Language learning: specific skills Books

Book SynopsisRecent work has pointed to the need for a detection-based approach to transfer capable of discovering elusive crosslinguistic effects through the use of human judges and computer classifiers that can learn to predict learners’ language backgrounds based on their patterns of language use. This book addresses that need. It details the nature of the detection-based approach, discusses how this approach fits into the overall scope of transfer research, and discusses the few previous studies that have laid the groundwork for this approach. The core of the book consists of five empirical studies that use computer classifiers to detect the native-language affiliations of texts written by foreign language learners of English. The results highlight combinations of language features that are the most reliable predictors of learners’ language backgrounds.Trade ReviewIn this bold and pioneering interdisciplinary study, experts on SLA research, computational analysis and statistics collaborate to try to identify the L1 background of non-native writers. The result is a most impressive work which will take the field of crosslinguistic studies a long way forward. A MUST for all SLA researchers! -- Håkan Ringbom, Emeritus Professor, Åbo Akademi University, FinlandThis is an articulate, comprehensive, and timely volume on a fascinating yet largely underexplored area. Jarvis and Crossley have produced an impressive collection of research-based evidence on language transfer using a corpus-based approach. The volume is a must-have for students, scholars, and practitioners interested in language transfer, corpus linguistics, forensic linguistics, text classification, second language writing, error analysis, and language assessment. -- Pavel Trofimovich, Concordia University, CanadaThis book indeed opens a new path in the study of language transfer. The investigations brought together here combine the strengths of earlier work on transfer with those of two other fields, computational linguistics and corpus research, which have much to offer students and researchers interested in second language acquisition and multilingualism. There can be little doubt that the tools used in this seminal work will continue to offer important insights for a long time to come. -- Terence Odlin, Ohio State University, USATable of Contents1 Scott Jarvis: The Detection-Based Approach: An Overview 2 Scott Jarvis, Gabriela Castañeda-Jiménez and Rasmus Nielsen: Detecting L2 Writers’ L1s on the Basis of their Lexical Styles 3 Scott Jarvis and Magali Paquot: Exploring the Role of N-Grams in L1 Identification 4 Scott A. Crossley and Danielle S. McNamara: Detecting the First Language of Second Language Writers Using Automated Indices of Cohesion, Lexical Sophistication, Syntactic Complexity, and Conceptual Knowledge 5 Yves Bestgen, Sylviane Granger and Jennifer Thewissen: Error Patterns and Automatic L1 Identification 6 Scott Jarvis, Yves Bestgen, Scott A. Crossley, Sylviane Granger, Magali Paquot, Jennifer Thewissen and Danielle S. McNamara: The Comparative and Combined Contributions of N-grams, Coh-Metrix Indices, and Error Types in the L1 Classification of Learner Texts 7 Scott A. Crossley: Detection-Based Approaches: Methods, Theories and Applications

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Book SynopsisRecent work has pointed to the need for a detection-based approach to transfer capable of discovering elusive crosslinguistic effects through the use of human judges and computer classifiers that can learn to predict learners’ language backgrounds based on their patterns of language use. This book addresses that need. It details the nature of the detection-based approach, discusses how this approach fits into the overall scope of transfer research, and discusses the few previous studies that have laid the groundwork for this approach. The core of the book consists of five empirical studies that use computer classifiers to detect the native-language affiliations of texts written by foreign language learners of English. The results highlight combinations of language features that are the most reliable predictors of learners’ language backgrounds.Trade ReviewIn this bold and pioneering interdisciplinary study, experts on SLA research, computational analysis and statistics collaborate to try to identify the L1 background of non-native writers. The result is a most impressive work which will take the field of crosslinguistic studies a long way forward. A MUST for all SLA researchers! -- Håkan Ringbom, Emeritus Professor, Åbo Akademi University, FinlandThis is an articulate, comprehensive, and timely volume on a fascinating yet largely underexplored area. Jarvis and Crossley have produced an impressive collection of research-based evidence on language transfer using a corpus-based approach. The volume is a must-have for students, scholars, and practitioners interested in language transfer, corpus linguistics, forensic linguistics, text classification, second language writing, error analysis, and language assessment. -- Pavel Trofimovich, Concordia University, CanadaThis book indeed opens a new path in the study of language transfer. The investigations brought together here combine the strengths of earlier work on transfer with those of two other fields, computational linguistics and corpus research, which have much to offer students and researchers interested in second language acquisition and multilingualism. There can be little doubt that the tools used in this seminal work will continue to offer important insights for a long time to come. -- Terence Odlin, Ohio State University, USATable of Contents1 Scott Jarvis: The Detection-Based Approach: An Overview 2 Scott Jarvis, Gabriela Castañeda-Jiménez and Rasmus Nielsen: Detecting L2 Writers’ L1s on the Basis of their Lexical Styles 3 Scott Jarvis and Magali Paquot: Exploring the Role of N-Grams in L1 Identification 4 Scott A. Crossley and Danielle S. McNamara: Detecting the First Language of Second Language Writers Using Automated Indices of Cohesion, Lexical Sophistication, Syntactic Complexity, and Conceptual Knowledge 5 Yves Bestgen, Sylviane Granger and Jennifer Thewissen: Error Patterns and Automatic L1 Identification 6 Scott Jarvis, Yves Bestgen, Scott A. Crossley, Sylviane Granger, Magali Paquot, Jennifer Thewissen and Danielle S. McNamara: The Comparative and Combined Contributions of N-grams, Coh-Metrix Indices, and Error Types in the L1 Classification of Learner Texts 7 Scott A. Crossley: Detection-Based Approaches: Methods, Theories and Applications

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Book SynopsisFor many Japanese women, the English language has never been just another school subject. For them, English is the tool of identity transformation and the means of obtaining what they passionately desire – mobility, the West and its masculinity. Language Learning, Gender and Desire explores Japanese women's passion for learning English and how they negotiate identity and desire in the terrain of racial, sexual and linguistic politics. Drawing on ethnographic data and popular media texts, the book offers new insights into the multidirectionality of desire and power in the context of second language learning.Trade ReviewKimie Takahashi's investigation of the desires that lead Japanese women to learn English interrogates and ultimately challenges all kinds of stereotypes - Asian and Western, racial and sexual, cultural and linguistic. Original and thought-provoking, this book opens up important questions about second language learning, and makes a novel contribution to ongoing discussions of language, identity and difference. -- Deborah Cameron, University of Oxford, UKLanguage Learning, Gender and Desire is not just another scholarly monograph. It is refreshingly novel, for it treats a subject that until recently was taboo in applied linguistics - language learners' love lives and sex lives. It is ground-breaking, for it reveals how the English teaching industry in Japan manipulates its female consumers and sells renai (relationship) English. It is paradigm-changing, for it moves us away from 'motivation' as a 'factor' and towards socially and discursively constructed 'language desire'. Last but not least, it is deeply personal and extremely engaging, making the journey of five Japanese women learning English in Australia an unputdownable read. -- Aneta Pavlenko, Temple University, USARomance blossoms, hearts break, and lives change as Japanese women go troppo in the Antipodes and tell the author all about their dreams, adventures and experiences of learning English as a second language. This delightful book is the definitive answer to the question, 'Is the concept of "desire" useful to students of language?'. The ethnography is wacky, the analysis is insightful and the writing is engaging and crisp. An absolute must-read for everyone interested in language and desire, language and learning, and language and globalization. -- Don Kulick, University of Chicago, USAThe book is of great value to English teachers in Japan and researchers in study abroad programmes, and also to researchers who look for a gender sensitive approach to identity and motivation in second language acquisition. -- Eleanor K. P. Kwan, The University of Hong Kong * The Asian Journal of Applied Linguistics Vol. 1 No. 2, 2014 *Takahashi's book is well written, engaging, and enlightening. It is unafraid of revealing truths about the effects of media, the real struggles of ELL learners in Australia, as well as the repercussions of being a woman who is deemed “too independent” in Japan. This book is a must for scholars of gender and media, ELL teachers, as well as migration researchers, and is even appealing for the curious casual reader who will find many thought-provoking issues within its pages. -- Herbeth L. Fondevilla, University of Tsukuba, Japan * Journal and Proceedings of GALE 2014 Vol. 7 *The book is a welcome addition to the field of language, gender and sexuality and is nevertheless accessible to those who are new to the field. It would be a valuable read for students, language teachers and researchers interested in second language learning/acquisition as well as language, gender and sexuality. -- Ayako Tominari, Ibaraki Christian University, Japan * Journal of Language and Sexuality Vol. 3:2 (2014) *Table of Contents1. Introduction 2. Language Desire 3. Ryugaku 4. Desired Interlocutors 5. Agency 6. Going Home 7. Conclusion

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Book SynopsisAffectivity is at the core of everything we do in life. Thus, its development is also central to learning/acquisition and is important for educational contexts. The studies presented in this volume consider the different contexts of language learning and examine different types of participants in this process. Most of them look at a formal instruction context, while others look beyond the classroom and even report on the author's own affectivity and its involvement in learning experiences. Affectivity is discussed here in relation to learners but also to teachers in their own professional contexts of teaching foreign languages. In the majority of cases, affectivity is explored in the case of bilinguals, but there are also articles which focus on multilingual language users and their affectivity as an evolving factor.Trade ReviewThis insightful and fascinating book conceptualizes and comprehensively explores 'the affective turn' in SLA. Going beyond traditionally explored affective phenomena, this excellent state-of-the-art volume opens up new and important aspects of anxiety, motivation, emotive lexis, expression of emotions and identity. Affectivity is omnipresent in academic, formal and informal contexts and considering its impact on young and adult learners is essential for researchers and teachers. * Larissa Aronin, Oranim Academic College of Education, Israel and Trinity College, Dublin, Ireland *Researchers interested in the role of affect in language learning will surely value this collection of essays for its variety of topics, solid literature reviews and theoretical overviews, as well as the numerous empirical results and statistical data. * Ivan Lombardi, Universit *Table of ContentsIntroduction I. Affective variables in language learning 1. Aneta Pavlenko - The affective turn in SLA: From ‘affective factors’ to ‘language desire’ and ‘commodification of affect’ 2. David Singleton - Affective dimension of second language ultimate attainment 3. Dagmara Gałajda - Anxiety and perceived communication competence as predictors of willingness to communicate in ESL/FL classroom 4. Ewa Piechurska-Kuciel - Self-efficacy beliefs and FL achievement in the Polish school context 5. Małgorzata Jedynak - Affectivity in learning L2 phonology/phonetics – the role of self-concept in successful acquisition of English pronunciation II. Motivation, attitudes and learning experiences 6. Teresa Maria Włosowicz - The role of motivation in third or additional language acquisition and in multilingualism research 7. Tammy Gregersen - Language learning vibes: What, why and how to capitalize for positive affect 8. Danuta Gabryś-Barker - The affective dimension in multilinguals’ language learning experiences 9. Anna Klimas - Goals pursuit in a foreign language classroom: A student perspective 10. Ewa Waniek-Klimczak, Andrzej Porzuczek, Arkadiusz Rojczyk - Affective dimensions in SL pronunciation: A large-scale attitude study 11. Beata Webb - Attitudes and perceptions of international students towards their life in Australia III. Affectivity in language production 12. Liliana Piasecka - Identification and verbal expression of emotions by users of English as a foreign language 13. Ewa Bogdanowska-Jakubowska - Student paper presentations – an analysis of face-related issues 14. Joanna Nijakowska - Politeness in written academic discourse: A case of EFL methodology textbooks 15. Andrzej Łyda - Disciplinary cultures and emotions: Emotive lexis in research articles IV. Affective dimension in educational contexts 16. Agnieszka Otwinowska-Kasztelanic - CLIL lessons in the upper-primary: the interplay of affective factors and CALP 17. Zbigniew Możejko - The role of affective factors in CLIL provision in the secondary school 18. Katarzyna Papaja, Arkadiusz Rojczyk - Motivation from the perspective of a CLIL teenage learner 19. Anna Turula - Affect in VLES: anxiety and motivation in blended EFL teacher training 20. Maria Stec - The affective aspects in early language learning and syllabuses 21. Marcin Gliński - The problem of inhibition among children during culture-based classes 22. Karen Jacobs, Maria Juan-Garau, José Igor Prieto-Arranz - Affective factor considerations in a transcultural approach to English language teaching

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Book SynopsisIn this first book-length treatment of collaborative writing in second language (L2) classrooms, Neomy Storch provides a theoretical, pedagogical and empirical rationale for the use of collaborative writing activities in L2 classes, as well as some guidelines about how to best implement such activities in both face-to-face and online mode. The book discusses factors that may impact on the nature and outcomes of collaborative writing, and examines the beliefs about language learning that underpin learners' and teachers' attitudes towards pair and group work. The book critically reviews the available body of research on collaborative writing and identifies future research directions, thereby encouraging researchers to continue investigating collaborative writing activities.Trade ReviewAt last, a definitive treatment of collaborative writing in second language classrooms! Storch lays out compelling theoretical, empirical and pedagogical rationales for collaborative writing, convincing the reader of its positive impact on language learning. Aware of the challenges teachers face in implementing in-class and online (e.g. wikis) collaborative activities, she provides practical suggestions about task choice, and the collaborative relationships most conducive to language learning. She addresses both cognitive and social-emotive aspects of pair/group work, calling for longitudinal, qualitative research in diverse language learning contexts. -- Merrill Swain and Sharon Lapkin, The Ontario Institute for Studies in Education, CanadaIn this accessible yet authoritative book, Neomy Storch has provided the field with an illuminating, comprehensive, and novel understanding of the role that collaboration (through writing) and L2 writing (in collaborative environments) can play in advancing L2 competencies. The book is therefore a most welcome addition to the expanding SLA-oriented L2 writing scholarship. -- Rosa M. Manchón, University of Murcia, SpainCollaborative writing is one of the most exciting new directions in second language writing research and instruction. In this book, Neomy Storch, a leader in this important development, lays a foundation by providing a clear and succinct overview of theoretical and research insights from a wide range of intellectual traditions, including second language acquisition, sociocultural theory, composition studies and, of course, second language writing. This book is a great introduction for teachers who wish to understand the rationale behind collaborative writing and for researchers who wish to identify questions for further explorations of this relatively young yet promising research area with practical implications. -- Paul Kei Matsuda, Arizona State University, USAThis new publication will be undoubtedly welcomed by practitioners as an authoritative book in the field of L2 writing, especially for those interested in practical methods of incorporating collaborative writing in class. Researchers too may benefit from the identification of questions for further exploration in an area that is still, by and large, underexplored and in which, according to the author, only a small number of published studies have appeared to date. -- Brett Cumming, Aichi Prefectural University, Japan * JALT Journal, 37.1 *Grounded in a very thorough knowledge of this field, this volume, by one of its leading researchers who is also an experienced ESL and EAP teacher, is a valuable resource. I am happy to recommend it to both teachers and researchers with an interest in collaborative writing. -- Rosemary Wette, University of Auckland, New Zealand in TESOLANZ Journal (2015)Table of ContentsPreface Chapter 1: Introduction Chapter 2: Theoretical and Pedagogical Rationale for Collaborative L2 Writing Chapter 3: Collaborative Writing: L2 Learning and Practice Opportunities Chapter 4: Factors Affecting Languaging in Collaborative Writing Chapter 5: Collaborative Writing and Language Learning Chapter 6: Learners’ Perspectives of Collaborative Writing Chapter 7: Computer Mediated Collaborative Writing Chapter 8: Conclusion: Pedagogical Implications and Research Directions

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Book SynopsisThis book explores the role of identity in adolescent foreign language learning to provide evidence that an identity-focused approach can make a difference to achievement in education. It uses both in-depth exploratory interviews with language learners and a cross-sectional survey to provide a unique glimpse into the identity dynamics that learners need to manage in their interaction with contradictory relational contexts (e.g. teacher vs. classmates; parents vs. friends), and that appear to impair their perceived competence and declared achievement in language learning. Furthermore, this work presents a new model of identity which incorporates several educational psychology theories (e.g. self-discrepancy, self-presentation, impression management), developmental theories of adolescence and principles of foreign language teaching and learning. This book gives rise to potentially policy-changing insights and will be of importance to those interested in the relationship between self, identity and language teaching and learning.Trade ReviewReaders may wonder what factors drive English language learners like the participants in the book and us; do the Romanian adolescent learners have different learning experiences from ours? In reading this book, we were not only fascinated by the findings but also felt surprised by the fact that the study had not received the attention it should have in the field of language learner motivation and identity research. -- Tian Xia, East China University of Political Science and Law, China and Xuesong Gao, The University of Hong Kong, Hong Kong * System 51 (2015) 88-101 *This is a carefully researched and well-written book that will be read with much interest and profit by those interested in the increasingly important area of identity in foreign language learning. * Alison Mackey, Georgetown University, USA and Lancaster University, UK *Florentina Taylor delivers, for the first time, an exploration of the identity development of adolescents learning foreign languages. Her quadripolar model of identity provides creative and novel insight into how and why students actively participate in learning. If you are in any way interested in the motivational factors underlying language learning in adolescents, you owe it to yourself to read this book. * Rob Klassen, Psychology in Education Research Centre, University of York, UK *Florentina Taylor's study adds a fresh and original perspective to the vibrant field of studies of the self in SLA. Reading the book will not only extend readers' understandings of adolescents' multiple relational selves and identities, but they will also gain valuable insights into a range of related psychological issues. A bold, intelligent and important contribution to this exciting field. * Sarah Mercer, Universit *Table of ContentsChapter 1. Introduction Chapter 2. Self and Identity in Adolescence: A Relational Perspective Chapter 3. Self and Identity in Foreign Language Learning Chapter 4. A Quadripolar Model of Identity in Adolescent Foreign Language Learning Chapter 5. Participants’ Self Systems in Four Relational Contexts Chapter 6. Self Perceptions and Identity Display in Learning English as a Foreign Language Chapter 7. Of Students and Teachers Chapter 8. Drawing the Line: Evaluation and Implications

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Book SynopsisThis book explores the role of identity in adolescent foreign language learning to provide evidence that an identity-focused approach can make a difference to achievement in education. It uses both in-depth exploratory interviews with language learners and a cross-sectional survey to provide a unique glimpse into the identity dynamics that learners need to manage in their interaction with contradictory relational contexts (e.g. teacher vs. classmates; parents vs. friends), and that appear to impair their perceived competence and declared achievement in language learning. Furthermore, this work presents a new model of identity which incorporates several educational psychology theories (e.g. self-discrepancy, self-presentation, impression management), developmental theories of adolescence and principles of foreign language teaching and learning. This book gives rise to potentially policy-changing insights and will be of importance to those interested in the relationship between self, identity and language teaching and learning.Trade ReviewReaders may wonder what factors drive English language learners like the participants in the book and us; do the Romanian adolescent learners have different learning experiences from ours? In reading this book, we were not only fascinated by the findings but also felt surprised by the fact that the study had not received the attention it should have in the field of language learner motivation and identity research. -- Tian Xia, East China University of Political Science and Law, China and Xuesong Gao, The University of Hong Kong, Hong Kong * System 51 (2015) 88-101 *This is a carefully researched and well-written book that will be read with much interest and profit by those interested in the increasingly important area of identity in foreign language learning. * Alison Mackey, Georgetown University, USA and Lancaster University, UK *Florentina Taylor delivers, for the first time, an exploration of the identity development of adolescents learning foreign languages. Her quadripolar model of identity provides creative and novel insight into how and why students actively participate in learning. If you are in any way interested in the motivational factors underlying language learning in adolescents, you owe it to yourself to read this book. * Rob Klassen, Psychology in Education Research Centre, University of York, UK *Florentina Taylor's study adds a fresh and original perspective to the vibrant field of studies of the self in SLA. Reading the book will not only extend readers' understandings of adolescents' multiple relational selves and identities, but they will also gain valuable insights into a range of related psychological issues. A bold, intelligent and important contribution to this exciting field. * Sarah Mercer, Universit *Table of ContentsChapter 1. Introduction Chapter 2. Self and Identity in Adolescence: A Relational Perspective Chapter 3. Self and Identity in Foreign Language Learning Chapter 4. A Quadripolar Model of Identity in Adolescent Foreign Language Learning Chapter 5. Participants’ Self Systems in Four Relational Contexts Chapter 6. Self Perceptions and Identity Display in Learning English as a Foreign Language Chapter 7. Of Students and Teachers Chapter 8. Drawing the Line: Evaluation and Implications

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Book SynopsisThe recognition that cultural learning is an integral part of foreign language learning is quickly taking hold among language teachers. This book offers a practical introduction to the issues by providing descriptions of classroom practice, of curriculum innovation and of experimental courses. These are accompanied by chapters on principles of methodology, on problems in assessing cultural learning and on the implications for teacher education and society at large. Michael Byram is the author of several books on language learning and culture, including Cultural Studies in Foreign Language Education (1988), and Investigating Cultural Studies in Foreign Language Teaching (1991).Table of ContentsPreface Introduction 1. Developing a Theory of Language-and-Culture Learning 2. Methodology and Methods 3. Teachers for Language-and-Culture 4. Principles in Practice: Illustrative Case Studies 5. Assessing Cultural Learning 6. The Wider Context Appendices (course outlines, assessment tasks etc.)

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Book SynopsisThis book takes a hard look at some of the assumptions that are customarily made concerning the role of age in second language acquisition. The evidence and arguments the contributors present run counter to the notion that an early start in second language learning is of itself either absolutely sufficient or necessary for the attainment of native-like mastery of a second language. Another theme of the book is a doubt that there is a particular stage of maturity beyond which language learning is no longer fully possible. In short, the book presents a challenge to those who take it as given that second language learning is inevitably different in its essential nature from language acquisition in the childhood years and that second language knowledge acquired beyond the critical period is in all circumstances and in all respects doomed to fossilize at a non-native-like level.Table of ContentsForeword David Singleton: Introduction: A Critical Look at the Critical Period Hypothesis in Second Language Acquisition Research 1. Theo Bongaerts, Brigitte Planken and Erik Schils: Can Late Learners Attain a Native Accent in a Foreign Language? A Test of the Critical Period Hypothesis 2. Vivian Cook: Multicompetence and Effects of Age 3. Hans W. Dechert: Some Critical Remarks Concerning Penfield's Theory of Second Language Acquisition 4. Georgette loup: Evaluating the Need for Input Enhancement in Post-Critical Period Language Acquisition 5. Zsolt Lengyel: Some Critical Remarks on the Phonological Component 6. Gita Martohardjono and Suzanne Flynn: Is there an Age Factor for Universal Grammar?

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Book SynopsisOver the last twenty five years, many theorists specialising in second language acquisition have promoted the communicative approach. Their arguments have been very convincing, but many school boards and teachers remain unsure as to how to implement this approach in the classroom; they do not know which specific skills should be developed, at which levels, or what strategies should be used. Since teachers are practical people, they need a publication which offers them ideas on how to develop second language skills in their students at various levels of competence development. We now know enough about the acquisition process that we can provide clear theoretical directions and practical examples of strategies consistent with second language theory. There is more than one way of getting students to develop communicative competence and there is always room for sharpening specific skills and adapting them to a variety of social contexts which are themselves culturally specific. Nevertheless, we do need to get started, and this book attempts to provide some leadership in this direction by bridging current theory with classroom practice while, at the same time, emphasising classroom strategies. Innovative teachers and administrators can then continue the process, add or subtract to the repertoire of strategies, in accordance with their student and programme needs.Table of ContentsIntroduction Performance Goals Acknowledgements Biographical Notes on the Contributing Authors LEVEL 1: EARLY STUDENT COMPREHENSION AND RESPONSE 1. Glenwood Irons: Strategies for Beginning Listening Comprehension 2. Anne Bourque and Sylvain Jacques: Increasing Comprehension Skills Through Listening and Asking Questions 3. Gisele Painchaud and Raymond Leblanc: Teaching the Receptive Skills at the Basic Level LEVEL 2: CONTEXT-BASED COMPREHENSION AND INTERACTION 4. Georges Duquette: Developing Comprehension and Interaction Skills with Idiomatic Expressions 5. Joan Netten and Janette Planchat-Ferguson: Strategies for Developing Communicative Competence with Emphasis on Comprehensible Input LEVEL 3: MEANING-BASED COMMUNICATION AND PROBLEM-SOLVING 6. Hana Svab and Ted Miltenberger: Integrating Communication and Social Skills Using Ensemble Techniques 7. Suzanne Majhanovich and Jumin Hu: Communicative Strategies for Intermediate Level Second Language Classes LEVEL 4: GROUP WORK AND THE COOPERATIVE APPROACH 8. Christina Bratt Paulston and Gail Britanik: Magic or Chaos: Task-based Group Work 9. Mary Calder: One Peer Response Group in an ESL Writing Class: A Case Study LEVEL 5: REFINING LITERACY SKILLS 10. Pierre Demers and Guylaine Berube: Correction of Speech Errors: Some Suggestions 11. William T. Fagan: Collaborative Strategies for Narrative Structure 12. Michelle Clement and Diane Lataille-Demore: Writing a Short Story Through Sharing and Reflecting EVALUATION 13. Joseph E. Dicks and Sally Rehorick: Oral Communication Assessment and the Portfolio Concept

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Book SynopsisWhat makes good language learners tick? What do they do that poor learners don't do? Could we help the poor learner by teaching them some of the good learners' tricks? The nature of second language learning is extremely complex and a great deal of research is needed to improve our understanding of it. In spite of much theorizing, very little has been done to study its processes directly and empirically. This study constitutes a beginning. It sets out to discover the strategies of good language learners. The book will be useful not only to researchers, but also to teachers and to those who make language teaching policy.Table of ContentsIntroduction to the New Edition The Authors Preface to the First Edition Part I: Introduction Part II: The Adult Interview Study Part III: The Main Classroom Study Chapter 1: Apparatus Chapter 2: Method Chapter 3: Results Chapter 4: Discussion of Statistical Results Chapter 5: Detailed Discussion of Special Aspects Part IV: Conclusions Appendix I Appendix II Bibliography

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Book SynopsisThis exciting new publication featuring chapters from some of the foremost practitioners in the field of modern languages today closely examines research-based analysis, structural contexts and classroom practice in teaching and learning. After analysing the current situation, each author proposes radical solutions to current problems and the whole book provides much needed fresh thinking on methodology and pedagogy.Table of ContentsNotes on the Contributors Simon Green: Introduction Part I Research-based Critical Analysis 1 Michael Grenfell: Learning and Teaching Strategies 2 David Little: Learner Autonomy: Why Foreign Languages Should Occupy a Central Role in the Curriculum 3 Gary Chambers: Motivation and the Learners of Modern Languages Part II The Current Educational Context 4 Ann Gregory: The Primary Sector 5 Christopher Brumfit: Modern Languages within a Policy for Language in Education 6 Anthony Lodge: Higher Education Part III Classroom Practice 7 Philip Hood: Logging on to Learning: ICT, Modern Languages and Real Communicative Classrooms? 8 John Thorogood: Vocational Languages: An Analysis of Current Practice and Suggestions for a Way Forward 9 Do Coyle: Meeting the Challenge: Developing the 3Cs Curriculum Kim Brown: Conclusion: Creative Thinking About a New Modern Languages Pedagogy

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Book SynopsisThis book looks at the role of cultural studies and intercultural communication in language learning. The book argues that learners who have an opportunity to stay in the target language country can be trained to do an ethnographic project while abroad. Borrowing from anthropologists' the idea of cultural fieldwork and 'writing culture', language learners develop their linguistic and cultural competence through the study of a local group. This book combines a theoretical overview of language and cultural practices with a description of ethnographic approaches and materials specifically designed for language learners.Table of ContentsPart I Language Learning and Ethnography: Theory and Practice 1 New Goals 2 Introducing Cultural Learning into the Language Curriculum 3 Theoretical Issues in Language and Cultural Practices 4 Representations, Discourses and Practices 5 Ethnography for Linguists Part II The Ealing Ethnography Project: A Case Study 6 Teaching Ethnography 7 Developing the Principles for an Ethnography Course 8 The Ethnography Class 9 The Student Ethnography Projects 10 ‘The Year Abroad’: An Ethnographic Experience 11 Conclusions and New Perspectives Bibliography Index

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Book SynopsisThis book looks at the role of cultural studies and intercultural communication in language learning. The book argues that learners who have an opportunity to stay in the target language country can be trained to do an ethnographic project while abroad. Borrowing from anthropologists' the idea of cultural fieldwork and 'writing culture', language learners develop their linguistic and cultural competence through the study of a local group. This book combines a theoretical overview of language and cultural practices with a description of ethnographic approaches and materials specifically designed for language learners.Table of ContentsPart I Language Learning and Ethnography: Theory and Practice 1 New Goals 2 Introducing Cultural Learning into the Language Curriculum 3 Theoretical Issues in Language and Cultural Practices 4 Representations, Discourses and Practices 5 Ethnography for Linguists Part II The Ealing Ethnography Project: A Case Study 6 Teaching Ethnography 7 Developing the Principles for an Ethnography Course 8 The Ethnography Class 9 The Student Ethnography Projects 10 ‘The Year Abroad’: An Ethnographic Experience 11 Conclusions and New Perspectives Bibliography Index

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Book SynopsisThis book looks at changes in the first language of people who know a second language, thus seeing L2 users as people in their own right differing from the monolingual in both first and second languages. It presents theories and research that investigate the first language of second language users from a variety of perspectives including vocabulary, pragmatics, cognition, and syntax and using a variety of linguistic and psychological models.Table of ContentsAcknowledgements Contributors 1 Vivian Cook: Introduction: The Changing L1 in the L2 User’s Mind 2 Batia Laufer: The Influence of L2 on L1 Collocational Knowledge and on L1 Lexical Diversity in Free Written Expression 3 Aneta Pavlenko: ‘I Feel Clumsy Speaking Russian’: L2 Influence on L1 in Narratives of Russian L2 Users of English 4 Jasone Cenoz: The Intercultural Style Hypothesis: L1 and L2 Interaction in Requesting Behaviour 5 Scott Jarvis: Probing the Effects of the L2 on the L1: A Case Study 6 Graeme Porte: English from a Distance: Code-mixing and Blending in the L1 Output of Long-Term Resident Overseas EFL Teachers 7 Jean-Marc Dewaele and Aneta Pavlenko: Productivity and Lexical Diversity in Native and Non-Native Speech: A Study of Cross-cultural Effects 8 Victoria A. Murphy and Karen J. Pine: L2 Influence on L1 Linguistic Representations 9 Patricia Balcom: Cross-linguistic Influence of L2 English on Middle Constructions in L1 French 10 Vivian Cook, Elisabet Iarossi, Nektarios Stellakis and Yuki Tokumaru: Effects of the L2 on the Syntactic Processing of the L1 11 Teresa Satterfield: Economy of Interpretation: Patterns of Pronoun Selection in Transitional Bilinguals 12 Ulrike Jessner: A Dynamic Approach to Language Attrition in Multilingual Systems 13 Istvan Kecskes and Tunde Papp: How to Demonstrate the Conceptual Effect of L2 on L1? Methods and Techniques Index

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Book SynopsisThis book looks at changes in the first language of people who know a second language, thus seeing L2 users as people in their own right differing from the monolingual in both first and second languages. It presents theories and research that investigate the first language of second language users from a variety of perspectives including vocabulary, pragmatics, cognition, and syntax and using a variety of linguistic and psychological models.Table of ContentsAcknowledgements Contributors 1 Vivian Cook: Introduction: The Changing L1 in the L2 User’s Mind 2 Batia Laufer: The Influence of L2 on L1 Collocational Knowledge and on L1 Lexical Diversity in Free Written Expression 3 Aneta Pavlenko: ‘I Feel Clumsy Speaking Russian’: L2 Influence on L1 in Narratives of Russian L2 Users of English 4 Jasone Cenoz: The Intercultural Style Hypothesis: L1 and L2 Interaction in Requesting Behaviour 5 Scott Jarvis: Probing the Effects of the L2 on the L1: A Case Study 6 Graeme Porte: English from a Distance: Code-mixing and Blending in the L1 Output of Long-Term Resident Overseas EFL Teachers 7 Jean-Marc Dewaele and Aneta Pavlenko: Productivity and Lexical Diversity in Native and Non-Native Speech: A Study of Cross-cultural Effects 8 Victoria A. Murphy and Karen J. Pine: L2 Influence on L1 Linguistic Representations 9 Patricia Balcom: Cross-linguistic Influence of L2 English on Middle Constructions in L1 French 10 Vivian Cook, Elisabet Iarossi, Nektarios Stellakis and Yuki Tokumaru: Effects of the L2 on the Syntactic Processing of the L1 11 Teresa Satterfield: Economy of Interpretation: Patterns of Pronoun Selection in Transitional Bilinguals 12 Ulrike Jessner: A Dynamic Approach to Language Attrition in Multilingual Systems 13 Istvan Kecskes and Tunde Papp: How to Demonstrate the Conceptual Effect of L2 on L1? Methods and Techniques Index

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Book SynopsisThe now familiar forces of globalisation and internationalisation are influencing the role and significance of language teaching and learning in contemporary classrooms. This affects the ways in which English is taught and learnt in particular but is also an inevitable factor in all language teaching and learning. The authors of the chapters in this book all share a concern to explore the ways in which the contexts in which language teaching takes place impact on the aims and the methods of language teaching. Some do so by discussing the implications for what research we do and how we do it; Kramsch, for example, explains in detail how her own research evolves from issues which arise in the classroom. In other chapters the changing nature of the teaching of English is presented from empirical research; Decke-Cornill, for example, identifies different philosophies of language teaching among different kinds of English teacher in Germany. Other authors present studies of the ways in which what learners bring to the learning process from their own contexts and languages has to be taken into consideration if we are to understand language learning; Holme shows this from close analysis of the acquisition of metaphorical language, and Wendt argues for the importance of a social constructivist theory of language learning. Our common purpose is to take a fresh look at teaching and research through the perspective of the inevitable connections between contexts, cultures and classrooms. Table of ContentsMike Byram and Peter Grundy: Introduction: Context and Culture in Language Teaching and Learning Claire Kramsch: From Practice to Theory and Back Again Randal Holme: Carrying a Baby in the Back: Teaching with an Awareness of the Cultural Construction of Language Christiane Fäcke: Autobiographical Contexts of Mono-Cultural and Bi-Cultural Students and their Significance in Foreign Language Literature Courses Gisèle Holtzer: Learning Culture by Communicating: Native–Non-Native Speaker Telephone Interactions Ana Halbach: Exporting Methodologies: The Reflective Approach in Teacher Training Helene Decke-Cornill: ‘We Would Have to Invent the Language we are Supposed to Teach’: The Issue of English as Lingua Franca in Language Education in Germany Reinhold Wandel: Teaching India in the EFL-Classroom: A Cultural or an Intercultural Approach? Stephan Breidbach: European Communicative Integration: The Function of Foreign Language Teaching for the Development of a European Public Sphere Michael Wendt: Context, Culture and Construction: Research Implications of Theory Formation in Foreign Language Methodology

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Book SynopsisThe book focuses on one aspect of foreign language acquisition that has not received much attention, that of the effect of bilingualism in the oral production of the English language learners. Two research areas have tackled this issue separately. On the one hand, third language acquisition researchers have analysed bilingualism effects in the acquisition of a third language. On the other hand, studies in interlanguage pragmatics have taken into account variables affecting the use of request acts by second language learners of English. The two research areas are connected in this volume, as it deals with bilingualism effects in the pragmatic production and awareness of third language learners of English. The first part of the book includes a theoretical description of research conducted in the areas of third language acquisition and interlanguage pragmatics, and the second part presents a detailed description of the empirical study carried out in a multilingual speech community.Trade ReviewIt is an important and timely book at the intersection of interlanguage pragmatics and TLA. * Qichang Ye, Linguistlist 16.2502 *The study is an important contribution to the emerging body of scholarship on TLA. It stimulates researchers who want to learn more about multilingualism to conduct further inquiry. -- Inez De Florio-Hansen, University of Kassel, in International Journal of Bilingual Education and Bilingualism 10:2This book provides an excellent insight into the plurilingual societies that characterize present-day Europe. This volume has something for everyone: pragmatists, scholars in bilingual education, scholars interested in research methods, and acquisitionists with an interest in the interaction between explicit instruction and individual variables. We hope that this young scholar continues her line of work, which holds so much promise. * Cristina Sanz, Georgetown University, in Modern Language Journal 91.1 (2007) *This book is a welcome addition to the research fields of language acquisition and interlanguage pragmatics. It makes an important contribution to the growing knowledge base on learning how to make requests in a third language, and on the role of bilingualism in third language acquisition. * Liang Chen, University of Georgia *"This volume makes a valuable contribution for both experts and beginners in the fields of interlanguage pragmatics and third language acquisition" * Stephen van Vlack, Sookmyung Women's University, South Korea *Third Language Learners is an important and timely book at the intersection of interlanguage pragmatics and third language acquisition. The book focuses on two crucial facets of the acquisition of English as a third language by mono- and bilingual learners: pragmatic competence and pragmatic awareness. It presents original research, which not only enriches our knowledge of the benefits of pragmatic instruction, but is also eminently useful for language educators around the world. * Professor Juliane House, University of Hamburg, Germany *Table of ContentsIntroduction PART 1. THEORETICAL BACKGROUND 1. Third Language Acquisition 2. Pragmatic Competence and Foreign Language Learning 3. The Sociolinguistic Context: Language Learning and Use in the Valencian Community PART II. THE STUDY 4. The Method 5. The Role of Pragmatic Instruction in Developing Foreign Language Learners' Pragmatic Competence 6. Proficiency-level Effects on Pragmatic Production 7. Task-effects on Pragmatic Production 8. The Role of Bilingualism in Meta-pragmatic Awareness 9. Pragmatic Production and Awareness of Third Language Learners Summarising the findings References

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Book SynopsisThe book focuses on one aspect of foreign language acquisition that has not received much attention, that of the effect of bilingualism in the oral production of the English language learners. Two research areas have tackled this issue separately. On the one hand, third language acquisition researchers have analysed bilingualism effects in the acquisition of a third language. On the other hand, studies in interlanguage pragmatics have taken into account variables affecting the use of request acts by second language learners of English. The two research areas are connected in this volume, as it deals with bilingualism effects in the pragmatic production and awareness of third language learners of English. The first part of the book includes a theoretical description of research conducted in the areas of third language acquisition and interlanguage pragmatics, and the second part presents a detailed description of the empirical study carried out in a multilingual speech community.Trade ReviewIt is an important and timely book at the intersection of interlanguage pragmatics and TLA. * Qichang Ye, Linguistlist 16.2502 *The study is an important contribution to the emerging body of scholarship on TLA. It stimulates researchers who want to learn more about multilingualism to conduct further inquiry. -- Inez De Florio-Hansen, University of Kassel, in International Journal of Bilingual Education and Bilingualism 10:2This book provides an excellent insight into the plurilingual societies that characterize present-day Europe. This volume has something for everyone: pragmatists, scholars in bilingual education, scholars interested in research methods, and acquisitionists with an interest in the interaction between explicit instruction and individual variables. We hope that this young scholar continues her line of work, which holds so much promise. * Cristina Sanz, Georgetown University, in Modern Language Journal 91.1 (2007) *This book is a welcome addition to the research fields of language acquisition and interlanguage pragmatics. It makes an important contribution to the growing knowledge base on learning how to make requests in a third language, and on the role of bilingualism in third language acquisition. * Liang Chen, University of Georgia *"This volume makes a valuable contribution for both experts and beginners in the fields of interlanguage pragmatics and third language acquisition" * Stephen van Vlack, Sookmyung Women's University, South Korea *Third Language Learners is an important and timely book at the intersection of interlanguage pragmatics and third language acquisition. The book focuses on two crucial facets of the acquisition of English as a third language by mono- and bilingual learners: pragmatic competence and pragmatic awareness. It presents original research, which not only enriches our knowledge of the benefits of pragmatic instruction, but is also eminently useful for language educators around the world. * Professor Juliane House, University of Hamburg, Germany *Table of ContentsIntroduction PART 1. THEORETICAL BACKGROUND 1. Third Language Acquisition 2. Pragmatic Competence and Foreign Language Learning 3. The Sociolinguistic Context: Language Learning and Use in the Valencian Community PART II. THE STUDY 4. The Method 5. The Role of Pragmatic Instruction in Developing Foreign Language Learners' Pragmatic Competence 6. Proficiency-level Effects on Pragmatic Production 7. Task-effects on Pragmatic Production 8. The Role of Bilingualism in Meta-pragmatic Awareness 9. Pragmatic Production and Awareness of Third Language Learners Summarising the findings References

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Book SynopsisForeign Language Teachers and Intercultural Communication: An International Investigation reports on a study that focused on teachers’ beliefs regarding intercultural competence teaching in foreign language education. Its conclusions are based on data collected in a quantitative comparative study that comprises questionnaire answers received from teachers in seven countries: Belgium, Bulgaria, Poland, Mexico, Greece, Spain and Sweden. It not only creates new knowledge on the variability, and relative consistency, of today’s foreign language teachers’ views regarding intercultural competence teaching in a number of countries, but also gives us a picture that is both more concrete and more comprehensive than previously known.Table of ContentsForeword/ Preface 1. Teaching Foreign Languages in an Intercultural World - Lies Sercu 2. Objectives of Foreign Language Education and Culture Teaching Time - Paloma Castro and Lies Sercu 3. Familiarity and Contacts with Foreign Cultures - Phyllis Ryan and Lies Sercu 4. Pupils’ Culture-and-language Learning Profile - María del Carmen Méndez García and Lies Sercu 5. Culture Teaching Practices - Ewa Bandura and Lies Sercu 6. Culture in Foreign Language Teaching Materials - Leah Davcheva and Lies Sercu 7. Experiential Culture Learning Activities: School Trips and Exchange Projects - Chryssa Laskaridou and Lies Sercu 8. Opinions Regarding Different Facets of Intercultural Competence Teaching - Lies Sercu 9. The Foreign Language and Intercultural Competence Teacher - Lies Sercu 10. The Future of Intercultural Competence in Foreign Language Education: Recommendations for Professional Development, Educational Policy and Research - Lies Sercu Appendix 1: Questionnaire/ Appendix 2: Bonferroni Multiple Comparison Test Results

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Book SynopsisForeign Language Teachers and Intercultural Communication: An International Investigation reports on a study that focused on teachers’ beliefs regarding intercultural competence teaching in foreign language education. Its conclusions are based on data collected in a quantitative comparative study that comprises questionnaire answers received from teachers in seven countries: Belgium, Bulgaria, Poland, Mexico, Greece, Spain and Sweden. It not only creates new knowledge on the variability, and relative consistency, of today’s foreign language teachers’ views regarding intercultural competence teaching in a number of countries, but also gives us a picture that is both more concrete and more comprehensive than previously known.Table of ContentsForeword/ Preface 1. Teaching Foreign Languages in an Intercultural World - Lies Sercu 2. Objectives of Foreign Language Education and Culture Teaching Time - Paloma Castro and Lies Sercu 3. Familiarity and Contacts with Foreign Cultures - Phyllis Ryan and Lies Sercu 4. Pupils’ Culture-and-language Learning Profile - María del Carmen Méndez García and Lies Sercu 5. Culture Teaching Practices - Ewa Bandura and Lies Sercu 6. Culture in Foreign Language Teaching Materials - Leah Davcheva and Lies Sercu 7. Experiential Culture Learning Activities: School Trips and Exchange Projects - Chryssa Laskaridou and Lies Sercu 8. Opinions Regarding Different Facets of Intercultural Competence Teaching - Lies Sercu 9. The Foreign Language and Intercultural Competence Teacher - Lies Sercu 10. The Future of Intercultural Competence in Foreign Language Education: Recommendations for Professional Development, Educational Policy and Research - Lies Sercu Appendix 1: Questionnaire/ Appendix 2: Bonferroni Multiple Comparison Test Results

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Book SynopsisThis book contributes to the growth of interest in task-based language learning and teaching that has been seen in recent years. It brings together research that focuses on various aspects and effects of pedagogic task design and presents work that uses tasks to examine oral interaction, written production, vocabulary and reading, lexical innovation and pragmatics in different formal language learning contexts and in different languages (English as a second/foreign language, French/German/Italian/Spanish as foreign languages). It also provides guidelines for task classification, sequencing and design. The book is addressed to both professionals and students interested in second language acquisition research. It will also be of use to professionals involved in language pedagogy and curriculum design.Trade ReviewThe book provides a much needed examination of options in classifying and sequencing language learning tasks. Framed by Robinson's insightful overview of competing theoretical claims in the area, eleven new data-based studies elucidate relationships between pedogic task types and accuracy, complexity and fluency in L2 speech and writing, and between task types and acquisition. Garcia-Mayo's book advances the international research agenda on task-based language teaching. -- Mike Long, University of MarylandVarious aspects of tasks, task features, and task complexity are of key interest to today’s second language acquisition researchers, who seek to understand the intricacies of how task-based interaction plays a facilitative role in instructed language development, and how research on tasks can inform task-based syllabus design. This new edited collection provides a rich compendium of work on second language tasks that will be invaluable for researchers and students of task-based language learning alike. The book also provides research-based evidence for second language teachers and educators who want to learn about best practices in task-based formal language instruction. Taken as whole, the text provides a broad and balanced overview of the current state of the art in instructed task research, with an impressive range of chapters from leading researchers in the field. The book deals with an interesting variety of target and source languages, modes, contexts and settings, and a range of aspects of task features from multiple complementary perspectives. It makes an important and timely contribution to the field and will be read with interest and profit by any serious task scholar. -- Alison Mackey, Georgetown UniversityWritten for researchers, practitioners, and students of SLA and task-based language learning and teaching, this book provides a wide-ranging collection of research on second language (L2) tasks in formal language instruction, covering both cognitive and sociocultural perspectives, both oral and written modalities, various target languages and features, and learners of different first languages (L1s) and proficiency levels. Notable is the inclusive scope of areas dealt with in the book, including oral interaction, writing, reading comprehension, vocabulary development, learning strategies, pragmatics, and computer-mediated communication. This book provides an excellent up-to-date anthology of L2 task research. It makes successful contribution to the enhancement of our understanding of various aspects of task-based research and is certainly a welcome and important addition to the field. -- Bo-Ram Suh Georgetown University * 30th October 2007 Studies in Second Language Acquisition *Table of ContentsIntroduction - María del Pilar García Mayo 1. Criteria for Classifying and Sequencing Pedagogic Tasks - Peter Robinson 2. Information Distribution and Goal Orientation in Second Language Task Design - Craig P. Lambert and Steve Engler 3. The Simultaneous Manipulation of Task Complexity along Planning Time and [+/- Here-and-Now]: Effects on L2 Oral Production - Roger Gilabert 4. Tasks, Negotiation and L2 Learning in a Foreign Language Context - Marisol Fernández García 5. Attention to Form across Collaborative Tasks by Low-proficiency Learners in an EFL Setting - Ana Alegría de la Colina and María del Pilar García Mayo 6. Cognitive Task Complexity and Linguistic Performance in French L2 Writing - Folkert Kuiken and Ineke Vedder 7. The Effect of Manipulating Task Complexity and the [+/- Here-and-Now] Dimension on L2 Written Narrative Discourse - Tomohito Ishikawa 8. Writing Tasks: The Effects of Collaboration - Neomy Storch and Gillian Wigglesworth 9. L2 Vocabulary Acquisition and Reading Comprehension: The Influence of Task Complexity - Elke Peters 10. Task-effect on the Use of Lexical Innovation Strategies in Interlanguage Communication - Elsa González Álvarez 11. Fostering EFL Learners’ Awareness of Requesting through Explicit and Implicit Consciousness-raising Tasks - Eva Alcón Soler 12. Interactive Task Design: Metachat and the Whole Learner - Marie-Noëlle Lamy Index

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Book SynopsisThis book contributes to the growth of interest in task-based language learning and teaching that has been seen in recent years. It brings together research that focuses on various aspects and effects of pedagogic task design and presents work that uses tasks to examine oral interaction, written production, vocabulary and reading, lexical innovation and pragmatics in different formal language learning contexts and in different languages (English as a second/foreign language, French/German/Italian/Spanish as foreign languages). It also provides guidelines for task classification, sequencing and design. The book is addressed to both professionals and students interested in second language acquisition research. It will also be of use to professionals involved in language pedagogy and curriculum design.Trade ReviewThe book provides a much needed examination of options in classifying and sequencing language learning tasks. Framed by Robinson's insightful overview of competing theoretical claims in the area, eleven new data-based studies elucidate relationships between pedogic task types and accuracy, complexity and fluency in L2 speech and writing, and between task types and acquisition. Garcia-Mayo's book advances the international research agenda on task-based language teaching. -- Mike Long, University of MarylandVarious aspects of tasks, task features, and task complexity are of key interest to today’s second language acquisition researchers, who seek to understand the intricacies of how task-based interaction plays a facilitative role in instructed language development, and how research on tasks can inform task-based syllabus design. This new edited collection provides a rich compendium of work on second language tasks that will be invaluable for researchers and students of task-based language learning alike. The book also provides research-based evidence for second language teachers and educators who want to learn about best practices in task-based formal language instruction. Taken as whole, the text provides a broad and balanced overview of the current state of the art in instructed task research, with an impressive range of chapters from leading researchers in the field. The book deals with an interesting variety of target and source languages, modes, contexts and settings, and a range of aspects of task features from multiple complementary perspectives. It makes an important and timely contribution to the field and will be read with interest and profit by any serious task scholar. -- Alison Mackey, Georgetown UniversityWritten for researchers, practitioners, and students of SLA and task-based language learning and teaching, this book provides a wide-ranging collection of research on second language (L2) tasks in formal language instruction, covering both cognitive and sociocultural perspectives, both oral and written modalities, various target languages and features, and learners of different first languages (L1s) and proficiency levels. Notable is the inclusive scope of areas dealt with in the book, including oral interaction, writing, reading comprehension, vocabulary development, learning strategies, pragmatics, and computer-mediated communication. This book provides an excellent up-to-date anthology of L2 task research. It makes successful contribution to the enhancement of our understanding of various aspects of task-based research and is certainly a welcome and important addition to the field. -- Bo-Ram Suh Georgetown University * 30th October 2007 Studies in Second Language Acquisition *Table of ContentsIntroduction - María del Pilar García Mayo 1. Criteria for Classifying and Sequencing Pedagogic Tasks - Peter Robinson 2. Information Distribution and Goal Orientation in Second Language Task Design - Craig P. Lambert and Steve Engler 3. The Simultaneous Manipulation of Task Complexity along Planning Time and [+/- Here-and-Now]: Effects on L2 Oral Production - Roger Gilabert 4. Tasks, Negotiation and L2 Learning in a Foreign Language Context - Marisol Fernández García 5. Attention to Form across Collaborative Tasks by Low-proficiency Learners in an EFL Setting - Ana Alegría de la Colina and María del Pilar García Mayo 6. Cognitive Task Complexity and Linguistic Performance in French L2 Writing - Folkert Kuiken and Ineke Vedder 7. The Effect of Manipulating Task Complexity and the [+/- Here-and-Now] Dimension on L2 Written Narrative Discourse - Tomohito Ishikawa 8. Writing Tasks: The Effects of Collaboration - Neomy Storch and Gillian Wigglesworth 9. L2 Vocabulary Acquisition and Reading Comprehension: The Influence of Task Complexity - Elke Peters 10. Task-effect on the Use of Lexical Innovation Strategies in Interlanguage Communication - Elsa González Álvarez 11. Fostering EFL Learners’ Awareness of Requesting through Explicit and Implicit Consciousness-raising Tasks - Eva Alcón Soler 12. Interactive Task Design: Metachat and the Whole Learner - Marie-Noëlle Lamy Index

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Book SynopsisThis book explores the importance of cross-linguistic similarity in foreign language learning. While linguists have primarily focussed upon differences between languages, learners strive to make use of any similarities to prior linguistic knowledge they can perceive. The role of positive transfer is emphasized as well as the essential differences between comprehension and production. In comprehension of related languages, cross-linguistic similarities are easily perceived while in comprehension of distant languages they are merely assumed. Production may be based on previous perception of similarities, but frequently similarities are here merely assumed. Initially, effective learning is based on quick establishment of cross-linguistic one-to-one relations between individual items. As learning progresses, the learner learns to modify such oversimplified relations. The book describes the ways in which transfer affects different areas of language, taking account of the differences between learning a language perceived to be similar and a language where few or no cross-linguistic similarities can be established.Trade ReviewThis book is a very timely and important contribution to the field of applied linguistics. Håkan Ringbom addresses the fundamental but unfortunately largely neglected question of the impact of cross-language similarity in foreign language learning. The extensive bibliography shows that the author has as a thorough knowledge of the development of research on the topic. He has also skillfully exploited the Finnish context, which provides an ideal “natural laboratory” for research on the role of cross-language similarity. The studies he cites are likely to be largely unknown but they are undoubtedly highly relevant to the international research community. The author provides a balanced review of the findings and presents a comprehensive theoretical approach to the study of SLA. This will provide many stimuli for a more sophisticated research agenda. This book is a must for anyone interested in SLA. -- Sauli Takala, Vaasa UniversityThe volume evokes an array of interesting issues for future research to investigate, some new and some perennial. The volume makes an important addition to SLA literature. It deserves the attention of anyone striving for a sound understanding not only of crosslinguistic influence but also of the history of SLA. -- ZhaoHong Han, Teachers College, Columbia University, USA * SSLA Vol 30:3 *Ringbom’s latest work provides a thorough summary of cross-linguistic research that is readily applicable to the language teacher as well as the researcher.This text will assuredly contribute to your knowledge of language acquisition and stimulate your classroom practice and research horizons for years to come. -- Robert Taferner, Tama University/Lancaster University * The Language Teacher 31:9, September 2007 *Table of ContentsAcknowledgements 1. Introduction 2. Different Types of Cross-linguistic Similarities 3. Learner Expectations, On-line Comprehension and Receptive Learning 4. Cross-linguistic Similarities in Comprehension and Production: The Mental Lexicon 5. Transfer: The Use of Cross-linguistic Similarities. The Finnish Scene 6. Tests of English Comparing Finnish and Swedish Speakers in Finland 7. Levels of Transfer: Items and Procedures (Systems) 8. Item Transfer in Production: Areas of Language 9. Skill Theory, Automaticity, and Foreign Language Learning 10. The Development of Foreign Language Learning 11. Consequences for Teaching 12. Further Research Needed 13. Conclusion Endnotes Appendices

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Book SynopsisThis book explores the importance of cross-linguistic similarity in foreign language learning. While linguists have primarily focussed upon differences between languages, learners strive to make use of any similarities to prior linguistic knowledge they can perceive. The role of positive transfer is emphasized as well as the essential differences between comprehension and production. In comprehension of related languages, cross-linguistic similarities are easily perceived while in comprehension of distant languages they are merely assumed. Production may be based on previous perception of similarities, but frequently similarities are here merely assumed. Initially, effective learning is based on quick establishment of cross-linguistic one-to-one relations between individual items. As learning progresses, the learner learns to modify such oversimplified relations. The book describes the ways in which transfer affects different areas of language, taking account of the differences between learning a language perceived to be similar and a language where few or no cross-linguistic similarities can be established.Trade ReviewThis book is a very timely and important contribution to the field of applied linguistics. Håkan Ringbom addresses the fundamental but unfortunately largely neglected question of the impact of cross-language similarity in foreign language learning. The extensive bibliography shows that the author has as a thorough knowledge of the development of research on the topic. He has also skillfully exploited the Finnish context, which provides an ideal “natural laboratory” for research on the role of cross-language similarity. The studies he cites are likely to be largely unknown but they are undoubtedly highly relevant to the international research community. The author provides a balanced review of the findings and presents a comprehensive theoretical approach to the study of SLA. This will provide many stimuli for a more sophisticated research agenda. This book is a must for anyone interested in SLA. -- Sauli Takala, Vaasa UniversityThe volume evokes an array of interesting issues for future research to investigate, some new and some perennial. The volume makes an important addition to SLA literature. It deserves the attention of anyone striving for a sound understanding not only of crosslinguistic influence but also of the history of SLA. -- ZhaoHong Han, Teachers College, Columbia University, USA * SSLA Vol 30:3 *Ringbom’s latest work provides a thorough summary of cross-linguistic research that is readily applicable to the language teacher as well as the researcher.This text will assuredly contribute to your knowledge of language acquisition and stimulate your classroom practice and research horizons for years to come. -- Robert Taferner, Tama University/Lancaster University * The Language Teacher 31:9, September 2007 *Table of ContentsAcknowledgements 1. Introduction 2. Different Types of Cross-linguistic Similarities 3. Learner Expectations, On-line Comprehension and Receptive Learning 4. Cross-linguistic Similarities in Comprehension and Production: The Mental Lexicon 5. Transfer: The Use of Cross-linguistic Similarities. The Finnish Scene 6. Tests of English Comparing Finnish and Swedish Speakers in Finland 7. Levels of Transfer: Items and Procedures (Systems) 8. Item Transfer in Production: Areas of Language 9. Skill Theory, Automaticity, and Foreign Language Learning 10. The Development of Foreign Language Learning 11. Consequences for Teaching 12. Further Research Needed 13. Conclusion Endnotes Appendices

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Book SynopsisThe book contains studies on second language lexical processes based on empirical findings by authors mostly from Central Europe. The reader may have access to how lexical items are stored in the memory and also to how second language lexicons work in speech processing. Questions of the two lexicons’ integration or separation, the fashion of bilingual word storage, vocabulary acquisition and assessment, word retrieval from the memory and lexical access are the focus of the studies. The authors of the studies refer to analyses of different psycholinguistic experiments (e.g. a word association test, speech perception tests, a Cloze-test). Assessment of written work of second language learners both at secondary school and university levels is also provided. Second language lexical acquisition processes are described and the influences of different types of languages on each other are shown. The second languages involved are mainly internationally less widely investigated and published languages of Finno-Ugric (i.e. Hungarian) and Indo-European (e.g. Croatian, Polish, Russian, etc.) origin next to the more frequently studied English and German. The studies included in our volume focus on lexical acquisition and processing and also make reference to pedagogical questions. They include investigations of lexical perception, production, acquisitional processes and vocabulary assessment. The novelty of the book is that the studies make reference to Hungarian and a number of Slavic languages. They provide the reader with new perspectives on second language lexical acquisition processes when the source language and the target language are distinct from a typological point of view, the lexicon in processing terms. The book is intended for the use of undergraduate and graduate students of second language studies, psycholinguistics and/or bilingualism researchers, teachers and academics whose interests include a second language acquisition component.Trade Review"For students of second-language learning, here is a book that will broaden perspectives and give new insights. Reporting on a number of original studies, whose focus is Hungarian and Slavic learners, it spans a wide range of topics, from the nature of the bilingual mental lexicon to the processes involved in accessing L2 lexis. Essential for anyone interested in how we learn, store, access and use vocabulary in a second language." * Professor Howard Jackson, UCE Birmingham, UK *"Second language acquisition is getting over from the "art side" to the "science side". The present volume belongs to a new sphere of experimental linguistics: it is half-way between pure psycholinguistics and applied linguistics. This has been demonstrated by nine research papers focussing on the lexicon in SLA. Authors investigate these issues in East Central Europe (with a state of art paper written by an Irish expert) keeping in mind the geographical and historical features of their countries: Hungary, Croatia, and Poland. " * Professor Sz *Table of ContentsPREFACE - Zsolt Lengyel and Judit Navracsics PART 1: THE NATURE OF THE L2 MENTAL LEXICON 1. How Integrated is the Integrated Mental Lexicon? - David Singleton 2. Word Classes and the Bilingual Mental Lexicon - Judit Navracsics PART 2: L2 LEXICAL PERCEPTION AND PRODUCTION 3. Speech Perception Processing in First and Second Language in Bilinguals and L2 Learners - Mária Gósy 4. A Comparative Study of Mother-tongue and Foreign Language Speech Perception, Lexical Access and Speech Comprehension Processes - Orsolya Simon 5. Slip of the Doctor's Eye? Recognizing English Contact Induced Features in Hungarian Medical Texts - Csilla Keresztes PART 3: THE LEXICON IN L2 WRITING 6. Vocabulary Assessment in Writing: Lexical Statistics - Ewa Witalisz 7. The Use of High- and Low- Frequency Verbs in English Native and Non-native Student Writing - Katalin Doró PART 4: THE LEXICON IN SECOND LANGUAGE ACQUISITION 8. Selection of Grammatical Morphemes in Early Bilingual Development - Zsuzsanna Gergely 9. The Importance of Language Specific Features for Vocabulary Acquisition: An Example of Croatian - Lidija Cvikic 10. Analyzing L2 Lexical Processes via C test - Zsolt Lengyel, Judit Navracsics and Anikó Szilágyi

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Book SynopsisThis book contributes insights into second language (L2) students’ learning of academic genres in English for academic purposes (EAP) writing classes by its focus on the current EAP practice in the context of higher education of China. It presents knowledge construction of genre learning research in L2 writing and English for specific purposes (ESP) genre studies, and reports an in-depth qualitative inquiry into three issues of instruction-based genre learning in an academic writing class: students’ learning process of an academic genre in the community of an EAP writing class, students’ individual factors in the learning process, and genre knowledge development through engagement in genre-focused writing instruction. The book has theoretical implications for learning English for academic purposes as well as for learning English as a foreign language in general. It also has pedagogical implications for genre teaching in EAP at Chinese universities and similar educational contexts.Table of ContentsPreface – Chapter 1: Second Language Genre Learning – Chapter 2: Theoretical framework – Chapter 3: Research Design and Methodology – Chapter 4: Genre Learning Actions – Chapter 5: Individual Factors of Genre Learning –Chapter 6: Developing Genre Knowledge – Chapter 7: Learning and Teaching in Genre-based Academic Writing Class – References – Appendices

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Book Synopsis This book focuses on communicative classroom language for bilingual education and aims to equip language and content teachers with real, updated English expressions of direct relevance in CLIL (Content and Language Integrated Learning) contexts. To this end, it presents a theoretical backdrop with the rationale underpinning the proposal and three sets of tried-and-tested original activities, classified according to type of lexical chunk, function, and level (Infant, Primary, Secondary, and Tertiary Education). Students are encouraged to move from more controlled and basic stages of identification of these types of communicative chunks towards a freer type of production, through a wide variety of originally designed and piloted activities based on multimodal texts (gap-filling, matching, tic-tac-toe, sentence completion, error correction, T/F, multiple choice, ordering, odd-one-out). A full glossary is also provided with 330 useful expressions, as well as an answer key and printable posters and cut-outs which are directly applicable in the CLIL classroom.Table of ContentsIntroduction – The theoretical backdrop – Lexical chunks – Functions – Levels – Answer key – Glossary – Posters – Cut-outs

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Book SynopsisThis book investigates inconsistencies in the accent adopted by advanced German learners of English with respect to differences between standard American and British English (rhoticity, t-voicing, the vowels in the lexical sets «bath», «lot» and «thought»). From a theoretical point of view, the volume contributes to understanding the status of L1 transfer in language learners at «ultimate attainment», a stabilized, late stage in language acquisition. Unlike in many studies in second language acquisition, the approach taken here is variationist, taking into account extra- and intra-linguistic factors as potential explanations for variability. The findings suggest that in addition to the target accent the strongest external factor is time spent abroad, while L1 accent and proficiency level seem to have minor impact only.Table of ContentsVariation, transfer and ultimate attainment – Cross-linguistic comparison (British and American English, German) and transfer opportunities for German learners – Methodology (acoustic and auditory analyses; statistics; Rbrul; pairwise t-tests) – Persisting L1 transfer at a late stage of acquisition – Free variation

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Book SynopsisDie Fremdsprachenforschung ist ein dynamisches Feld, das sich kontinuierlich weiterentwickelt. Dieses Buch bietet einen Überblick zu aktuellen inhaltlichen und methodologisch-methodischen Forschungstendenzen in der Fremdsprachendidaktik. Anhand ausgewählter Qualifikationsarbeiten werden verschiedene inhaltliche Vertiefungen, wie Professionsforschung in der Lehrpersonenaus- und -weiterbildung, CLIL oder inklusive Settings, vorgestellt und unterschiedliche methodologische und methodische Zugänge in quantitativen, qualitativen oder mixed methods-Designs aufgezeigt. Die Beiträge des Bandes sind im Anschluss an die 12. Arbeitstagung für early career researchers der Deutschen Gesellschaft für Fremdsprachenforschung (DGFF) an der Goethe-Universität Frankfurt am Main entstanden.

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Book SynopsisThis book updates reader-response criticism as the foundation of aesthetic reading in the classroom by bringing it in line with cognitive theories in literary studies and linguistics. With the help of Gilles Fauconnier and Mark Turner‘s conceptual integration theory, which shares a surprising number of correspondences with Wolfgang Iser‘s The Act of Reading, it is possible to flesh out the latter‘s model of narrative meaning-making. In turn, this allows for a consistent reader-response approach to the medium of comics and auto/biography as one of its dominant genres. The fragmentation of comics narratives, but also of human lives and identities, requires such a theory that can explain how different perspectives and experiences can be blended into an experiential whole. Table of Contents Introduction 1 Reader-Response Criticism 1.1 Reading as a Journey 1.2 Rosenblatt’s Transactional Theory 1.3 Frames 1.4 Iser’s Model of Meaning-Making 1.5 The Overdetermination of Literary Texts 2 Transaction in Educational Settings 2.1 The Ease of Reading 2.2 The Teacher of Literature as a Facilitator 2.3 Reading in Stages Stage 1: Framing Stage 2: Reading Stage 3: Think-Tank Stage 4: Lockstep Stage 5: Rereading Stage 6: Conclusions Stage 7: Closure 2.4 Learner Texts & Activities 3 Cognitive (Literary) Studies 3.1 The Return of the Reader 3.2 Mental Models 3.3 Emotions & Empathy 3.3.1 The Feeling of What Happens 3.3.2 Types of Reading-Related Feelings 3.3.3 Transportation 3.3.4 Empathy 3.4 Embodied Cognition & Enactivism 3.5 Conceptual Metaphors & Blending 3.5.1 Basic Principles 3.5.2 Metaphors 3.5.3 Metonymies 3.5.4 Blending 3.6 Blending & Literary Studies 4 Cognitive Approaches to Comics 4.1 Synopsis 4.2 Definitions 4.3 Cartooning 4.4 An Art of Tensions 4.4.1 Words vs. Images 4.4.2 Image vs. Series/Sequence 4.4.3 Sequence vs. Page 4.4.4 Experience vs. Object 4.5 A Cognitive Reading of Craig Thompson’s Blankets (Chapter I) 5 Autobiographical Comics 5.1 The Conceptual Ambiguity of Autobiography 5.1.1 A Struggle with Definitions 5.1.2 A Brief History of Autographics 5.1.3 Autographical Challenges to Autobiographical Genre Theory 5.2 Life Writing & Blending 5.2.1 The Autobiographical Act as Blending 5.2.2 Developing Autobiographical Reasoning 5.2.3 Autobiographical Memory 5.2.4 Photographic Evidence 5.3 Authenticity & Emotional Truth 5.4 Autobiographical Selves 5.5 Embodiment & Enaction 5.6 Types of Autobiographical Comics Conclusion List of Illustrations Bibliography

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Book SynopsisDie Erfassung bildungssprachlicher Kompetenzen und akademischer Sprachkompetenzen in der Fremd- oder Zweitsprache gewinnt in schulischen und universitären Kontexten zunehmend an Bedeutung. Dabei stehen die jeweiligen Akteure vor ähnlichen Fragestellungen und Herausforderungen: Was versteht man unter bildungssprachlicher Kompetenz und welche Aspekte davon sollen getestet werden? Welche Möglichkeiten der Operationalisierung gibt es? Welche Instrumente und Aufgabenformate eignen sich, um erforderliche Sprachkompetenzen abzubilden? Der vorliegende Sammelband vereint elf Ansätze von deutschen und österreichischen WissenschaftlerInnen für unterschiedliche Bildungskontexte und Sprachen, wie z.B. English for Academic Purposes, Deutsch als Fremd- und Zweitsprache, CLIL, Russisch und Polnisch als Herkunftssprache. Die Beiträge präsentieren aktuelle Zugänge in Hinblick auf das Testen von Bildungssprache und akademischen Sprachkompetenzen und systematisieren bisherige Überlegungen aus den einzelnen Disziplinen.

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Book SynopsisDie Fremdsprachendidaktik befindet sich auf dem Weg zu inklusivem Fremdsprachenunterricht. Ziel dieses Buches ist es, diesen Weg für den Englischunterricht zu dokumentieren und einen Beitrag zur Weiterentwicklung sprachdidaktischer Prinzipien zu leisten. Hierzu werden wichtige Bezugsdisziplinen wie die Sonderpädagogik und die Psychologie in diese Entwicklung miteinbezogen. Die Basisbeiträge betrachten die ausgewählten Heterogenitäts- und Diversitätsdimensionen Lese-Rechtschreibschwierigkeiten, Autismus-Spektrum-Störung, Aufmerksamkeitsdefizit-/ Hyperaktivitätsstörung, Hörstörungen und Spracherwerbsstörung. Die Praxisbeiträge zeigen Möglichkeiten dafür auf, wie im Fremdsprachenunterricht Barrieren für Lerner*innen abgebaut und Teilhabe ermöglicht werden kann. Table of ContentsFremdsprachendidaktik auf dem Weg von integrativem zu inklusivem Fremdsprachenunterricht – Berücksichtigung wichtiger Bezugsdisziplinen – Dokumentation ausgewählter Heterogenitäts- und Diversitätsdimensionen – Unterrichtsvorschläge zu inklusivem Unterricht – Teilhabe für alle Schüler*innen

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