Description
Book SynopsisThis book is an authoritative text that explores best classroom practices for engaging adult learners in beginner-level foreign language courses.
Built around a diverse range of international research studies and conceptual articles, the book covers four key issues in teaching language to novice students: development of linguistic skills, communicative and intercultural competence, evaluation and assessment, and the use of technology. Each chapter includes teaching insights that are supported by critical research and can be practically applied across languages to enhance instructional strategies and curriculum designs. The text also aims to build intercultural competence, harness technology, and design assessment to stimulate effective learning in formal instructional settings, including colleges, universities, and specialist language schools.
With its broad coverage of language pedagogy at the novice level, this book is a must read for graduate students, scholars, rese
Trade Review
"This book delivers exciting research focused exclusively on the vital first year of language study. Its four thematic sections – Approaches, Intercultural Competence, Technology, and Assessment and Evaluation – will be immensely useful to all language instructors, regardless of language taught." - Jason Merrill, Professor of Russian, Michigan State University; Director of the Middlebury College, Kathryn Wasserman Davis School of Russian, USA
"This book presents critical research findings and practical recommendations focused on language instruction at the elementary level in colleges and universities. I recommend this well-organized volume to all those working to encourage these language learners in their efforts to become effective communicators in today’s globalized world." - Marilyn S. Severson, Professor Emerita, Seattle Pacific University, USA
"With a thoughtful collection of empirical studies on a range of critical issues in the field of foreign language education, this volume fills in the gap of research devoted to novice level adult language learners in college and university programs. I highly recommend this reference book for professionals looking for research ideas and pedagogical recommendations in program design and curriculum innovation." - Yilin Sun, Professor, Seattle Colleges-South Seattle College; President of TESOL International Association (2014-2015), USA
Table of ContentsForeword by Benjamin Rifkin
Acknowledgments
List of contributors
1. Introduction: Enhancing beginner-level foreign language education for adult learners
Ekaterina Nemtchinova
Part I: Teaching Language Competence
2. Postsecondary language learners’ ideal L2 self in a beginning Chinese, French, and Spanish classrooms
Yan Xie and Laura Ziebart
3. Experience with application of usage-based model of language to beginning L2 instruction
Serafima Gettys
4. Enhancing grammar acquisition among beginner-level learners of Chinese using the flipped learning model
Hongying Xu
5. Building beginning Spanish language learners’ linguistic and cultural competence through online task-based instruction
Lina Lee
Part II: Teaching Intercultural Competence
6. Integrating culture in language curriculum from beginning to intermediate level in a blended learning environment: A design-based empirical study
Shenglan Zhang
7. Intercultural competence in elementary-level language classes in higher education
Islam Karkour
8. The culture portfolio: Assessing growth toward intercultural competence
Julianne Bryant
9. Employing concept maps in teaching foreign language culture
Elmira Gerfanova
Part III: Teaching with Technology
10. Pathways to digital L2 literacies for text-based telecollaboration at the beginning level
Maria Bondarenko and Liudmila Klimanova
11. Student satisfaction and engagement in a beginning Ukrainian blended-learning course: Debunking fears of blending and lessons learned
Alla Nedashkivska
12. Data-driven learning in a low-level language classroom
Katya Goussakova
13. Поехали! Training Russian prefixed verbs of motion in virtual reality
Kristin Bidoshi and Ekaterina Nemtchinova
Part IV: Assessment and Evaluation
14. An exploration of beginner-level Korean learners’ perceptions and participation in collaborative writing tasks for learning-oriented assessment
Yunjung Nam and Hakyoon Lee
15. Feminist assessment in elementary world language courses
Veta Chitnev
16. Assessment of the relationship between derivational morphological awareness and second language reading comprehension
Anna Shur
