing disabilities; parentsâ and teachersâ beliefs about language development; early literacy skills of toddlers and preschool children; interventions; multimodalities in early literacies; writing; and family literacy. The studies were conducted in various early childhood settings such as child care, nursery school, Head Start, kindergarten, and primary grades, and the subjects in the studies represent the pluralism of the globe â a pluralism of language, backgrounds, ethnicity, abilities, and disabilities. This book was originally published as a special issue of Early Child Development and Care. Table of ContentsIntroduction – Literacy and language: new developments in research, theory, and practice 1. Research, policy, and practice in early childhood literacy 2. Early reading and practice-inspired research 3. Creating mathematicians and scientists: disciplinary literacy in the early childhood classroom 4. Is dosage important? Examining Head Start preschoolers’ language and literacy learning after one versus two years of ExCELL 5. Testing a nested skills model of the relations among invented spelling, accurate spelling, and word reading, from kindergarten to grade 1 6. Young dual language learners’ emergent writing development 7. Quality standards matter: a comparative case study examining interactive writing in the preschool setting 8. Understanding influences on writing instruction: cases of two kindergarten teachers 9. Scaffolded writing and early literacy development with children who are deaf: a case study 10. Contributions of Skinner’s theory of verbal behaviour to language interventions for children with autism spectrum disorders 11. The effects of the Language for Learning programme on the social adjustment of kindergarten children 12. Are young children’s utterances affected by characteristics of their learning environments? A multiple case study 13. Translanguaging in a Reggio-inspired Spanish dual-language immersion programme 14. Conversation Compass© Communication Screener: a conversation screener for teachers 15. Talking about talk: reviewing oracy in English primary education 16. Talking the talk: translating research to practice 17. Language insights for caregivers with young children 18. Investigating predictors of fidelity of implementation for a preschool vocabulary and language curriculum 19. Parents’ shared storybook reading – learning to read 20. Multimodal play–literacy: a preschooler’s storytelling, drawing, and performing of dinosaur extinction theories 21. Increasing early reading skills in young signing deaf children using shared book reading: a feasibility study 22. Informational and fictional books: young children’s book preferences and teachers’ perspectives 23. A small-scale, feasibility study of academic language time in primary grade language arts 24. Literacy in the twenty-first century: children, families and policy 25. Family literacy programmes and young children’s language and literacy development: paying attention to families’ home language 26. Effective interventions to strengthen early language and literacy skills in low-income countries: comparison of a family-focused approach and a pre-primary programme in Ethiopia 27. Early literacy programme as support for immigrant children and as transfer to early numeracy 28. Childcare, language-use, and vocabulary of second-generation Latino immigrant children growing up in a new immigrant enclave in the United States 29. Supporting preschool dual language learners: parents’ and teachers’ beliefs about language development and collaboration 30. The relative importance of English versus Spanish language skills for low-income Latino English language learners’ early language and literacy development 31. Assessing the early literacy skills of toddlers: the development of four foundational measures 32. Development of the language proficiency of five- to seven-year-olds in rural areas 33. Evidence-based reform: enhancing language and literacy in early childhood education

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Book SynopsisThis book investigates the use of performative language pedagogy in working with refugees and migrants, exploring performative language teaching as the application of drama, music, dance and storytelling to second language acquisition.Documenting a community-based project funded by the Irish Research Council and conducted with three groups of refugees and migrants in Ireland and Italy the book explores the methodological, pedagogical and ethical elements of performative language learning in the context of migration. Written by a team of arts-based researchers and practitioners, chapters discuss findings from the project that relate to factors such as embodied research methods, a motivation to belong and the ethical imagination, while exhibiting how performative language pedagogy can be effective in supporting children and adults in a range of challenging contexts.Offering a poetic and pictorial representation of the Sorgente Project, this book will be of interest to

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Book SynopsisThe new edition of this bestselling textbook provides a comprehensive overview of the latest research on stress and health, moving beyond the former deficit model to a resource growth model. It examines all aspects of the topic, from how the external world and the impact of technology makes demands upon individuals, through biological and psychological processes, to outcomes in terms of health and well-being. The process is set within a dynamic, multilevel systems and developmental lifespan perspective.The book includes a history of the evolution of stress research and the biological systems and immune responses that translate external pressures into health outcomes. It considers the role of personality and cognition in terms of appraisal and coping strategies set within a social ecology of power and support. The role of positive psychology in terms of resilience, psychological capital, and self-compassion brings the area up to date in considering the benefits as Table of Contents1. Stress: What it is and why you should know about it. 2. Biology, emotion and stress. 3. The external environment. 4. Environmental resources 1: Support and Human Relations. 5. Environmental resources 2: Power and Control. 6. Personality and stress. 7. Cognition and Stress. 8. Positive Psychology of Stress. 9. Integrating the concepts. 10. Prevention and Intervention. 11. Future directions. 12. References.

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Book SynopsisPractice is a recurring and popular theme in language education. However, the concepts of practice and automatization have recently received renewed theoretical and practical interest and are increasingly being explored from the skill acquisition theory and cognitive psychology perspectives.In this volume, leading scholars discuss the optimal types, amounts, and schedules of practice for specific language structures and skills, as well as for various types of learners and learning contexts, to facilitate second language development. They illuminate how practice is instantiated for specific groups of teachers and learners in diverse institutionalized contexts, such as foreign language curriculum development, intelligent computer-assisted language learning systems, task-based language teaching, and study abroad. Furthermore, original methodological syntheses of extant research on practice and automatization are presented, along with guides for conducting empirical research on tTable of ContentsList of contributors AcknowledgementsChapter 1 Introduction: Practice and Automatization in a Second LanguageYuichi SuzukiPART I FoundationsChapter 2 Explicit learning at the initial stages of SLA: Optimizing input and intake processingYuichi Suzuki, Tatsuya Nakata, and John RogersChapter 3 Skill learning theories and language teaching: Different strokes for different folksMasatoshi SatoPART II Teaching Approaches and ContextsChapter 4 Situating practice in a limited-exposure, foreign languages school curriculum Emma Marsden and Rachel HawkesChapter 5 Supporting individualized practice through Intelligent CALLSimon Ruiz, Patrick Rebuschat, and Detmar MeurersChapter 6 Integrating systematic practice into task-based language teachingCraig LambertChapter 7 Practice in study abroad contextsKevin McManusPART III Methodological SynthesisChapter 8 A synthesis of L2 practice research: What is “practice” and how has it been investigated?Ryo Maie and Aline GodfroidChapter 9 Measuring automaticity in a second language: A methodological synthesis of experimental tasks over three decades (1990-2021)Yuichi Suzuki and Irina ElgortChapter 10 Measuring speaking and writing fluency: A methodological synthesis focusing on automaticityShungo Suzuki and Andrea RévészChapter 11 Conclusion: Future directions of practice and automatization researchYuichi SuzukiIndex

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Book SynopsisVinnie loves to dive in water, but it always makes him so cold! Join him on his mission to find a way to finally get warmed up.This picture book targets the /v/ sound and is part of Speech Bubbles 2, 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.Picture books are sold individually, or in a pack. There are currently two packs available Speech Bubbles 1 and Speech Bubbles 2. Please see further titles in the series for stories targeting other speech sounds.Table of ContentsVinnie the Dove: Targeting the /v/ Sound

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Book SynopsisRick is hungry, but his carrot has disappeared! Who has taken it? Come along on the mission to find it.This picture book targets the /r/ sound and is part of Speech Bubbles 2, 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.Picture books are sold individually, or in a pack. There are currently two packs available Speech Bubbles 1 and Speech Bubbles 2. Please see further titles in the series for stories targeting other speech sounds.Table of ContentsRick's Carrot: Targeting the /r/ Sound

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Book SynopsisHarry loves to hop, and believes he is a hopper' but not everyone agreesThis picture book targets the /h/ sound and is part of Speech Bubbles 2, 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.Picture books are sold individually, or in a pack. There are currently two packs available Speech Bubbles 1 and Speech Bubbles 2. Please see further titles in the series for stories targeting other speech sounds.Table of ContentsHarry the Hopper: Targeting the /h/ Sound

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Book SynopsisAsher the thresher shark is very shy. Will it stop him from being a hero?This picture book targets the /sh/ sound and is part of Speech Bubbles 2, 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.Picture books are sold individually, or in a pack. There are currently two packs available Speech Bubbles 1 and Speech Bubbles 2. Please see further titles in the series for stories targeting other speech sounds.Table of ContentsAsher the Thresher Shark: Targeting the /sh/ Sound

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Book SynopsisArchie has stolen Charlie's prize hat the race is on to get it back. Catch that chicken!This picture book targets the /ch/ sound and is part of Speech Bubbles 2, 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.Picture books are sold individually, or in a pack. There are currently two packs available Speech Bubbles 1 and Speech Bubbles 2. Please see further titles in the series for stories targeting other speech sounds.Table of ContentsCatch That Chicken!: Targeting the /ch/ Sound

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Book SynopsisLynn and Lily love licking lollipops, and lollies of all colours, shapes and sizes. But this time, have they bitten off more than they can chew?This picture book targets the /l/ sound and is part of Speech Bubbles 2, 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.Picture books are sold individually, or in a pack. There are currently two packs available Speech Bubbles 1 and Speech Bubbles 2. Please see further titles in the series for stories targeting other speech sounds.Table of ContentsMagic Licking Lollipops: Targeting the /l/ Sound

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Book SynopsisJasper the badger has a plan to get some peace and quiet so he can eat his piece of fudge by himself. But will his plan work?This picture book targets the /j/ sound and is part of Speech Bubbles 2, 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.Picture books are sold individually, or in a pack. There are currently two packs available Speech Bubbles 1 and Speech Bubbles 2. Please see further titles in the series for stories targeting other speech sounds.Table of ContentsJasper the Badger: Targeting the /j/ Sound

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Book SynopsisFly is sneaky and very cheeky. He likes to tease and annoy other creatures around him. Then he meets Platypus, who is ready for lunch. The race is on, but who will win?This picture book targets /l/ blends and is part of Speech Bubbles 2, 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.Picture books are sold individually, or in a pack. There are currently two packs available Speech Bubbles 1 and Speech Bubbles 2. Please see further titles in the series for stories targeting other speech sounds.Table of ContentsPlatypus and Fly: Targeting /l/ Blends

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Book SynopsisThis is a tale of two brothers, duelling to become a dragon drawing champion. Great skill and imagination must be used to become the victor! If you don't succeed today, do not fear. There will be another war to fight tomorrow.This picture book targets /r/ blends and is part of Speech Bubbles 2, 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.Picture books are sold individually, or in a pack. There are currently two packs available Speech Bubbles 1 and Speech Bubbles 2. Please see further titles in the series for stories targeting other speech sounds.Table of ContentsThe Dragon Drawing War: Targeting /r/ Blends

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Book SynopsisThe Fundamentally Simple Logic of Language: Learning a Second Language with the Tools of the Native Speaker presents a data-driven approach to understanding how native speakers do not use subject and direct object to process language. Native speakers know who does what in a sentence by applying intuitively two simple inferences that are argued to be part of universal grammar. The book explains and exemplifies these two inferences throughout. These two inferences explain the native speakerâs ease of acquisition and use, and answer difficult questions for linguistics (transitivity, case, semantic roles) in such a way that undergraduate students and second language learners can understand these concepts and apply them to their own language acquisition. While Spanish is used as the primary example, the theory can be applied to many other languages. This book will appeal to teachers and learners of any second language, as well as linguists interested in second langTable of Contents1. How subject, direct object, and indirect object really work 2. Perfect auxiliary selection using verber and verbed 3. Solving the transitivity paradox 4. There are verberless sentences, but no subjectless ones 5. The case for the true gustar (piacere) verbs in Spanish 6. A brief comparison with some other theories of linking (argument realization)

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Book SynopsisThis picture book and guidebook set has been developed to help raise awareness of Developmental Language Disorder, and to highlight the impact of DLD from the childâs point of view.Harryâs Story introduces a child who faces daily challenges in school due to his language difficulties. It explores how these challenges are made easier by his teachersâ understanding and support as he finds new ways to communicate.Supporting Children with DLD provides essential information, prompts and suggestions for adults to help understand the experience of children with DLD. It offers supportive strategies and activities to help children express themselves effectively and ask for help when they need it.This resource can be used both directly with children, aged 6-11, to talk about and explore DLD, and also as a training tool with the parents and professionals who support them. With research suggesting an average of two children per classroom are affected by DLD, this is an essential set for parents and professionals looking to understand the condition.

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Book SynopsisLanguage Acquisition: The Basics is an accessible introduction to the must-know issues in child language development. Covering key topics drawn from contemporary psychology, linguistics and neuroscience, readers are introduced to fundamental concepts, methods, controversies, and discoveries. It follows the remarkable journey children take; from becoming sensitive to language before birth, to the time they string their first words together; from when they use language playfully, to when they tell stories, hold conversations, and share complex ideas. Using examples from 73 different languages, Ibbotson sets this development in a diverse cross-cultural context, as well as describing the universal psychological foundations that allow language to happen. This book, which includes further reading suggestions in each chapter and a glossary of key terms, is the perfect easy-to-understand introductory text for students, teachers, clinicians or anyone with an interTrade Review "Language Acquisition: The Basics is very balanced and well-written, the structure is clear and user-friendly, and I like the inclusion of different sign languages - an excellent book."Cholë Marshall, Professor of Psychology, Language and Education at University College London, Editor-in-Chief of the journal First Language"Language Acquisition: The Basics is very balanced and well-written, the structure is clear and user-friendly, and I like the inclusion of different sign languages - an excellent book."-Cholë Marshall, Professor of Psychology, Language and Education at University College London, Editor-in-Chief of the journal First Language“The book gives plenty of good examples from child language, not just from English. But most importantly, it explains the many different experimental methods used in acquisition research, as well as the cognitive, data-driven learning mechanisms at stake.”-Heike Behrens Professor of Cognitive Linguistics and Language Acquisition Research, University of Basel and Editorial Board of The Journal of Child Language."I enjoyed reading it, a cool format!"-Patricia Brooks, Professor of Psychology at the College of Staten Island, City University of New York, director of the Language Learning LaboratoryTable of Contents1. Making the Ordinary Extraordinary 2. Social and Cognitive Foundations of Communication 3. The Birth of Language 4. Understanding and Expressing Language 5. Putting Words Together 6. The Shape of Development 7. The Rules of Conversation and How to Break Them 8. What We Have Learned, What We Don’t Understand

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Book SynopsisThis timely text provides a comprehensive overview of the research methods used by the Generative Second Language Acquisition framework.The authors lay out the history and state of the art in the field, explain the theoretical underpinnings of this work, and offer practical hands-on guidance for developing, conducting and understanding studies related to L2 grammatical competenceusing a rich array of techniques and advancing key insights into the rationale and circumstantial pros and cons of each method.With useful features in a consistent chapter structure, including diverse case studies and discussion questions, the book will be an invaluable resource to students and researchers of SLA, applied linguistics, theoretical linguistics, education, and related areas.

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Book SynopsisUnderstanding Language Contact offers an accessible and empirically grounded introduction to contact linguistics. Rather than taking a traditional focus on the outcomes of language contact, this book takes the novel approach of considering these outcomes as an endpoint of bilingualism and multilingualism. Covering speech production and comprehension, language diffusion across different interactional networks and timeframes, and the historical outcomes of contact-induced language change, this book: Discusses both how these areas relate to one another and how they correspond to different theoretical fields and methodologies; Draws together concepts and methodological/theoretical advances from the related fields of bilingualism and sociolinguistics to show how these can shed new light on the traditional field of contact linguistics; Presents up-to-date research in a digestible form; Includes examples from a wide range of contact languages, Table of ContentsList of Abbreviations Preface Acknowledgments PART I From milliseconds to minutes: What bilinguals do when they speak or sign Chapter 1 Interactive alignment and implicit priming Chapter 2 Conceptual transfer Chapter 3 Cognitive costs and cognitive load PART II From minutes to years: What bilinguals do when they communicate with others Chapter 4 Code-switching, repertoires, and translanguaging Chapter 5 Social networks and accommodation Chapter 6 Acquisition and attrition Chapter 7 Language ideologies and dispositions PART III From years to centuries: How languages change through contact Chapter 8 Contact-induced changes in grammar and borrowing Chapter 9 Linguistic areas Chapter 10 Creoles, pidgins, and mixed languages Chapter 11 Minority languages, heritage languages, and immigrant linguistic practices Conclusion Answers to exercises Glossary Author index Subject index

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Book SynopsisLanguage fundamentally defines and distinguishes us as humans, as members of society, and as individuals. As we go through life, our relationship with language and with learning shifts and changes, but it remains significant. This book is an up-to-date resource for graduate students and researchers in second language (L2) acquisition who are interested in language learning across the lifespan. The main goal is to survey and evaluate what is known about the linguistic-cognition-affect associations that occur in L2 learning from birth through senescence (passing through the stages of childhood, adolescence, adulthood, and third age), the extent to which L2 acquisition may be seen as contributing to healthy and active aging, the impact of the development of personalized, technology-enhanced communicative L2 environments, and how these phenomena are to be approached scientifically and methodologically. The effects of certain specific variables, such as gender, socio-economic background,Table of ContentsChapter 1 Introduction: Seasons of life in SLAChapter 2 Infant and childhood bilingualism2.1 Impact of early exposure to two languages on brain development, functioning and structure2.1.1 The many shades of child bilingualism: Early and late bilinguals and beyond2.1.2 Age of onset of exposure to a second language linked to ultimate attainment only – but there is more2.1.3 Age of onset of exposure to a second language linked to influences on the brain2.2 Chronological age and maturation2.2.1 Chronological age, maturation and the brain2.2.2 Child language development and variability2.3 Learning environment as a complex socio-cultural variable: Setting the stage for early L2 learning2.4 From environment to input: Early experiences with language(s) and focus on input dependency (quantity and quality)2.5 Child-internal factors2.6 Idiosyncratic learner trajectories – from early on?2.7 Methodological envoiChapter 3 Dual language development in school-age children and adolescents3.1 Dual language development in schools3.1.1 Brain development as a basic challenge in adolescence3.1.2 Dual language learners (DLLs) in schools3.1.3 Some notes on the bilingual advantage3.2 The ‘earlier is better conundrum’ in school settings3.2.2 Intensity trumps quantity in foreign language instruction3.3 Methodological envoiChapter 4 Language learning in young adulthood and midlife4.1 Young adults4.1.1 Plurilingual couples 4.1.2 Opportunities for bi-/plurilingual love4.1.3 Planning and policy4.1.4 Love and language use: three cases4.1.5 Methodological envoi4.2 L2 acquisition in midlife4.2.1 Heritage languages4.2.2 Adult classroom learners in their home country or region4.2.3 Adult migrant foreign language acquirers4.2.4 Methodological envoiChapter 5 Complex and dynamic realities of second language (L2) learning later in life5.1 Additional language learning in the third age5.1.1 Inter-individual variation across the lifespan5.1.2 Intra-individual variation across the lifespan5.1.3 Intra-individual variation as a source of information5.1.4 Methodological envoi5.2 Cognitive decline or too much mileage? The causal story behind ageing and cognitive changes – and its implications for SLA5.3 Benefits of L2 learning in older adulthood5.3.1 Cognitive benefits of lifelong bilingualism5.3.2 Cognitive consequences of foreign language learning in old age5.3.3 Methodological envoi5.4 Implications for the third age FL classroom5.5 ICT usage among adult L2 learners5.6 Suggestions for future research on third-age additional language learning5.6.1 Reframing lifelong learning through personal narratives5.6.2 Narratives: understanding who we are, how to live, and what to do5.6.3 The narrative of decline as a dominant master narrative of ageing in Western societies5.6.4 The value of staying young5.6.5 Example of a dialogical narrative analysis with third age additional language learnersChapter 6 Re-examining threshold hypotheses: Continuity vs. cut-off points throughout the lifespan6.1 The (multiple) critical period(s) hypothesis as a biologically regulated threshold6.1.1 The notion of "critical period"6.1.2 Neurolinguists following in the footsteps of Penfield and Lenneberg6.1.3 Definitive onset, offset and terminus?6.1.4 Nativelikeness and the critical period6.1.5 Nativelikeness and the role of language aptitude6.1.6 Critical age or critical opportunity?6.1.7 Envoi6.2 Thresholds for cognitive and brain reserve capacities6.3 Retirement as a potentially significant life event altering the process of cognitive ageing and language acquisition, use and attrition6.3.1 Effects of occupation on cognitive functioning6.3.2 Experiences and perceptions of continuity in the transition from work to retirement6.3.3 Language acquisition, use and attrition across retirement age6.3.4 Methodological envoiChapter 7 Conclusions and future directions of research on lifelong L2 learning

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Book SynopsisThis Handbook is a comprehensive volume outlining the foremost issues regarding research and teaching of second language speaking, examining such diverse topics as cognitive processing, articulation, knowledge of pragmatics, instruction in sub-components of speaking (e.g., grammar, pronunciation, and vocabulary) and the attrition of the first language. Outstanding academics have contributed chapters to provide an integrated and inclusive perspective on oral language skills. Specialized contexts for speaking are also explored (e.g., English as a Lingua Franca, workplace, and interpreting). The Routledge Handbook of Second Language Acquisition and Speaking will be an indispensable resource for students and scholars in applied linguistics, cognitive psychology, linguistics, and education.Table of ContentsEditors’ IntroductionPart I: Theoretical Foundations and Processes Underlying Speaking1. Bilingual Models of SpeakingKees de Bot and Szilvia Bátyi2. Psycholinguistic Processes in L2 Oral Production Daphnée Simard3. A Complex Dynamic Systems Theory Perspective on Speaking in Second Language Development Wander Lowie and Marjolijn Verspoor4. Sociocultural Approaches to Speaking in SLAVictoria Surtees and Patricia Duff5. Aptitude and Individual Differences Joan C. Mora6. Language AnxietyMałgorzata Baran-ŁucarzPart II: Research Issues7. Speaking Research MethodologiesCharles Nagle, Tracey M. Derwing and Murray J. Munro8. Spoken CorporaAmanda Huensch and Shelley Staples9. Speaking Assessment Noriko IwashitaPart III: Core Topics10. Pronunciation Learning and TeachingTracey M. Derwing and Murray J. Munro11. Speech Intelligibility John M. Levis and Alif O. Silpachai12. Speech ComprehensibilityPavel Trofimovich, Talia Isaacs, Sara Kennedy and Aki Tsunemoto13. FluencyJimin Kahng14. The Role of Prosody Across LanguagesYanjiao Zhu and Peggy Mok15. Grammar for SpeakingJune Ruivivar and Laura Collins16. Conversational Interaction Studies Jaemyung Goo17. Pragmatics: Speaking as a Pragmalinguistic ResourceKathleen Bardovi-HarligPart IV: Teaching Speaking18. Second Language Speaking StrategiesSara Kennedy19. Teaching VocabularyMarlise Horst 20. The Role of Formulaic Sequences in L2 Speaking Duy Van Vu and Elke Peters21. Technology for Speaking Development Walcir Cardoso22. Curriculum Issues in Teaching L2 SpeakingJonathan Newton, Trang Le Diem Bui, Bao Trang Thi Nguyen, and Thi Phuong Thao Tran23. Oral Language Development in Immersion and Dual Language Classrooms Roy Lyster and Diane J. Tedick24. Speaking and English as a Lingua FrancaEnric LlurdaPart V: Emerging Issues25. Workplace Communication Lynda Yates26. The Relationship Between L2 Speech Perception and Production Ron I. Thomson27. The Relationship Between Gestures and Speaking in L2 LearningMarianne Gullberg28. Speech-Language Pathologists and L2 SpeakersMarie Nader29. Child L2 Speakers with Language and Communication Disorders Johanne Paradis30. Training Interpreters Jim Hlavac31. First Language AttritionMonika SchmidIndex

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Book SynopsisIntermediate Portuguese: A Grammar and Workbook is an accessible reference grammar presenting twenty-two individual grammar points in realistic contexts with practise exercises in each unit designed to reinforce and consolidate learning.This comprehensive volume takes a grammatical approach which encourages students to familiarise themselves with the grammar points in each unit, using a wide variety of contemporary vocabulary that can be applied to different settings such as work, shopping, tourism, business, education and socialising.Key features include: grammar exercises and a full answer key frequent comparative references to English grammar a list of key vocabulary at the end of each unit a glossary of grammatical terms Providing readers with the essential tools to express themselves in a wide variety of situations, Intermediate Portuguese is an essential resource for students with beginner to intermediate knowledge of the language and is suitable for both class-based learning and independent study.

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Book SynopsisThis book offers a general introduction to reaction time research as relevant to Second Language Studies and explores a collection of tasks and paradigms that are often used in such research. It provides a lucid explanation of the technical aspects of collecting reaction time data and outlines crucial research principles and concepts that will ensure accurate data. In addition, Conducting Reaction Time Research in Second Language Studies provides step-by-step instructions for using DMDX, a software program widely used for conducting reaction time research. From general guidelines to techniques to working with data, this complete why and how guide for conducting reaction time research is ideal for both students/beginners and more seasoned researchers. Table of ContentsCH 1: Introducing Reaction Time Research. CH 2: Basic Concepts and General Guidelines. CH 3: Lexical and Phonological Tasks. CH 4: Semantic Tasks. CH 5: Sentence-Based Tasks. Appendix A: Tutorial for DMDX.

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

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Book SynopsisFocuses on the body of knowledge that those conferencing with second language writers need in order to be able to think on their feet, recognize needs, and steer conversations in productive directions. This book provides tips about activities that can be adapted to individual contexts.

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

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Book SynopsisAssessing Speaking takes teachers and language testers through the research on the assessment of speaking as well as through tests of speaking.Table of Contents1. Introduction; 2. The nature of speaking; 3. Speaking tasks; 4, Speaking scales; 5. Models; 6. Developing test specifications; 7. Examples of speaking tasks; 8. Ensuring reliable and valid speaking assessment

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Book SynopsisHow does classroom language learning take place? How does an understanding of second language acquisition contribute to language teaching? Aiming to answer these questions, this book reviews a range of research on classroom learning, developing a theory of instructed second language acquisition which has implications for language teaching.Trade Review"For those of us involved in teaching second language learners, Rod Ellis's Instructed Second Language Acquisition is a timely and thorough review of the current picture." Manny Vazquez, Hounslow Language Service "Perfect for people with no time to read the original research who are looking for swift summations of results." The Teacher TrainerTable of ContentsPreface viiList of abbreviations ix 1. Investigating Classroom Language Learning 1 2. Behaviourist Learning Theory and Classroom Language Learning 19 3. Naturalistic Language Learning and Classroom Language Learning 32 4. Classroom Process Research 64 5. The Relationship between Classroom Interaction and Language Learning 93 6. Formal Instruction and Language Learning 130 7. A Theory of Classroom Language Learning 174 8. Final Comments 199 Bibliography 205Index 225

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Book SynopsisThis book addresses one of the most fundamental questions that can be asked about language: how can we explain language universals? There are currently many different views of this question. Some argue for the innateness of general linguistic principles within the human species.Table of ContentsPart 1 Introduction: explaining language universals, John A.Hawkins. Part 2 Innateness and Learnability: the innateness hypothesis, Teun Hoekstra and Jan G.Kooij; language acquisitions - schemas replace universal grammar, Michael A.Arbib and Jane C.Hill; the "no negative evidence" problem - how do children avoid constructing an overly general grammar?, Melissa Bowerman. Max-Planck Institut fur Psycholinguistik, Nijmegen). Part 3 Semantic and Pragmatic Explanations: on semantics and the binding theory, Edward L.Keenan; concessive connecitves and concessive sentences - cross-linguistic regularities and pragmatic principles, Ekkehard Konig; a discourse approach to the cross-linguistic category "adjective", Sandra A.Thompson; coreference and conjunction reduction in grammar and discourse, Bernard Comrie. Part 4 Cognitive, Perceptual and processing explanations: language, perception and the world, Michael Lee; parameterizing the language processing system - left-vs. right-branching within and across languages, Lyn Frazier and Keith Rayner; psycholinguistic factors in morphological asymmetry, John A.Hawkins, and Anne Cutler. Part 5 the diachronic dimension: integrating diachronic and processing principles in explaining the suffixing preference, Christopher J.Hall; the diachronic dimension in explanation, Joan L.Bybee.

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Book SynopsisSavants are people who are mentally and often physically impaired but who have one dazzling talent. Cases of savants, like Christopher who is described here, are not unheard of, but have never been reported before. Despite being unable to look after himself because he has difficulty with everyday tasks, Christopher can read, write, translate and communicate in fifteen to twenty different languages. In this original, detailed and wide-ranging study, Neil Smith and Ianthi-Maria Tsimpli not only provide insight into the mind of one unique individual, but simultaneously cast light on the nature of language and thought in general. By exploiting recent developments in both linguistics and psychology the authors have made an essential contribution to the whole field of cognitive science.Trade Review"This is a very interesting book that any linguist, cognitive scientist or philosopher of mind will love to read." Luca Bonatti, University of Paris VIII at St Denis "Even for those who don't share the authors' nativist inclinations, Smith and Tsimpli's in-depth case study raises some fascinating issues about the relation between cognition and language. Essential reading for all cognitive scientists." Annette Karmiloff-Smith, Medical Research Council "In their fine and careful study of an individual with remarkable linguistic abilities but otherwise limited capabilities, Smith and Tsimpli provide new and important evidence concerning the modularity of mind, invariant principles of language, and their role in first and second language acquisition, the interaction of pragmatic and conceptual factors in language use, and much else. It is a very valuable and illuminating study." Chomsky, MIT "This book, with its focus on understanding the architecture of the mind, makes an important contribution to psycholinguistics and the broader field of cognitive science......Like other great case studies, their attempts to elucidate the architecture of the mind by studying a single, unique individual are noteworthy."Victoria Garlock and Elaina Frieda, University of AlabamaTable of ContentsList of Figures. Foreward. Preface. 1. Language and Intelligence:. Introducing Christopher. Theoretical Background. Hypotheses. 2. The First Language:. Introduction. Syntax. Semantics. Pragmatics. Conclusion. 3. 'Second' Languages:. Introduction. Background Information. The lexicon. Syntax. Conclusion. 4. New Languages: . Rationale. Controlled input: Berber. Learning an Impossible Language: Epun. Conclusions. 5. Language and Mind:. Christopher's Translation. A model of the mind. Theory of mind and meta-representation. Summary and conclusions. Epilogue. Appendices. Notes. References. Index.

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Book SynopsisThis book presents a theory of how the psychology and neurobiology of stimulus appraisal influences the variability in second language acquisition. It then extends the notion of affect developed for second language acquisition to primary language acquisition and to cognition in general. Written by one of the leading scholars in the field, this book is an important research tool for students and professors of language studies and linguistics.Table of ContentsSeries Editor’s Foreword. Acknowledgments. Introduction. The Theory. The Neural Mechanism. Some Data: Questionnaires. Some More Data: Diary Studies and Autobiographies. Implications. The Role of Affect in First Language Acquisition. The Role of Affect in Cognition. References. Appendix. Index. Credits.

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