Language learning: specific skills Books

Book SynopsisThe CAMINANDO 1-2-3 series provides Spanish language students with in-depth review and practice of intermediate-level grammar, as well as multiple opportunities for vocabulary development. Intended as a student workbook to complement the instructor's classroom presentation and oral practice, CAMINANDO also includes sample responses to odd-numbered exercises to aid in students' self-correction and therefore deeper understanding of the language.Developed by two professors, using a classroom-tested approach, the CAMINANDO 1 workbook is an ideal companion to any level one Intermediate Spanish language classroom.

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Book SynopsisIdentity and Language Learning draws on a longitudinal case study of immigrant women in Canada to develop new ideas about identity, investment, and imagined communities in the field of language learning and teaching. Bonny Norton demonstrates that a poststructuralist conception of identity as multiple, a site of struggle, and subject to change across time and place is highly productive for understanding language learning. Her sociological construct of investment is an important complement to psychological theories of motivation. The implications for language teaching and teacher education are profound. Now including a new, comprehensive Introduction as well as an Afterword by Claire Kramsch, this second edition addresses the following central questions: - Under what conditions do language learners speak, listen, read and write? - How are relations of power implicated in the negotiation of identity? - How can teachers address the investments and imagined identities of learners? The book integrates research, theory, and classroom practice, and is essential reading for students, teachers and researchers in the fields of language learning and teaching, TESOL, applied linguistics and literacy.Trade ReviewThe publication of Bonny Norton's Identity and Language Learning in 2000 was a landmark moment in the field of additional/second language learning. The countless discussions in journal articles, research reports and PhD theses in the past decade testify to the power of her multi-faceted and generative ideas. I have no doubt that this revised edition will be on the 'must read' list of anyone concerned with additional/second language learning and language education more generally. -- Constant Leung, King's College, University of London, UKUniting impeccable scholarship and an enduring passion for social justice, Bonny Norton's 2000 book Identity and Language Learning is republished here with a magisterial new Introduction by the author and an inspirational Afterword by Claire Kramsch. The book demonstrates anew the intrinsic power of Norton's constructs of investment, imagined identities and imagined communities, and the paradigm-shifting impact of her theory of identity on an ever-expanding set of questions, contexts, and interdisciplinary approaches to research and teaching in second language education and applied linguistics. -- Nancy Hornberger, University of Pennsylvania, USASince the publication of the first, pathbreaking edition of this now-classic text, identity has become a central term through which applied linguists have been able to explore the changing, complex and contradictory struggles we encounter as we learn languages. This book has become one of the most significant of the last decade, and will continue to provoke thought, research and discussion for another decade. A key text for any applied linguist. -- Alastair Pennycook, University of Technology, Sydney, AustraliaStrengthened by the thorough updates in the new Introduction and the context provided by Kramsch in the Afterword, the book makes a persuasive case for language teachers to regard our learners and their investments in a more holistic light. It may also shed some illumination on our experiences as L2 learners ourselves. -- Anna Husson Isozaki, Gunma Prefectural Women’s University, Japan * JALT Journal, 37.1, May 2015 *The book is invaluable for both novice and experienced SLA researchers and scholars interested in inquiring about language learning and identity. Norton has successfully combined international literature on SLA, identity, and social justice with pedagogical suggestions to create a volume that effectively takes a step forward in bridging the gap between research and pedagogy on language learning and learner identity in ESL environments. Even though these chapters center on language learning in ESL context, practitioners working with other languages could benefit from the findings and pedagogical implications. -- Andrea Lypka, University of South Florida, USA * LINGUIST List 25.3857 *In sum, this book is of great value to readers who are familiar with Norton’s work as well as to those who are encountering it for the first time. For graduate students, this book is a must-read, because it provides initial knowledge about identity research and a good example of narrative inquiry. For researchers and educators, this second edition is also a helpful resource; the compelling introduction and the inspirational afterword spur readers to dwell on those “unsettling issues” (p. 19) in identity theory regarding the relationship between societal structure and human agency, identification and negotiation, multiplicity and strategic essentialism. -- Haiying Feng, University of International Business and Economics, China * TESOL Quarterly, 2015 *Table of ContentsPreface Introduction 1. Fact and Fiction in Language Learning 2. Researching Identity and Language Learning 3. The World of Adult Immigrant Language Learners 4. Eva and Mai: Old Heads on Young Shoulders 5. Mothers, Migration and Language Learning 6. Second Language Acquisition Theory Revisited 7. Claiming the Right to Speak in Classrooms and Communities Afterword by Claire Kramsch

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Book SynopsisThis textbook offers an introductory overview of eight hotly-debated topics in second language acquisition research. It offers a glimpse of how SLA researchers have tried to answer common questions about second language acquisition rather than being a comprehensive introduction to SLA research. Each chapter comprises an introductory discussion of the issues involved and suggestions for further reading and study. The reader is asked to consider the issues based on their own experiences, thus allowing them to compare their own intuitions and experiences with established research findings and gain an understanding of methodology. The topics are treated independently so that they can be read in any order that interests the reader. The topics in question are: • how different languages connect in the mind; • whether there is a best age for learning a second language; • the importance of grammar in acquiring and using a second language; • how the words of a second language are acquired; • how people learn to write in a second language; • how attitude and motivation help in learning a second language; • the usefulness of second language acquisition research for language teaching; • the goals of language teaching.Trade ReviewThis excellent volume offers a clear and engaging description of central topics in second language acquisition research, and highlights the connection between research findings, formal and informal learning contexts, and teaching practices. I have no doubt that this volume will soon become an invaluable resource for teachers and students alike. -- Gessica De Angelis, Trinity College Dublin, IrelandThis book provides a welcome, very readable introduction to second language learning, angled at university students as well as those with a general interest in the subject. It is also very teacher-friendly. Readers will not only be suitably informed but will also find plenty to intrigue them about language and its acquisition. -- Mike Sharwood-Smith, Academy of Social Sciences, Warsaw, PolandVibrant, prescient, honest, enjoyable… such is the view of SLA that Cook and Singleton have crafted in this unmatchable book! The palette of 8 topics covers yet transcends the box of traditional SLA and the wealth of interactive illustrations fully situates adult language acquisition in present-day realities. A must-own SLA title. -- Lourdes Ortega, Georgetown University, USACook and Singleton’s book succinctly addresses many pressing questions asked by both novices and experts in the field of SLA and could be a useful tool in an introductory SLA course. -- Robert Cote, The University of Arizona, USA * LINGUIST List 25.5116 (2014) *This book constitutes a prime example of a well-written introduction to the undoubtedly highly complex, interdisciplinary and multifaceted domain of second language acquisition research, being at the same time accessible, readable and simply engaging. -- Mirosław Pawlak, Adam Mickiewicz University, Kalisz, Poland * Studies in Second Language Learning and Teaching, SSLLT 4 (4). 2014. 719-723 *Table of ContentsIntroduction 1. How do Different Languages Connect in our Minds? 2. Is there a Best Age for Learning a Second Language? 3. How do People Acquire the Words of a Second Language? 4. How Important is Grammar in Acquiring and Using a Second Language? 5. How do People Learn to Write in a Second Language? 6. How do Attitude and Motivation Help in Learning a Second Language? 7. How Useful is Second Language Acquisition Research for Language Teaching? 8. What are the Goals of Language Teaching?

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Book SynopsisThis book presents research on the learning of foreign languages by children aged 6-12 years old in primary school settings. The collection provides a significant and important contribution to this often overlooked domain and aims to provide research-based evidence that might help to inform and develop pedagogical practice. Topics covered in the chapters include the influence of learner characteristics on word retrieval; explicit second language learning and language awareness; meaning construction; narrative oral development; conversational interaction and how it relates to individual variables; first language use; feedback on written production; intercultural awareness raising and feedback on diagnostic assessment. It will be of interest to undergraduate and graduate students, researchers, teachers and stakeholders who are interested in research on how children learn a second language at primary school.Trade ReviewThis fascinating collection provides a wealth of research focused on foreign language learners aged 6-12. An eye-opener on what children are capable of in linguistic, social and cognitive domains of learning, instructed and unassisted. This much needed work does indeed provide important insights for educators and researchers. I found my book of the year! -- Jenefer Philp, Lancaster University, UKThis volume responds to the need for evidence-based insights on the learning and teaching of foreign languages in school-based programs for young children. With contributions on linguistic, social, cognitive, and curricular dimensions of the foreign language experience, explored from a range of methodological orientations, it is a rich source of information for both language researchers and educators. -- Laura Collins, Concordia University, CanadaThis volume is packed with rich findings, revealing many new research directions for the reader to explore. This is surely a must-read for teachers and researchers in many parts of the world. -- Janet Enever, University of Reading, UK * Language Teaching for Young Learners 1:1, 2019 *Table of ContentsMaría del Pilar García Mayo: Introduction 1. Ting Zhao and Victoria A. Murphy: Factors Affecting the Speed of Word Retrieval in Children Learning English as a Foreign Language 2. Angela Tellier and Karen Roehr-Brackin: Raising Children’s Metalinguistic Awareness to Enhance Classroom Second Language Learning 3. Carmen Muñoz: The Development of Language Awareness at the Transition from Primary to Secondary School 4. Ana Llinares: Learning How to Mean In Primary School CLIL Classrooms 5. Amparo Lázaro Ibarrola and María de los Ángeles Hidalgo: Benefits and Limitations of Conversational Interactions among Young Learners of English in a CLIL Context 6. Agurtzane Azkarai and Ainara Imaz Agirre: Gender and Age in Child Interaction in an EFL CLIL Context: An Exploratory Study 7. Elisabet Pladevall-Ballester and Alexandra Vraciu: Exploring Early EFL: L1 Use in Oral Narratives by CLIL and Non-CLIL Primary School Learners 8. Yuko Goto Butler, Yeting Liu and Heejin Kim: Narrative Development in L1 and FL: A Longitudinal Study among Young Chinese Learners of English 9. Anna Bret Blasco: A Two-Year Longitudinal Study of Three EFL Young Learners’ Oral Output: The Development of Syntactic Complexity and Accuracy 10. Francisco Javier García Hernández, Julio Roca de Larios and Yvette Coyle: Reformulation as a Problem-Solving Space For Young EFL Writers: A Longitudinal Study of Learning Strategies 11. Annamaria Pinter and Samaneh Zandian: A Questionnaire Study of Iranian Children’s Understanding of Intercultural Issues 12. Marianne Nikolov: Students' and Teachers' Feedback on Diagnostic Tests For Young EFL Learners: Implications for Classrooms Rhonda Oliver: Afterword

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

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Book SynopsisThis book brings together contributions from the leaders of the language learning motivation field. The varied chapters demonstrate how Gardner’s work remains integral to a diverse range of contemporary theoretical issues underlying the psychology of language, even today, 60 years after the publication of Gardner and Lambert’s seminal 1959 paper. The chapters cover a wide selection of topics related to applied linguistics, second language acquisition, social psychology, sociology, methodology and historical issues. The book advances thinking on cutting-edge topics in these diverse areas, providing a wealth of information for both students and established scholars that show the continuing and future importance of Gardner and Lambert’s ideas.Trade ReviewThis book highlights how Robert Gardner’s seminal work has influenced the research of an array of scholars who, through diverse, rigourous methods, have developed their own important lines of inquiry on topics such as identity, acculturation, emotions, and well-being, culminating in a unique perspective on the social psychology of language and intergroup relations. * Kimberly A. Noels, University of Alberta, Canada *Anyone seeking an up-to-date assessment of sixty years of motivation research since Gardner and Lambert’s (1959) ground-breaking proposal for a social-educational model will find in this volume a treasure trove of theoretical, empirical, and methodological insights, made all the richer by critical, dialogic engagement alongside personal reminiscences by top researchers in the field. * Heidi Byrnes, Georgetown University, USA *This book is highly recommended for anyone interested in learning more about Robert Gardner himself and his personal relationship with some of the renowned authors in this book as well as the significant ways Gardner has made an impact in their personal and professional lives. It is my opinion that this book has the potential to push the field of language learning motivation forward -- Jelena Vuksanovic, University of Houston, USA * LINGUIST List 31.1737 *The volume...is an impressive tribute to a pioneer in the ever-expanding and developing fields of L2 learning motivation and social psychology of language learning. -- Matthew T. Apple, Ritsumeikan University, Japan * JALT Journal, 42.2, Nov 2020 *Table of ContentsPreface Zoltán Dörnyei Integrative Motivation: Sixty Years and Counting Ali H. Al-Hoorie and Peter D. MacIntyre Looking Back and Looking Forward Robert C. Gardner Part I: Second Language Development / Applied Linguistics Chapter 1. James P. Lantolf and Merrill Swain: Perezhivanie: The Cognitive–Emotional Dialectic Within the Social Situation of Development Chapter 2. Tammy Gregersen, Peter D. MacIntyre and Jessica Ross: Extending Gardner’s Socio-Educational Model to Learner Well-being: Research Propositions Linking Integrative Motivation and PERMA theory Chapter 3. Mercè Bernaus: Teachers’ and Learners’ Motivation in Multilingual Classrooms Chapter 4. Peter D. MacIntyre, Jean-Marc Dewaele, Nicole MacMillan and Chengchen Li: The Emotional Underpinnings of Gardner’s Attitudes and Motivation Test Battery Part II: Social Psychology / Sociology Chapter 5. Sara Rubenfeld and Richard Clément : Identity, Adaptation and Social Harmony: A Legacy of the Socio-Educational Model Chapter 6. Jorida Cila and Richard Lalonde: What’s in a Name? Motivations for Baby-naming in Multicultural Contexts Chapter 7. Bonny Norton: Motivation, Identity, and Investment: A Journey with Robert Gardner Part III: Historical / Methodological Issues Chapter 8. Rebecca L. Oxford: Snapshots in Time: Time in Gardner’s Theory and Gardner’s Theory across Time Chapter 9. Ema Ushioda: Researching L2 Motivation: Re-evaluating the Role of Qualitative Inquiry, or the ‘Wine and Conversation’ Approach Chapter 10. Paul F. Tremblay: Quantitative Methods in Second Language Learning Motivation Research: Gardner’s Contributions and Some New Developments Chapter 11. Jennifer Claro : Identification with External and Internal Referents: Integrativeness and the Ideal L2 Self Chapter 12. John Edwards: History, Philosophy and the Social Psychology of Language Part IV: Discussants Chapter 13. Phil Hiver and Diane Larsen-Freeman: Motivation: It is a Relational System Chapter 14. Elaine Horwitz: How Robert C. Gardner’s Pioneering Social-Psychological Research Raised New Applied Questions about Second Language Acquisition Epilogue Howard Giles

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Book SynopsisThrough the application of self-determination theory (SDT) to research and practice, this book deepens our understanding of how autonomous language learning can be supported and understood within environments outside of the classroom. Theoretical, empirical and practice-focused chapters examine autonomy support in a range of contexts and settings, dealing with learning environments and open spaces, communities and relationships, and advising and self-access language learning. They reveal what occurs beyond the classroom, how socializing agents support autonomous motivation and wellness, and how SDT can enhance our understanding of supporting language learner autonomy. It will be of interest to language teachers, university lecturers and learning advisors who are providing support outside the classroom, as well as to graduate students and researchers who are working in the fields of applied linguistics and TESOL.Trade ReviewThis is the most authoritative book yet applying self-determination theory to language learning. Chapters written by top practitioners and expert researchers provide ideas on how to motivate language students both in and out of the classroom. An incredible resource for language teachers and for educators more generally. * Richard M. Ryan, Australian Catholic University, Australia *This volume provides rich insights into how students can be supported in their language learning beyond the classroom. It uses self-determination theory as a valuable conceptual lens to deepen our understanding of language learner autonomy, and of the relationship between the individual and the (social) environment. The book is an excellent resource for all those involved in supporting and researching language learners beyond the classroom. * Ema Ushioda, University of Warwick, UK *This compilation of theoretical and empirical articles is a much-needed contribution, insofar as it seeks to find solutions to dealing with changing language learning scenarios. * David Rixham, EFL Teacher, White Rose, Spain, IATEFL Voices, Issue 289 *Table of ContentsTables and Figures Contributors Jo Mynard and Scott J. Shelton-Strong: Introduction: Autonomy Support Beyond the Language Learning Classroom: A Self-Determination Theory Perspective Part 1: Theoretical Underpinnings 1. Johnmarshall Reeve: A Brief but Comprehensive Overview of Self-Determination Theory 2. Johnmarshall Reeve: What it Means to 'Take Ownership over One’s Own Learning' in a Self-Determination Theory Analysis Part 2: Autonomy Support in Learning Environments and Open Spaces 3. Ali Dincer and Tuba Işık: Understanding the Inner Motivational Resources of Language Learners’ Out-of-class Technology Use for Language Learning 4. Xuan Hoang, Alice Chik, Ruth French and Sue Ollerhead: Vietnamese EFL Students’ Out-of-classroom Motivation Viewed through Self-Determination Theory 5. Yanling Li, Jiaxiu Zhang and Pingying Hu: Autonomy-supportive Online EFL Writing: A Self-Determination Theory Perspective 6. Satoko Watkins: Creating Social Learning Opportunities Outside the Classroom: How Interest-based Learning Communities Support Learners’ Basic Psychological Needs Part 3: Autonomy Support in Communities and Relationships 7. Mustafa Firat, Kimberly A. Noels and Nigel Mantou Lou: Self-Determined Motivation in Language Learning beyond the Classroom: Interpersonal, Intergroup and Intercultural Processes 8. W.L. Quint Oga-Baldwin: The Quality of Our Connections Matters: Relationships Motivation Theory in Independent Language Learning 9. Satoko Kato: Establishing High-Quality Relationships through a Mentoring Programme: Relationships Motivation Theory Part 4: Autonomy Support in Advising and Self-Access for Language Learning 10. Scott J. Shelton-Strong and Maria Giovanna Tassinari: Facilitating an Autonomy-Supportive Learning Climate: Advising in Language Learning and Basic Psychological Needs 11. Micòl Beseghi: Mindfulness and Advising in Language Learning: A Self-Determination Theory Perspective 12. Jo Mynard: Reimagining the Self-Access Centre as a Place to Thrive Scott J. Shelton-Strong: Conclusion: Where to Go from Here? Index

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Book SynopsisThis book examines the use of tasks in second language instruction in a variety of international contexts, and addresses the need for a better understanding of how tasks are used in teaching and program-level decision-making. The chapters consider the key issues, examples, benefits and challenges that teachers, program designers and researchers face in using tasks in a diverse range of contexts around the world, and aim to understand practitioners’ concerns with the relationship between tasks and performance. They provide examples of how tasks are used with learners of different ages and different proficiency levels, in both face-to-face and online contexts. In documenting these uses of tasks, the authors of the various chapters illuminate cultural, educational and institutional factors that can make the effective use of tasks more or less difficult in their particular context.Trade ReviewTask-based instruction features the integration of theory, research, and practice. However, what is missing in the literature is 'practice', that is, how to effectively implement task-based instruction by taking into account various factors at the macro and micro level. Lambert and Oliver fill a significant gap through this timely initiative. * Shaofeng Li, Florida State University, USA *This volume provides insights into teachers’ practices and challenges when introducing tasks in their classroom, covering a wide range of international educational contexts. Pre-service and in-service teachers will benefit from the concrete advice about practical issues in implementing tasks in different contexts. It is also useful for researchers and postgraduate students in that it considers the effects of tasks on L2 acquisition and performance. * Natsuko Shintani, Kansai University, Japan *Lambert and Oliver have assembled an excellent variety of chapters on task-based instruction. They provide a huge breadth of coverage, of different age ranges and instructional contexts. Most distinctive are the wide geographical contexts and the range of ages which motivate the different studies. This is an important book for researchers and professionals alike, making important theoretical and practical contributions. * Peter Skehan, Birkbeck College, UK *Lambert and Oliver have done an admirable job of collating a rich and diverse collection of studies, all offering insights into how tasks can be used more effectively in real-world classrooms. -- Priska Pramastiwi, Victoria University of Wellington, New Zealand * Language Teaching for Young Learners 3:2 *Like the other volumes in this remarkable series, the chapters in this book not only reflect on key current theory, but also discuss useful and usable empirical findings [...] I would whole-heartedly recommend this book to any teacher, teacher educator, researcher, and decision maker with a stake in effective language education. -- Thomas A. Williams, University of Szeged, Hungary * ELT Journal, 2022 *[This book] offers insightful considerations on theoretical and empirical aspects, highlighting research, pedagogical needs, and practical implications for the foreign language classroom. The book is particularly useful for teachers willing to embrace a task-based instruction, as chapters exemplify a variety of information, opinion, and reasoning tasks (Ellis, 2009), include spoken, written , and hybrid modalities, examine traditional and online genres, and combine old and new resources. -- Laura Dubcovsky, University of California, Davis, USA * LINGUIST List 32.1542 *Table of ContentsContributors Chapter 1. Craig Lambert & Rhonda Oliver: Introduction: Tasks in Context Section 1: Issues in Using Tasks Chapter 2. Craig Lambert: Instructional Frameworks for Using Tasks in Second Language Instruction Chapter 3. Jonathan Newton and Trang Le Diem Bui: Low-Proficiency Learners and Task-Based Language Teaching Chapter 4. Curtis Kelly: Some Principles for Interactive Task Design: Observations from an EFL Materials Writer Chapter 5. Marta Gonzalez-Lloret: Using Technology-Mediated Tasks in Second Language Instruction to Connect Speakers Internationally Chapter 6. Lindy Norris: Using Tasks within Neo-liberal Educational Environments Chapter 7. Rod Ellis: Teacher-Preparation for Task-based Language Teaching Section 2: Approaches to Using Tasks Chapter 8. Kyoko Hillman & Mike Long: A Task-based Needs Analysis for U.S. Foreign Service Officers: The Challenge of the Japanese Celebration Speech Chapter 9. Rhonda Oliver: Developing Authentic Tasks for the Workplace using Needs Analysis: A Case Study of Australian Aboriginal Vocational Students Chapter 10. Tatiana Bogachenko & Rhonda Oliver: The Potential use of TBLT in Post-Soviet Society: Case Studies from Ukraine Chapter 11. Priscila Fabiane Farias & Raquel Carolina Souza Ferraz D`Ely: Task Design and Implementation for Beginning-Level Elementary School Learners in South-Brazil: Challenges and Possibilities Chapter 12. Maria Elena Solares Altamirano: Teachers’ Responses to an Online Course on Task-Based Language Teaching in Mexico Section 3: Research on Using Tasks Chapter 13. Masatoshi Sato: Metacognitive instruction for Collaborative Interaction: The Process and Product of Self-regulated Learning in the Chilean EFL Context Chapter 14. Mohammad Ahmadian & Abbas Mansouri: Collaborative L1 Planning and L2 Written Task Performance in an Iranian EFL Context Chapter 15. YouJin Kim, Hyejin Cho & Haoshan Ren: Collaborative Writing Tasks in an L3 Classroom: Translanguaging, the Quality of Task Outcomes and learners’ Perceptions Chapter 16. Scott Aubrey: The Role of Task-Based Interaction in Perceived Language Learning in a Japanese EFL Classroom Chapter 17. Ainara Imaz Agirre & María del Pilar García Mayo: The Impact of Agency in Pair Formation on the Degree of Participation in Young Learners’ Collaborative Dialogue Chapter 18. Justin Harris & Paul Leeming: The Accuracy of Teacher Predictions of Student Language Use in Tasks in a Japanese University Chapter 19. Rhonda Oliver & Craig Lambert: Future Directions for Research on Tasks in Second Language Instruction Index

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

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

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Book SynopsisThe comprehension, retention and production of idiomatic expressions is one of the most difficult areas of the lexicon for second language (L2) learners, even very advanced students, to master. This book investigates this under-researched and interesting aspect of language acquisition, shedding light on both conventional uses of idiomatic expressions as well as creative variant forms. The chapters in the book delve into different aspects of idiomatic mastery: students’ comprehension of canonically used idioms in both their first and second language; the effects of multimedia and visualization techniques on learners’ comprehension and retention of L2 idioms; students’ misinterpretations of L2 idioms; L2 learners’ comprehension of creative idiom variants and their use of idioms in free composition writing.Trade ReviewThe book offers new and valuable insights into L2 learners' understanding, retrieval and use of idiomatic expressions. This is especially true as the studies included focus on previously largely neglected areas of investigation. It should therefore be a welcome addition to instructors and researchers alike working within this particular field. * E. Birgitta Svensson, University of Gothenburg, Sweden *Providing a comprehensive, exhaustive and authoritative overview of scholarly research on L2 learners’ acquisition, comprehension, retrieval and use of idiomatic expressions, this book also covers previously neglected areas of investigation. It is a must-have for applied linguists, psycholinguists, neurolinguists, practicing teachers, machine-translation researchers, cognitive psychologists, postgraduate and undergraduate students, and more. * Mohammad Ali Salmani Nodoushan, IECF, Iran *Idiomatic expressions form one of the most difficult areas for language learners and cause problems even for advanced students. Monica Karlsson’s book is an important and longed-for contribution to the study of learners’ understanding, retention and production of idioms based on a number of experiments and learners’ free essay writing. * Karin Aijmer, University of Gothenburg, Sweden *Idiomatic Mastery in a First and Second Language is a highly specialized work that will be of interest to seasoned teachers of an L2 at an advanced level, as well as to linguists, educationalists and researchers [...] This is a work to which I will be referring to in planning my own teaching and I am certain other teachers will find her book invaluable. -- Stuart Foster, Halmstad University, Sweden * International Journal of Language Studies Volume 13, Number 2 *Table of ContentsChapter 1. Introduction Chapter 2. The Simultaneous Effects of Age, Context, Transparency and Frequency on Idiom Comprehension in a First and Second Language Chapter 3. Do Multimodal and Visualization Techniques Enhance Students’ Comprehension and Retention of L2 Idioms? Chapter 4. Persisting Ignorance and (Partial) Misinterpretations of L2 Idioms after Treatment Chapter 5. L2 Comprehension of Creative Idiom Variants Chapter 6. Productive Mastery of L2 Idioms in Free Composition Writing Chapter 7. Summing Up and Directions for Future Research

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Book SynopsisThis book provides rare insights into motivation among extremely successful learners of English and languages other than English (LOTEs) through the analysis of a longitudinal study and the examination of the factors involved in becoming multilingual in a non-multilingual environment. Based on sixteen interview sessions, conducted over the course of nine years while the learners progressed from high school to the world of work, this book offers the story of how two learners persist in English/LOTE learning. The study illuminates the long-term processes through which the interviewees develop ideal English/LOTE selves in an environment where multilingualism is not emphasized and where both English and LOTEs can still be described as foreign languages. Educators and researchers will learn from this study, which stretches our understanding of motivation beyond the recent theorizing of L2 motivation and contributes to the limited research in long-term motivational trajectories and LOTE learning motivation, which is particularly scarce in non-European contexts. The book will be of interest not only to readers in Japan but also to those in other contexts as it offers an example of successful learners who go beyond the pragmatic and instrumentalist view of language learning to hold a more holistic view, thus revealing the factors which can sustain multiple language learning, even in foreign language contexts.Trade ReviewThis book is riveting and illuminating! Readers will be fascinated by the nuanced analyses of the ebbs and flows in the multilingual motivational trajectories of two Japanese learners of multiple languages as they successfully but differently negotiate context and agency over nine years. Takahashi’s new construct of enduring translingual transcultural orientation truly pushes the boundaries of the field of L2 motivation. * Lourdes Ortega, Georgetown University, USA *A fascinating case study of multiple language learning, this monograph breaks new ground in providing an account of persistence in the pursuit of a multilingual future. Examining motivational trajectories as processes in motion, Takahashi’s study will be required reading for anyone interested in L2 perseverance and the long-term dynamics of language learning motivation. * Alastair Henry, Högskolan Väst, Sweden *This book provides a fascinating account of two successful multilingual learners’ nine-year learning journeys. It expands our understanding of multilingual motivation by transcending the traditional research site of school settings, and highlights how lifelong language learning and lived experiences co-shape and coordinate over a long term. The endurance and persistence shown by the learners are truly impressive. * Yongyan Zheng, Fudan University, China *English in Japan is mandatory at all levels of education, from elementary school through to undergraduate university and – while languages other than English (LOTEs) are occasionally available at secondary level and undergraduate levels – LOTE courses are generally not required and thus few in number [...] This is one reason why Takahashi’s book is such a rarity [...] An even more striking aspect of this book is the length of the study it describes: longitudinal work lasting nine years is highly unusual and, for a study based in Japan, very likely the first of its kind. * Matthew Thomas Apple, Ritsumeikan University, Japan, Journal of Multilingual and Multicultural Development 2023 *Takahashi’s research monograph distinguishes itself from many publications on language education by drawing attention to the learning of LOTE in Japan, where explicit policy support is absent [...] The experiences represented in this study undoubtedly echo many language learners’ motivations for multilingual learning in the Asia-Pacific region. Its results should encourage readers to reflect on the educational system and identify areas for positive change concerning the learning and teaching of multiple languages in addition to English. * Junyi Gu, Tongji University, China and Xuesong (Andy) Gao, University of New South Wales, Australia, Asia Pacific Journal of Education, 2023 *Table of ContentsTables and Figures Acknowledgments Abbreviations Part 1: Contextualizing the Study Chapter 1. Introduction Chapter 2. Theoretical Background Chapter 3. Growing Body of LOTE Motivation Research Chapter 4. English and LOTE Education in Japan Part 2: The Empirical Study Chapter 5. The Study Chapter 6. The Early Days: English Self-Instruction Using Radio Materials in High School Chapter 7. Broadening the Horizons: (Re-)Starting LOTE Learning at University Chapter 8. Pursuing Multilingualism or Not? Language and Academic Studies Chapter 9. What Does Language Mean to the Interviewees, in the End? Language Learning beyond Formal Education Part 3: Concluding Thoughts Chapter 10. Reflecting on the Method: Advantages and Challenges of Longitudinal Case Studies Utilizing Interviews Chapter 11. Conclusion Afterword Appendices References Index

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Book SynopsisLearning new facial expressions and mouth movements can be great fun, just ask Sam!Moving the tongue and mouth in different ways is an effective way of strengthening facial muscles, teaching children about emotions and encouraging speech. Children will love copying Sam and Timmy Tongue's silly faces and improve their facial strength and dexterity in the process.This simple picture book will be an invaluable resource for any parent, teacher or professional looking to encourage children to talk and laugh by making funny facial expressions.Trade ReviewThis little book has a definite purpose... Children will enjoy doing the exercises as a kind of game, land lots of laughter and giggles should ensue...This should be a really helpful tool if used often. -- www.healthybooks.org.ukWhen speech and language therapists recommended mouth exercises for Karina Hopper's children, she and Lisa MacDonald produced an engaging resource with toddler-appeal. -- Speech & Language Therapy in PracticeTable of ContentsTimmy Tongue' carries out various illustrated facial exercises.

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Book SynopsisThis is a book packed full of lesson ideas, activities and advice for teaching English to teenage students. This book goes much further than simply telling you what to do and how to do it. It looks at the why? It explains the deeper rationale for decisions we might make as well as exploring the underlying principles and factors that can make or break a lesson. It provides reflection that will be of value when you are sitting at home thinking over why one of your classes is not going the way that you want or when you have seen a really good teaching idea at a conference but are wondering how to make it work in your own class. Each chapter follows the same pattern: - The first part begins with a Discussion of a certain facet of teaching teens. It identifies key issues and outlines situations the author has experienced in his own teaching, and also draws upon writers and trainers who have played a role in his own development. - In the second part of each chapter, Practical applications, the discussion takes a more hands on turn and outlines some classroom applications and techniques. - Each chapter will then end with three summary sections. The Questions for reflection box may serve to summarise the chapter. The Things to try box can be the basis for small scale projects, action research or professional development. Finally, the Things to share box contains prompts for exchanging ideas where the chapter is being used in a training setting.Table of ContentsAbout the author Introduction 1. A closer look at classes, teachers and students 2. Planning lessons with teenagers 3. Classroom micromechanics 4. Task design and instructions 5. Group dynamics and order 6. Affect: speaking positively to our students with care 7. Logistical questions: homework, L1 and seating 8. Tidy learning, messy learning and simple clutter 9. Autonomy and student-fronted classes 10. Teenagers and technology 11. Differentiation 12. Repetition, assimilation, memorisation 13. Remembering irregular verbs 14. Movement and space 15. Getting them talking 16. Listening and reading 17. Grammar and writing 18. Using video clips in the classroom 19. Personalisation 20. Testing, exams and report writing 21. Techniques for teaching low-level teens 22. Awareness and reasoning with teenagers 23. Control of the class 24. Classroom management strategies Why teach teens?

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Book Synopsis

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Book Synopsis

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Book Synopsis

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Book SynopsisSongs are a great way to learn a language, and popular songs can reveal much about the culture and traditions of a country where the language is spoken. 20 Egyptian Songs to Learn and Sing brings together twenty songs performed by popular Egyptian singers, from iconic twentieth-century diva Umm Kulthum to present-day singing sensation Amr Diab. Following on the success of Kilma Hilwa: Egyptian Arabic through Popular Songs: Intermediate Level and Musiqa al-Kalimat: Modern Standard Arabic through Popular Songs: Intermediate to Advanced (AUC Press, 2015 and 2017), Bahaa Ed-Din Ossama and Tessa Grafen build a lively variety of language lessons around each song, accompanying them with notes on vocabulary, grammar and usage, and exercises. Aimed at beginner learners of Egyptian Colloquial Arabic and fans of Arab popular music, 20 Egyptian Songs to Learn and Sing is a motivational and highly enjoyable approach to learning Egyptian Arabic. Suitable for use in the classroom or for self-study. Includes songs by: Dina El Wedidi, Amr Diab, Sayed Darwish, Shadia, Mohamed Monir, Umm Kulthum, Suad Hosni, Nancy Agram, Dalida, and Rema KhesheshTable of ContentsContentsIntroductionThe Songs in Chronological OrderThe Forbidden, Dina El-WedidiLight of My Eye, Amr DiabI Have Loved Her, Sayed DarwishLife is Sweet Like Sugar, Shadia and Samir SabriOur Great Love, Umm Kulthum and Mohamed MounirRemember Me!, Amr DiabI Adore the Sea, Mohamed MounirThis Is What Happened, Sayed DarwishThe World Is a Feather in the Air, Saad Abdel-WahabHe Scribbled, Nancy AjramOh, How Charming Your Eyes Are!, Rima KhcheichOK Dice, Mohamed MounirMy Beautiful Mom, ShadiaWhere’s the Truth?, Mohamed MounirSalma ya Salama, It’s Spring Now!, Soad HosnyThe Best People, DalidaMint Seller, Moustafa HagagWe Want Dad, Chorus of ChildrenHow?, Mohamed MounirGrammar ReferenceEnglish Translations of the SongsBiographies of the Musicians, Composers, and Poets

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Book SynopsisArabic is one of the world’s most complex and fascinating languages, but many students dive into it without first understanding what they are aiming for, much less knowing how they will get there. Thirteen Ways to Make a Plural: Preparing to Learn Arabic provides essential guidance on making a success of learning Arabic, drawing on the author’s personal experience of having been there and done it, along with the insights and advice of countless other students and teachers. Written in a lively and engaging style, this invaluable primer enables readers to identify the type of Arabic (modern standard or colloquial) suited to their needs, to set realistic learning goals, and to achieve them more efficiently. It includes tried-and-tested methods for improving vocabulary retention, speaking fluency, listening accuracy, and reading skills, while separating the grammar that’s needed in the real world from that which can be left for later. It also provides helpful advice on how to make the most of an ‘immersion’ experience abroad, what it takes to reach an advanced level, and the Arabic required in different professional areas.Trade ReviewThis book is a must-read for anyone considering learning, or already learning, Arabic. It answers the questions and allays the concerns that every Arabic learner faces but that traditional textbooks just don’t tackle. I wish it had been written years ago. * Elisabeth Kendall, Senior Research Fellow in Arabic Studies, University of Oxford *I wish I had this guide by my side as I started out on the Arabic journey. Jacob Halpin demystifies, clarifies, and reassures that Arabic can be learned, and indeed mastered. Outstanding. -- Gareth Bayley, Former UK Special Representative for SyriaLearning Arabic is an amazing experience, though for some months it can feel more like just a maze. This insightful, sympathetic, and precise guide will help any learner achieve their goals and avoid getting lost on the way. * Jon Wilks, British Ambassador to Qatar, Iraq, Oman, and Yemen and British government Arabic Spokesman *Jacob Halpin’s Thirteen Ways to Make a Plural is an excellent, succinct Arabic primer that would benefit any new student of the language. He offers sound, accurate advice that is evidently grounded in years of Arabic expertise. Highly recommend. * Donovan Nagel, linguist, translator, and founder of TalkInArabic.com *This engaging volume is not a text book: it might rather be called a pre-text book. It won’t teach you Arabic, but it will give you an idea of the language. If you are thinking of studying it, or have decided to learn it or are in the early stages of learning it, you will find in it sound practical advice. * Sir Harold Walker, former diplomat and one-time Principal Instructor at the Middle East Centre for Arab Studies, Lebanon *This is an invaluable guide for Arabic learners and teachers alike. One of the major challenges for students of Arabic as a foreign language is defining which aspects of this vast language and its dialects to learn and in which order; there is no easy answer and for each learner the priorities will differ. This very readable book helps learners to navigate the many different ways to approach studying Arabic and to manage their expectations and better evaluate their progress. Not just for beginners, this thought-provoking book is full of practical tips for intermediate and even advanced learners to develop their weaker skills and move to the next level. * Ruth Ahmedzai Kemp, Arabic teacher and translator *Table of ContentsIntroduction 1. Arabic Essentials: Drawing Your Arabic Roadmap 2. Tricks of the Trade: How to Learn More Effectively 3. Tuning Your Arabic Engine: Grammar You Can’t Ignore 4. Finding the Deep End: Arabic Immersion and Living Abroad 5. Speaking Like a Local: How to Get Really Good 6. The Real World: What Can You Use Arabic For? Common European Framework of Reference Table

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Book SynopsisA Good Read is a three-level reading strategies course, intended for young adult and adult learners. The series promotes fluent and effective reading through specially-written texts, extensive coverage of reading strategies, and an explicit focus on lexical development.Co-authored by Carlos Islam, English Language Coordinator at the United Nations in New York, A Good Read uses texts based on universal human experiences including themes such as friendship, finding love, happiness, urban legends, adventures and life changing events.

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