Language acquisition Books

Book SynopsisThis book explores the association of form and meaning in the acquisition of tense and aspect by adult learners of nine target languages. The book provides a survey and synthesis of studies from five perspectives: meaning-oriented approaches, acquisitional sequences, the aspect hypothesis, the discourse hypothesis, and the effect of instruction.Trade Review"The author has done an excellent job in covering with scope and depth of the acquistion of tense and aspect in second language learning and can be said to have achieved the three goals identified at the beginning of the book, namely surveying the field, explicating methodological issues, and providing a synthesis." Applied Linguistics "Bardovi-Harlig's substantial volume, bringing together over two decades of research, is a model of thoroughness, informative research synthesis and readability. Aimed primarily at the research community, this comprehensive yet accessible treatment of an important area of second language acquisition research will also be of interest to second/foreign language curriculum developers and teachers." The Canadian Modern Language Review "This book is certain to have a major influence on this very active field of inquiry. There is NO book or any other publication that brings together between two covers the diverse studies that have been done on second language acquisition of tense and aspect. And Bardovi-Harlig does an excellent job of providing a comprehensive unified presentation of such diverse research." Professor Roger Andersen of UCLA. "The review is comprehensive, accurate and highly readable. Particularly important for the field is its contribution in bringing together different areas of L2 tense-aspect research in one accessible monograph, which presents a comprehensive picture of how L2 learners acquire temporality. I do not know of any other area of SLA where the total picture of acquisition has been described so comprehensively. The monograph will be a landmark in SLA research." Professor Yasuhiro Shirai of Cornell University.Table of ContentsChapter 1. The Study of Time Talk in Second Language Acquisition. Early Studies of Verbal Morphology. Phonetic Constraints. Investigating the Expression of Temporality. Methods of Research and Analysis. Overview of the Book. Chapter 2. Meaning-Oriented Studies of Temporality. Expressing Temporality. Pragmatic Means for Expressing Temporality. Lexical Means for Expressing Temporality. Comprehension of Verbal Morphology. Limitations of Lexical Expression. Morphological Means for Expressing Temporality. Multiple Means for Expressing Temporality. Two Examples. Study 1: Adverbials and the Acquisition of Simple Past Morphology. Study 2: adverbials and Morphology in Reverse-Order Reports. Chapter Summary. Chapter 3. The Emergence of Verbal Morphology. Tense-Aspect Morphology in European Languages. Tense-Aspect Morphology Related to past in English. The acquisition of Tense-Aspect Morphology. Longitudinal Studies of the Acquisition of Tense-Aspect Morphology. Cross-Sectional Studies of the Acquisition of Tense-aspect Morphology. A Study of the Emergence to Tense-Aspect Morphology Related to Past in English. Method. Analysis and Results. Comparing Meaning-Oriented and Form-Oriented. Approaches. Chapter Summary. Chapter 4. The Aspect Hypothesis. The Aspect Hypothesis. In Primary Language Acquisition. In Secondary Language Acquisition. Grammatical and lexical Aspect. Investigations of the Aspect Hypothesis in Second Language Acquisition. The Spread of Perfective Past. The Spread of Imperfective Past. The Spread of Progressive. Overgeneralization of Progressive in States. Sample Study: the Distribution of Verbal Morphology in Learner Narratives. Assessing the Influence of Lexical Aspect Challenges to the Aspect Hypothesis. Chapter Summary. Chapter 5. The Role of Discourse. The Interlanguage Discourse Hypothesis. Narrative Analysis. Studies of L2 Temporality and Narrative Structure. A Cross-Sectional Study of Tense-Aspect in L2 Narratives. Comparing Theoretical Frameworks. Empirical Evidence in Support of the Discourse and Aspect Hypotheses. Integrating the Analysis. Other Discourse Contexts. Realis and Irrealis: The Imaginary in Narrative. Personal and Impersonal Narrative: The Case of “Personalized” Narratives. Conversational and Elicited Narratives. Chapter Summary. Chapter 6. The Influence of Instruction. Experimental Studies of the Effect of Instruction. An Observational Study of the Effect of instruction. Method. Results. The Effect of instruction. A Comparison of instructed and Uninstructed Learners. Chapter Summary. Chapter 7. Past, Present, and Future. Meaning-Oriented Studies. Acquisitional Sequences. Aspect Studies. Discourse Studies. The Influence of instruction. Concluding Remarks. References. Index.

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Book Synopsis* The first book-length treatment of second and foreign language learners acquisition of pragmatics. * Comprehensive discussion of developmental interlanguage pragmatics, presenting an up-to-date account of research findings.Trade Review"This is a comprehensive and scholarly overview of the current state of research into IL pragmatic development. The structure of the book, with regular summaries, makes it easy to read and to consult. The way that existing research studies are reviewed, compared and critiqued, along with the suggestions for more interdisciplinary links and the identification of important research gaps is helpful and stimulating." Katie Gray, Department of Continuing Education, Oxford University - Language AwarenessTable of Contents1. Introduction: Interlanguage Pragmatics in Developmental Perspective. 2. Theories of Second Language. Pragmatic Development. Descriptive Studies. Theories and Constructs. Explaining Pragmatic Development. Chapter Summary. 3. Methods in Pragmatics Research. Approaches to Pragmatics across the Social Sciences. Spoken Interaction. Questionnaires. Oral and Narrative Self-reports. Chapter Summary. 4. Patterns of Second Language Pragmatic Development. Pragmatic Comprehension. Pragmatic and Discourse Ability. Speech Acts. Pragmatic Transfer and Development. Chapter Summary. 5. The Development of Pragmatics and Grammar. Re-opening the Research Agenda. Pragmatics Precedes Grammar. Grammar Precedes Pragmatics. Pragmatics and Grammar in Developmental Perspective. Chapter Summary. 6. Learning Context and Learning Opportunities. Length of Residence as a Factor in Pragmatic Development: The Longer the Better?. Input and Interaction in Non-instructional Settings. Input in Instructional Settings. Comparing L2 Pragmatic Learning in Foreign and Second Language Settings. Chapter Summary. 7. The Role of Instruction in Learning Second Language Pragmatics. Research on Instructed Second Language Acquisition. Learning Targets. Learner Characteristics and Learning Contexts. Teachability. Instruction versus Exposure. Different Teaching Approaches. Theories and Research Methods. Chapter Summary. 8. Individual Differences in the Acquisition of Second Language Pragmatics. Age. Gender. Motivation. Teachability. Social and Psychological Distance. Beyond Individual Differences: Social Identity in Learning L2 Pragmatics. Chapter Summary. 9. Prospects

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Book SynopsisA remarkable mother-daughter collaboration balances the respected views of a well-known scholar with the fresh perspective of a younger colleague in a comprehensive overview of the theory and practice of language acquisition.Trade ReviewA timely, clear, and valuable book, which offers a masterful overview of the many passionately held positions on the origins and development of language. -- Dan Slobin, University of California, BerkeleyKarmiloff-Smith is widely recognized as one of the most important theorists now working in early cognitive development, for her emphasis on the way that many factors move development forward. With its graceful, lucid style, Pathways To Language takes the reader on a journey, vividly conveying the excitement of all the new discoveries of recent years that have so deeply changed our understanding of what it means to "learn language." -- Roberta Golinkoff, University of DelawareThis beautifully written, clearly structured book succeeds in making the intricacies of all aspects of language development accessible to the general reader. It communicates the authors' enthusiasm for their subject, and never loses sight of the reality of the developing child. -- Morag Stuart * Times Higher Education Supplement *This is a timely and very useful book: growing awareness of the importance of language difficulties, and the increasing demands on child psychology caseloads arising from such difficulties mean that knowledge in this area is desirable...[It] addresses complex topics with clarity and fluency, using well-chosen examples, so that a coherent picture of normal language development erges...Beautifully written and well designed...Pathways to Language would make an excellent introduction to the field, but is equally a superb refresher text, capable of re-enthusing busy practitioners. -- Pete Lloyd Bennett * DECP Debate *[This] is indeed an exciting, masterfully written and well-organized volume, covering a broad range of topics…Pathways to Language offers a comprehensive coverage of what is currently known about the steps involved in language acquisition. One of the most appealing features of the book, especially for students, is its ability to present a vast number of studies in a clear and concise fashion while critically examining their implications. But perhaps the most appreciated characteristic of the current volume is the authors' emphasis on the integration of different perspectives in order to deepen our understanding of language acquisition, which should be of interest to anyone concerned with child development. -- Barbora Skarabela * Linguistics *Table of ContentsPreface 1. What Is Language Acquisition? 2. Experimental Paradigms for Studying Language Acquisition 3. Speech Perception in and out of the Womb 4. Learning about the Meaning of Words 5. Becoming a Grammatical Being 6. Beyond the Sentence 7. Atypical Language Development 8. Rethinking the Nature-Nurture Debate Further Readings Index

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Book SynopsisThe study of language acquisition has become a center of scientific inquiry into the nature of the human mind. The result is a windfall of new information about language, about learning, and about children themselves.Table of Contents1. Introduction 2. From Sound to Meaning 3. Early Grammar 4. Later Grammar 5. The Development of Word Meaning 6. Discourse and Metalinguistics 7. A Structured Child or a Structured World? 8. Processes and Constraints 9. Language in Developmentally Disabled Children 10. Conclusion References Index

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Book SynopsisSetting out to conquer the language he loves (but which, amusingly, does not seem to love him back), Alexander devotes himself to learning French, going beyond grammar lessons and memory techniques to delve into the history of the language, the science of linguistics, and the art of translation.Trade Review'He throws himself into learning to speak French with Gérard Depardieu-like gusto... the appeal of Flirting With French is in the author's amiable dunderheadedness as he delves into the culture, with all its confounding contradictions' New York Times Book Review'Hilarious and touching, all the way to the surprise ending. In this "travelogue" about learning French, William Alexander proves that learning a new language is an adventure of its own - with all the unexpected obstacles, surprising breakthroughs and moments of sublime pleasure traveling brings' Julie Barlow, co-author of Sixty Million Frenchmen Can’t Be Wrong'A light-hearted and humorous read. Anyone who has struggled to get to grips with becoming fluent in French will relate to this book. A recommended buy' Complete France'His quixotic resolve to transcend his inherent competence recalls the participatory journalism of George Plimpton, the lanky patrician whose unlikely stints in football and boxing lent nobility to failure. Like Plimpton, Mr. Alexander presents himself as an apprentice, but the reader quickly discovers he is also a master teacher' Wall Street Journal 'I could so relate to William Alexander's insecurities-and ecstasies-while pursuing his major crush: France and her seductive language. Reading Flirting with French motivates me to continue courting the language, no matter how often I'm stood up mid-sentence!' Kristin Espinasse founder of French-Word-A-Day.com'Funny, informative, well-written, Flirting with French is a delightful and courageous tale and a romping good read. Voila!' Mark Greenside, author of I'll Never Be French'Beyond just being a fun way to escape to France via the author's entertaining adventures, Flirting with French gives us an incredible amount of detail about the history and origin of the French language' Belle Provence Travels

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Book SynopsisThe first comprehensive case study of how a multilingual learner approaches a new language.Trade ReviewThis volume is a valuable resource for the study of multilingual acquisition. It provides an insight into the different roles and effects of prior languages in L3 acquisition in a proactive multilingual adult learner, the use of language switches and hypothetical word construction as learning strategies, while underlining the significance of perceived crosslinguistic similarity. [...] Finally, the book succeeds in showing that any model of human speech production should proceed from a multilingual perspective, taking into account speakers' different language modes. -- Ron Peek, Birkbeck, University of London. Birkbeck Studies in Applied Linguistics Each of the chapters in this book has has been pivotal in the development of the study of third language acquisition and multilingualism at both the theoretical and methodological levels, which makes it essential reading in the field! This volume is of great value for those in the field of L3 acquisition and multilingualism, since it recapitulates the history of Hammarberg's central proposals at the methodological and conceptual levels. It also brings together a number of articles that may not be easy for the young academic to locate, and offers the research community the complete picture of a longitudinal study that has become a point of reference for new and experienced scholars. -- Patricia Bayona, University of Western Ontario Canadian Journal of Linguistics An extremely engaging book! While I might take a different line with respect to the authors' interpretation of some of the findings, one of the principal virtues of the volume is precisely that it does put before us - contextualized with admirable clarity - a great wealth of findings, about which every reader can then come to his/her own conclusions. Another virtue is the range of areas which the volume visits - from accent to language switching, from help elicitation to attempts at lexical coinages. A third merit is the fact that the book assembles an impressive body of evidence and argumentation relating to one particular, highly fascinating, multilingual case study. For anyone with an interest in L3 acquisition and/or cross-linguistic influence, such a combination is, and deserves to be, an irresistible cocktail. -- David Singleton, Trinity College Dublin Applied Linguistics This volume is a valuable resource for the study of multilingual acquisition. It provides an insight into the different roles and effects of prior languages in L3 acquisition in a proactive multilingual adult learner, the use of language switches and hypothetical word construction as learning strategies, while underlining the significance of perceived crosslinguistic similarity. [...] Finally, the book succeeds in showing that any model of human speech production should proceed from a multilingual perspective, taking into account speakers' different language modes. Each of the chapters in this book has has been pivotal in the development of the study of third language acquisition and multilingualism at both the theoretical and methodological levels, which makes it essential reading in the field! This volume is of great value for those in the field of L3 acquisition and multilingualism, since it recapitulates the history of Hammarberg's central proposals at the methodological and conceptual levels. It also brings together a number of articles that may not be easy for the young academic to locate, and offers the research community the complete picture of a longitudinal study that has become a point of reference for new and experienced scholars. An extremely engaging book! While I might take a different line with respect to the authors' interpretation of some of the findings, one of the principal virtues of the volume is precisely that it does put before us - contextualized with admirable clarity - a great wealth of findings, about which every reader can then come to his/her own conclusions. Another virtue is the range of areas which the volume visits - from accent to language switching, from help elicitation to attempts at lexical coinages. A third merit is the fact that the book assembles an impressive body of evidence and argumentation relating to one particular, highly fascinating, multilingual case study. For anyone with an interest in L3 acquisition and/or cross-linguistic influence, such a combination is, and deserves to be, an irresistible cocktail.Table of Contents1. Introduction; 2. A study of third language acquisition; 3. Language switches in L3 production: implications for a polyglot speaking model; 4. The learner's word acquisition attempts in conversation; 5. Re-setting the basis of articulation in the acquisition of new languages; 6. Roles of L1 and L2 in L3 production and acquisition; 7. Activation of L1 and L2 in L3 production: a comparison of two case studies; 8. The factor 'perceived crosslinguistic similarity' in third-language production.

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Book SynopsisThe history of research into the function of the brain and language in nineteenth-century France.Trade Review“Engagingly written, Fearful Asymmetry offers the most detailed and comprehensive account to date of this crucial episode in the history of brain localization.” Katja Guenther, Princeton University“LeBlanc has uncovered a rich vein of the history of neurology, but his book is more than that; it is a valuable addition to our understanding of the ponderous but eventually enlightening progress of science itself.” Laterality: Asymmetries of the Body, Brain and Cognition"Leblanc's contribution is important. Fearful Asymmetry is a well-written and easy-to-follow book with appropriate references and footnotes. It is commendable that the author researched the vast primary sources in French and brings to us information that was previously unexamined with his knowledgeable, critical eye. He does so in a vivid and clear style, and the result is a highly recommended read." British Society of the History of Medicine"Fearful Asymmetry discusses an episode of intensive brain research into the localization of articulate language. What is taken for granted in present-day textbooks—that there are two left-hemisphere areas where language is situated (Broca's area and Wern"With its long quotations from primary sources and its clear style, Fearful Asymmetry draws a detailed picture of a pre-paradigmatic period in the modern history of the science of the brain in a way that gives food for thought." Metascience

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Book SynopsisReferential communication is the term given to communicative acts, generally spoken, in which some kind of information is exchanged between one speaker and another. This information exchange is typically dependent on successful acts of reference, whereby entities (human and non-human) are identified (by naming or describing), are located or moved relative to other entities (by giving instructions or directions), or are followed through sequences of locations and events (by recounting an incident or a narrative). These activities are examples of events that are more typically described as tasks in the area of second language studies. These might be real world tasks encountered in everyday experience or pedagogical tasks specifically designed for second language classroom use. This volume comprehensively documents and describes the veritable explosion of task-based research in language acquisition. In a succinct, yet easily accessible fashion, it presents the origins, principles, and key distinctions of referential communication research in first and second language studies, complete with exhaustive analyses and illustrations of different types of materials. The author also describes and evaluates different choices for using or modifying these materials, provides analytic frameworks for focusing on various aspects of the data elicited by these tasks, and includes an extensive bibliography plus an appendix showing original task materials.Trade Review"Yule's succinct summary of referential communication tasks discusses the key methodological issues of task design within a broad theoretical framework..."—The Clarion"This text provides lively and comprehensive coverage of the nature, background, and use of referential communication tasks."—Studies in Second Language Acquisition"...there is no doubt that this book is an excellent introduction to this particular research instrument in SLA. It is also valuable for classroom practitioners who want to understand the research and develop referential tasks for instructional purposes."—Language Teaching Research"...the author goes to great length in listing examples and providing illustrations. (A)...useful and welcome practical guide."—The Phonetician"...an excellent overview....I found the book readable and interesting. I expect others will find it to be a useful resource as they explore the use of a variety of methodologies for work in language development....Yule presents thorough review of the research literature that has examined the efficiency and effectiveness of participant performance in this type of standardized RC (referential communication) paradigm....the thoughtful description of the distinctions between RC tasks and other approaches to language development should be applauded....Yule presents an excellent discussion of the extent to which RC methodology has had a specific impact on understanding L2 (second language) acquisition processes....Yule's successful integration of results from multidisciplinary approaches requires a precise understanding of the advantages and disadvantages of specific research methodologies. Yule's treatment of this issue is extremely thoughtful."—Applied PsycholinguisticsTable of ContentsContents: Overview. The Development of (L1) Referential Communication. Principles and Distinctions. Materials and Procedures. Analytic Frameworks.

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Book SynopsisThis book offers a unique interdisciplinary perspective on argument structure and its role in language acquisition. Drawing on a broad range of crosslinguistic data, this volume shows that languages are much more diverse in their argument structure properties than has been realized.The volume is the outcome of an integrated research project and comprises chapters by both specialists in first language acquisition and field linguists working on a variety of lesser-known languages. The research draws on original fieldwork and on adult data, child data, or both from seventeen languages from eleven different language families. Some chapters offer typological perspectives, examining the basic structures of a given language with language-learnability issues in mind. Other chapters investigate specific problems of language acquisition in one or more languages. Taken as a whole, the volume illustrates how detailed work on crosslinguistic variation is critical to the developmentTable of ContentsI. Verb Meaning and Verb Syntax: Crosslinguistic Puzzlse for Language Learners II. Participants Present and Absent: Argument Ellipsis and Verb Learning III. Transitivity, Intransitivity, and Their Associated Meanings: A Complex Work-Space for Learnability

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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 SynopsisOriginally published in 1977. Learning to read is probably the central educational achievement of any child's life. It is also a central concern for parents and teachers. Leila Berg, known for her work in children's literature, believes that the enjoyment of books and the acquisition of reading and writing is not primarily an academic or a technical skill, but grows from a warmly physical and emotional base of shared enjoyment with another human being. This book traces the varied ways that babies learn to communicate, and discusses the place of books in the lives of different groups in the community. It examines the types of books used in school, and demonstrates that, in many cases, books themselves provide the major inhibition to the development of reading through their stilted and often formalistic vocabulary. The author's aim is that all children's first experience of reading should be a loving and sensuous one, so that they can come to discover the power of books themselves.Table of Contents1. Kit, Martha and Emily 2. Round and Round the Garden 3. Three Together 4. Words and Welcomes 5. Open Sesame! 6. Bodies and Books 7. 'That's Me!' 8. Words are True 9. 'Dear Billy...' 10. The Child and the Tigers 11. Frogs or Pearls 12. Surviving the Siamese Cat 13. Factory Babies 14. Explorers Keep Out 15. Access to Lions 16. 'Hurry Up' and 'Don't Touch' 17. Do Teachers Cuddle? 18. I'll Tell You what You Like 19. Gnomes are all Right 20. 'My Dad!' 21. Filthy Fish and Chips 22. The Appalling Accusative 23. What is a Sprout? 24. Going to the Right Places 25. Soft Nees, Hard Art. Afterword: Wendy House at the Tate

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Book SynopsisThis book presents a general overview of our current knowledge of language development in children. All the principal strands of language development are covered, including phonological, lexical, syntactic and pragmatic development; bilingualism; precursors to language development in infancy; and the language development of children with developmental disabilities, including children with specific language impairment. Written by leading international authorities, each chapter summarises clearly and lucidly our current state of knowledge, and carefully explains and evaluates the theories which have been proposed to account for children''s development in that area.Trade Review`This edited volume is a stimulating collection of theoretically-oriented review papers which includes contributions from some of the leading researchers in the field. As such, it will make a useful book of readings for an intermediate or advanced level course on language development. Moreover, since some of the papers are eminently citeable in their own right, it is also likely to be widely read by other Researchers in the field.' - Julian Pine, University of Nottingham`This is an up-to-date, important and exciting book that deserves a prominent position on the bookshelves of all researchers who are interested in child language ... The contributors to this book not only report and evaluate many of the exciting findings of the field, but also ask themselves searching questions that no doubt will stimulate research over the next few years.' - Professor Gina Conti-Ramsden, University of Manchester'Martyn Barrett has done an excellent job of bringing together a series of chapters, which offer a coherent coverage of the area. The chapters cover a broad range of topics, including important areas conventionally not covered in such texts, e.g. sign language, and atypical devlopment. The clearly written introduction serves both to introduce the book in a useful fashion and will, no doubt, serve as a framework to the area for many lecturers.' - Dr Julie Dockrell, South Bank University`Provides a welcome helping hand for anyone trying to unite theoretical approaches across the many facets of language development presented in this detailed and illuminating collection of papers.' - Josie Briscoe, Child Psychology and Psychiatry'This book is impressive for its up-to-date coverage of a broad range of topics in language development. It certainly sent me running to update my students' reading lists to include several of its chapters.' - Ann Dowker, University of Oxford, International Journal of Language and Communication Disorders'This book is a welcome retrospective of some key findings in psycholinguistics in the 20th century.' - Julia Gillen, Manchester Metropolitan University, in Journal of Early Childhood Literacy'This volume offers a comprehensive overview of the state of the art in the field of language acquisition.' - Rita Brdar-Szabo, Pragmatics: Quarterly Publication of the International Pragmatics Association' a rich introduction to the domain of child language development [ ] Barrett does a very good job in addressing every single issue crucial to understanding the debate about how children learn their mother tongue, and along with his authors he should be commended on presenting a balanced and therefore rich overview of the main questions, models, processes and achievements in researching child language acquisition.' - Dorit Ravid, Tel Aviv University, Journal of Child LanguageTable of Contents1: A Introduction to the Nature of Language and to the Central Themes and Issues in the Study of Language M. Barrett 2: Prelinguistic Communication V. Reddy 3: Early Speech Perception and Word Learning K. Plunkett, G G. Schafer 4:Phonological Acquisition D. Ingam 5:Early Lexical Development E. Dromi 6:The World of Words: Thoughts on the Development of a Lexicon S.A Kuczaj 7:Early Syntactic Development:A Construction Grammar Approach M. Tomasello, P.J Brooks 8:Some Aspects of Innateness and Complexity in Grammatical Acquisition M. Maratos 9:The Development of Conversational and Discourse Skills B.A Pan, C.E. Snow 10:Bilingual Language Development S.Romaine 11:Sign Language Development J.D Bonvillian 12:Language Development in Atypical Children H. Tager- Flusberg 13:Specific Language Impairment P. Fletcher 14:Towards a Biological Science of Language Development J. Locke.

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Book SynopsisDrawing on research by French authors, this book introduces a major new concept, the (M)other tongue, and shows its relevance to language learning and pediatrics in a multicultural society. It is for students and lecturers in languages, linguistics, translation studies and education, and for child psychologists, psychiatrists and speech therapists.

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Book SynopsisThis Element traces the emergence and historical development of the key concepts and basic tenets of translanguaging and interpreting followed by reviews of the relevant literature. It also provides the theoretical and methodological implications of this perspective.Table of Contents1. Introduction; 2. What is interpreting?; 3. Interpreting as translanguaging: rationale and theoretical foundation; 4. Translanguaging (spaces) in simultaneous and consecutive interpreting: moment analysis ; 5. Translanguaging in community/public-service interpreting; 6. Conclusion and future directions; References.

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Book SynopsisThis Element concerns language learning in the age of Global English. Learning just English fails to achieve the desired results. It proposes a new matrix of rationales for language learning, advocating an interconnected, socially embedded justification for language learning. This title is also available as Open Access on Cambridge Core.

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

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Book SynopsisThis state-of-the-art volume offers a comprehensive and accessible examination of perspectives within the field of discourse analysis on the processes and conditions of second language learning, teaching, and use.Led by Brian Paltridge and Matthew T. Prior, this collection brings together leading global researchers in the field to guide readers through background theories, theoretical paradigms, methodological issues, and pedagogical implications by synthesizing current and past work, and setting a future agenda for discourse-oriented second language research.The book is a critical resource which will be indispensable for scholars and advanced students of applied linguistics, second language acquisition, education, and related fields.

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Book SynopsisThis beautifully illustrated set of picture books, with an accompanying user guide, has been created to support grammar and language development in young children.Perfect for the beginning of a session, each book is an ideal starting point for targeting client goals, providing repeated examples of early developing syntax and morphology which will engage and excite the reader whilst building pre-literacy skills.The set includes:Guidebook: Including accessible activities and ideas to help children use grammar forms expressively, this guidebook discusses the specific grammatical form focused on in each story. Photocopiable and downloadable handouts for parents and carers allow therapy work to continue beyond the therapy session.Pete and Jem: Pete and Jem are having lots of fun playing in the snow until they run into each other and fall over. This book targets Subject-Verb sentences and present progressive verbs.A Trip to the Zoo: Pete and Jem are having lots of fun at the zoo, but they both want to see different animals, and are pulling their mother in different directions! This book targets Subject-Verb-Object sentences and regular plurals.Anything You Can Do: Pete and Jem discover activities that they can do together. This book targets Subject-Verb sentences, pronouns and the auxiliaries âcanâ and âdoâ.The Birthday Party: Pete and Jem get ready for Belleâs birthday. This book targets Subject-Verb sentences, pronouns and the auxiliary âbeâ.Time for Adventure!: Jem learns that adventures are more fun when you share. This book targets Subject-Verb-Object sentences and the pronouns âmeâ, âmyâ, âmineâ and âitâ .Letâs Go Shopping: Pete and Jem cause chaos at the supermarket. This book targets Subject-Verb-Object sentences and the conjunction âandâ for listing.Hide and Seek: Pete, Jem and Belle play hide and seek. This book targets Subject-Verb-Object sentences and prepositions.A Day at the Beach: Pete, Jem and Belleâs day at the beach turns stormy. This book targets Subject-Verb-Object sentences and early adjectives.

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Book SynopsisThis set, comprised of a guidebook and four colourful picture books, has been designed for parents and practitioners supporting children to understand and use two-word sentences. Written in a friendly and reassuring tone, the guidebook untangles questions and concerns that many parents and practitioners share around language development, such as whether children are reaching important milestones, whether they benefit from screen-time and dummies, and what to do if there might be a problem. Bright and colourful illustrations in the storybooks provide rich opportunities for conversation and engagement, using a serve and return structure and based around pivot words. The simple stories and repetition provide an opportunity for the child to hear and experience the sentence structure in new ways. The set includes: Helping Children Find Their Voices: A guide for parents and practitioners, exploring questions and concerns that many parents and practitioners share around language development, such as whether children are reaching important milestones, whether they benefit from screen-time and dummies, and what to do if there might be a problem. Down the Slide: A colourful picture book using the pivot word âdownâ Hello!: A colourful picture book using the pivot word âhelloâ Gone to the Park: A colourful picture book using the pivot word âgoneâ Sleep Time: A colourful picture book using the pivot word âsleepingâ This is an exciting resource for early years practitioners, parents, and those working with children at an early stage of speech and language development.

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

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

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Book SynopsisThis comprehensive, forward-looking text is the first holistic research overview and practical methods guide for researching the role that affective and conative factors play in second language learners' task performance and language acquisition. It provides a long overdue update on the role of the learner in task-based language teaching (TBLT). The book brings together theoretical background and major constructs, established and innovative methodological and technological tools, cutting-edge findings, and illuminating suggestions for future work. A group of expert scholars from around the world synthesize the state of the art, detail how to design and conduct empirical studies, and authoritatively set the agenda for future work in this critical, emerging area of language learning and instructional design. With a variety of helpful features like suggested research, discussion questions, and recommended further readings, this will be an invaluable resource to advanced sTrade Review"In The Role of the Learner in Task-Based Language Teaching the editors Lambert, Aubrey, and Bui draw skillfully on diverse research perspectives to integrate the 'affective turn' in language education with the vibrant area of task-based language teaching. The result is a compelling and timely contribution to an exciting field!"Bonny Norton, The University of British Columbia, Canada"The Role of the Learner in Task-Based Language Teaching is a much-needed addition to the growing body of work on task-based teaching. It draws on the expertise of leading authors in the field to provide a comprehensive and readable account of how affective factors influence the way learners perform tasks both negatively and positively. It will become a must-read for anyone interested in the development of task-based teaching."Rod Ellis, Curtin University, Australia"The Role of the Learner in Task-Based Language Teaching offers a wide variety of perspectives on recent conceptualizations and research on the role of affective factors in second language learning. This pioneering volume provides language teachers and researchers with novel insights into how learners’ engagement with language learning tasks can be enhanced."Judit Kormos, Lancaster University, UKTable of ContentsList of ContributorsForewordJean-Marc DewaeleIntroduction1. The Role of the Learner in Task-Based Language Teaching Craig Lambert, Scott Aubrey and Gavin BuiPart 1: Theory2. Personal Investment in TBLT Craig Lambert 3. Willingness to Communicate in TBLT Scott Aubrey and Tomoko Yashima 4. Emotions in TBLT Haydab Almukhaild and Jim King 5. Engagement in TBLT Phil Hiver and Janice Wu 6. Engagement in Technology-Mediated TBLT George Fredrik Smith and Nicole Ziegler Part 2: Research Methods 7. Discourse Analytic Methods Craig Lambert and Scott Aubrey 8. The Idiodynamic Method Peter D. MacIntyre 9. Non-Verbal Behavioural Methods Tammy Gregersen 10. Psychophysiological Methods Craig Lambert 11. Measuring Affective Working Memory Zhisheng (Edward) Wen, Mark Feng Teng and Lili Han Conclusion 12. Future Research on the Role of the Learner in TBLT Scott Aubrey, Craig Lambert and Gavin BuiAfterwordPeter SkehanIndex

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Book SynopsisDesigned to be used either independently or alongside the Words Together' storybooks, Helping Children Find Their Voices is a guide for parents and practitioners supporting children in the early stages of learning to talk, specifically to understand and use two-word sentences.Written in a friendly and reassuring tone, the book untangles questions and concerns that many parents and practitioners share around language development, such as whether children are reaching important milestones, whether they benefit from screen-time and dummies, and what to do if there might be a problem.Key features of this book include: Chapters that can either be followed consecutively, offering tips on how to encourage first words and the combining of words into two-word sentences, or dipped in-and-out of according to the individual child's level of development Practical information and advice rooted in theory, giving parents and practitioners the confidence and backgrTable of ContentsIntroduction Chapter one: what we need to know about talking Chapter two: Baby steps and first words – how can I help? Chapter three: The important two-word stage Chapter four: Other things to think about Chapter five: What if things aren’t going to plan? Chapter six: next steps

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Book SynopsisDown the Slide, part of the âWords Togetherâ series, has been created to support children to understand and use two-word sentences.Using the pivot word âdownâ, the simple story and repetitious structure provide an opportunity for the child to hear and experience the sentence structure in new ways. Bright and colourful illustrations provide rich opportunities for conversation and engagement.This storybook is an exciting resource for early years practitioners, parents, and those working with children at an early stage of speech and language development.Table of ContentsDown the Slide: A colourful picture book using the pivot word ‘down’

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Book SynopsisGone to the Park, part of the Words Together' series, has been created to support children to understand and use two-word sentences.Using the pivot word gone', the simple story and repetitious structure provide an opportunity for the child to hear and experience the sentence structure in new ways. Bright and colourful illustrations provide rich opportunities for conversation and engagement.This storybook is an exciting resource for early years practitioners, parents, and those working with children at an early stage of speech and language development.Table of ContentsGone to the Park: A colourful picture book using the pivot word ‘gone’

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Book SynopsisHello!, part of the Words Together' series, has been created to support children to understand and use two-word sentences.Using the pivot word hello', the simple story and repetitious structure provide an opportunity for the child to hear and experience the sentence structure in new ways. Bright and colourful illustrations provide rich opportunities for conversation and engagement.This storybook is an exciting resource for early years practitioners, parents, and those working with children at an early stage of speech and language development. Table of ContentsHello!: A colourful picture book using the pivot word ‘hello’

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Book SynopsisSleep Time, part of the Words Together' series, has been created to support children to understand and use two-word sentences.Using the pivot word sleeping', the simple story and repetitious structure provide an opportunity for the child to hear and experience the sentence structure in new ways. Bright and colourful illustrations provide rich opportunities for conversation and engagement.This storybook is an exciting resource for early years practitioners, parents, and those working with children at an early stage of speech and language development.Table of ContentsSleep Time: A colourful picture book using the pivot word ‘sleeping’

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Book SynopsisThe Right Periphery in L2 Chinese is among the first books to try to incorporate both advanced linguistic and acquisition perspectives to show how eight sentence-final particles are represented in English-speaking learners' L2 Chinese. This book will inform researchers of the general construction of the right periphery in L2 grammars. Drawing on up-to-date theoretical frameworks and findings from advanced empirical studies, it sketches the general picture of the periphery that these particles occupy in English-Chinese interlanguages. Readers will grasp the problems and difficulties, and particularly the ambiguities, which learners of Chinese must grapple with in the process of acquiring sentence-final particles. Possible influential factors underlying the acquisition process are explicitly discussed as well. Researchers will also find insights in the advanced methodologies and statistics that are used to study Chinese. The book will be illuminating for researcTable of ContentsList of figuresList of tablesList of boxesPrefaceAcknowledgementsList of abbreviations1 Introduction2 Core concepts in SFP and L2 theories2.1 Chinese SFPs in CP2.1.1 SFPs in split-CP2.1.2 Relationship with other CP elements2.1.3 Head-directionality2.1.4 Homomorphous SFP: one SFP or several SFPs2.2 CP in English2.3 Feature in generative theories2.3.1 Feature2.3.2 Feature in L1 and L2 acquisition2.4 Theoretical frameworks in SLA2.4.1 L1 transfer2.4.2 Feature Reassembly Hypothesis2.4.3 Dormant Feature Hypothesis2.4.4 Form-meaning connections2.4.5 Interface Hypothesis2.5 Summary3 SFP1 layer: cluster of tense and aspects3.1 SFP le3.1.1 Features attached to the SFP le3.1.2 L2 acquisition of the SFP le3.2 SFP ne13.2.1 Features attached to the SFP ne13.2.2 L2 acquisition of the SFP ne13.3 Methodological issues3.4 Summary4 SFP2 layer: force and clause-typing 4.1 SFP ma4.1.1 Features attached to the SFP ma4.1.2 Typing yes-no questions in L2 grammars4.2 SFP ba14.2.1 Features attached to the SFP ba14.2.2 Imperative force in L2 grammars4.3 SFP ne24.3.1 Features attached to the SFP ne24.3.2 L2 acquisition of the SFP ne24.4 Methodological issues4.5 Summary5 SFP3 layer: attitudes and discourses5.1 SFP ba25.1.1 Features attached to the SFP ba25.1.2 Behaviors of the SFP ba2 in L2 grammar5.2 SFPs a and ne35.2.1 Features attached to the SFP a and the SFP ne35.2.2 Behaviors of the SFPs a and ne3 in L2 grammars5.3 Methodological issues5.4 Summary6 Interaction among layers and SFPs in terms of their similarities6.1 Homomorphous SFPs6.1.1 SFP ba1 and SFP ba26.1.2 SFP ne1, SFP ne2, and SFP ne36.2 SFPs with similar features6.2.1 SFP ma and SFP ba26.2.2 SFP a and SFP ne36.3 Co-occurrence of SFPs6.3.1 Behaviors and reasons for the (non)co-occurrence of SFPs6.3.2 Co-occurrence of SFPs in L2 grammars6.4 Summary7 Conclusions7.1 Establishment of the right periphery7.2 Factors affecting the building of the blocks7.2.1 L1 transfer7.2.2 L2 effect7.2.3 Feature reassembly and feature dormancy7.2.4 Interfaces7.2.5 Form-meaning connections7.3 The role of sentence-final particles in L2 Chinese7.4 Future directions and pedagogical implications7.4.1 Future directions for the study of Chinese SFPs7.4.2 Pedagogical implications7.5 SummaryBibliographyIndex

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Book SynopsisA Hybrid Approach to Teaching Chinese through Digital Humanities, CALL, and Project-Based Learning presents an exposition of current thinking, research, and best practices in Computer-Assisted Language Learning (CALL), Digital Humanities (DH), and Project-Based Language Learning (PBLL) in the context of teaching Chinese as a foreign language (TCFL).It proposes integrating CALL and DH into PBLL to form a Digital HumanitiesâAugmented Technology-Enhanced Project-Based Language Learning (DATEPBLL) approach to transform student learning. By combining DH pedagogy and CALL technology with PBLL, the approach takes advantage of their synergies, which enables instructors to help students develop linguistic and cultural competency as well as 21st century skills. Case studies and best practices from experienced Chinese language teachers are presented to demonstrate the value of the DATEPBLL approach. This is the first volume that covers all three fields and makes a strong case for

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Book SynopsisPete and Jem are having lots of fun playing in the snow until they run into each other and fall over. Targeting Subject-Verb sentences and present progressive verbs, this book provides repeated examples of early developing syntax and morphology which will engage and excite the reader while building pre-literacy skills and make learning fun, as well as exposing children to multiple models of the target grammar form.Perfect for a speech and language therapy session, this book is an ideal starting point for targeting client goals and can also be enjoyed at school or home to reinforce what has been taught in the therapy session.Table of ContentsPete and Jem: A Grammar Tales Book to Support Grammar and Language Development in Children

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Book SynopsisPete and Jem are having lots of fun at the zoo, but they both want to see different animals, and are pulling their mother in different directions!Targeting Subject-Verb-Object sentences and regular plurals, this book provides repeated examples of early developing syntax and morphology which will engage and excite the reader while building pre-literacy skills and make learning fun, as well as exposing children to multiple models of the target grammar form.Perfect for a speech and language therapy session, this book is an ideal starting point for targeting client goals and can also be enjoyed at school or home to reinforce what has been taught in the therapy session.Table of ContentsA Trip to the Zoo: A Grammar Tales Book to Support Grammar and Language Development in Children

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Book SynopsisBelle loves to try and get involved with all of the things that her big bother, Pete, can do, but sheâs not quite big enough to sprint or swim or read. They discover things that they can both do.Targeting Subject-Verb sentences, pronouns and the auxiliaries âcanâ and âdoâ, this book provides repeated examples of early developing syntax and morphology which will engage and excite the reader while building pre-literacy skills and make learning fun, as well as exposing children to multiple models of the target grammar form.Perfect for a speech and language therapy session, this book is an ideal starting point for targeting client goals and can also be enjoyed at school or home to reinforce what has been taught in the therapy session.Table of ContentsAnything You Can Do: A Grammar Tales Book to Support Grammar and Language Development in Children

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Book SynopsisPete and Jem get ready for Belleâs birthday, but get stuck trying to blow up balloons.Targeting Subject-Verb sentences, pronouns and the auxiliary âbeâ, this book provides repeated examples of early developing syntax and morphology which will engage and excite the reader while building pre-literacy skills and make learning fun, as well as exposing children to multiple models of the target grammar form.Perfect for a speech and language therapy session, this book is an ideal starting point for targeting client goals and can also be enjoyed at school or home to reinforce what has been taught in the therapy session.Table of ContentsThe Birthday Party: A Grammar Tales Book to Support Grammar and Language Development in Children

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Book SynopsisJem's friend, Lottie, has come to play, but Jem is taking all the toys for herself. She learns that adventures are more fun when you share.Targeting Subject-Verb-Object sentences and pronouns, this book provides repeated examples of early developing syntax and morphology which will engage and excite the reader while building pre-literacy skills and make learning fun, as well as exposing children to multiple models of the target grammar form.Perfect for a speech and language therapy session, this book is an ideal starting point for targeting client goals and can also be enjoyed at school or home to reinforce what has been taught in the therapy session.Table of ContentsTime for Adventure!: A Grammar Tales Book to Support Grammar and Language Development in Children

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Book SynopsisPete and Jem are very helpful at the supermarket, but end up causing chaos with a tower of food on display.Targeting Subject-Verb-Object sentences and the conjunction and' for listing, this book provides repeated examples of early developing syntax and morphology which will engage and excite the reader while building pre-literacy skills and make learning fun, as well as exposing children to multiple models of the target grammar form.Perfect for a speech and language therapy session, this book is an ideal starting point for targeting client goals and can also be enjoyed at school or home to reinforce what has been taught in the therapy session.Table of ContentsLet’s Go Shopping: A Grammar Tales Book to Support Grammar and Language Development in Children

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Book SynopsisPete, Jem and Belle are enjoying a day at the beach until the weather turns stormy.Targeting Subject-Verb-Object sentences and early adjectives, this book provides repeated examples of early developing syntax and morphology which will engage and excite the reader while building pre-literacy skills and make learning fun, as well as exposing children to multiple models of the target grammar form.Perfect for a speech and language therapy session, this book is an ideal starting point for targeting client goals and can also be enjoyed at school or home to reinforce what has been taught in the therapy session.Table of ContentsA Day at the Beach: A Grammar Tales Book to Support Grammar and Language Development in Children

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