Bøger i Second Language Learning and Teaching serien

This book investigates and analyzes the way in which factors such as communication apprehension, self-perceived communicative competence and group dynamics influence the communicative behavior of a foreign-language learner.

The contributors employ a diverse range of theoretical standpoints - from close reading to deconstruction, from historically informed approaches to linguistic analysis - and thus offer a nuanced panorama of these issues, especially from the nineteenth century onwards.

This volume provides descriptions and interpretations of social and cognitive phenomena as well as processes that emerge at the interface of languages and cultures in the context of contrastive and contact linguistics and media discourse.

Six papers in Part 3, which refers to questions of Identity and Cultural Stereotypes, both in general language and in literature, discuss identity in native and migration contexts and take up motifs of journey and migration, as well as social and cultural stereotypes and prejudice in transforming contexts.

This edited collection explores the conjunction of multiculturalism and the self in literature and culture studies, and brings together essays by prominent researchers interested in literature and culture whose critical perspectives inform discussions of specific examples of multicultural contexts in which individuals and communities strive to maintain their identities. The book is divided into two major parts, the first of which comprises literary representations of multiculturalism and discussions of its impasses and impacts in fictional circumstances. In turn, the second part primarily focuses on culture at large and real-life consequences. Taken together, the two complementary parts offer an illuminating and well-rounded overview of representations of multiculturalism in literature and contemporary culture from a variety of critical perspectives.

This book provides an overview of pronunciation teaching and learning practices in secondary schools, providing insights into secondary school learners' needs, expectations and motivation regarding the importance of learning English and particularly English pronunciation.

The book analyses a variety of topics and current issues in linguistics and literary studies, focusing especially on such aspects as memory, identity and cognition. It then investigates a variety of practices of language users, language learners and translators, such as the use of borrowings from hip-hop and slang.

In response, many professional associations also provide a wide range of professional development activities for their teacher members. The book will be of interest to language teachers, graduate students, teacher educators and researchers, educational leaders and policymakers, as well as teacher associations.

This book presents an overview of revisiting the assessment of language abilities. It also showcases how the measurement of such constructs can result in negative or positive washback and how outcomes might be conducive to repercussions that decide on the future of many stakeholders. The 23 chapters were selected among tens of chapters received from different contexts that addressed the issue of revisiting the assessment of language abilities, such as Tunisia, Ukraine, Algeria, Russia, KSA, Sudan, Egypt, Canada, Kurdistan, UK, USA, Iran, Turkey, etc. These contexts have highlighted the necessity to revisit the different constructs which should be assessed with a clear and straightforward foundation on students¿ learning objectives and their actual language ability. To do so, most of the chapters present hands-on use of relevant statistical tests that might serve in revisiting the construct definition both theoretically and operationally. Perhaps the sole and intricate question that the authors of these contributions ask is what it means to revisit the assessment of the construct of individualized language ability and how. In addition, the book accentuates the momentousness and significance of reflecting on test fairness and validation as the mainspring and backbone for democratization of assessment. This book appeals to a broad readership, such as English Language Teaching (ELT) practitioners, language teachers, students, testing organizations, policy-makers, test designers, writers of test specifications, testing experts, researchers, program evaluators, especially in the Middle East and North Africa (MENA) as well as other international contexts.

This book focuses on a current controversy in teaching foreign language grammar, namely the contribution of production-oriented and comprehension-based instruction. It provides a thorough overview of issues related to learning and teaching grammar.

The papers included in the volume look at how language awareness affects the outcomes of foreign and second language acquisition in advanced learners.

It places a wide range of readings within the context of varying translation domains such as translation competence, literary translation, translation strategies, translation teaching (including strategies of dictionary use) and translator training.

This book demonstrates that trilinguals should be considered learners and speakers in their own right, with the aim of improving approaches to third language teaching. Includes a study investigating connections formed between languages in a multilingual mind.

The volume contains most updated theoretical and empirical research on foreign or second language processes analyzed from the perspective of cognition and affect. The collection of papers offers a constructive and inspiring insight into a fuller understanding of the interconnection of the language-cognition-affect trichotomy.

The volume constitutes an attempt to capture the intricate relationship between individual learner differences and other variables which are of interest to theorists, researchers and practitioners representing such diverse branches of applied linguistics as psycholinguistics, sociolinguistics, pragmatics or language teaching methodology.

The volume brings together papers related to different aspects of classroom-oriented research on teaching and learning second and foreign languages that have been authored by specialists from Poland and abroad.

This selection of papers includes material on cutting-edge developments in the field of learning and teaching second and foreign languages. It covers a huge range of topics from the sociocultural aspects of language acquisition to classroom-oriented research.

The volume provides a state-of-the-art overview of key issues in second language learning and teaching, adopting as a point of reference both psycholinguistic and sociolinguistic perspectives.

The current volume is a collection of papers representing the most recent developments in linguistics, specifically in the fields of language, discourse and translation studies.

With the key role of social-psychological factors in the process of language learning now more accepted, this volume provides analysis and empirical research data on matters including the function of English as a lingua franca in intercultural communication.

This book reveals the hitherto critically disregarded ludic elements in popular American comedy films, building on and expanding the theories developed by Johan Huizinga in his classic study Homo Ludens (1938) and Roger Caillois in Les jeux et les hommes (1958).

This volume brings together papers on a wide spectrum of topics within the broad area of language acquisition, stressing the interconnections between applied and theoretical linguistics, as well as language research methodology.

This volume depicts the phenomenon of cross-linguistic influences in the specific context of multilingual language acquisition.

This book shows how Cognitive Grammar can be used in foreign language classrooms to help learners better grasp the complexities of English grammar. Reports on a study comparing traditional pedagogic methods with CG-grounded ones, and discusses future research.

Second language phonology is approached in this book from the perspective of data-based studies into the English sound system as used by native and non-native speakers of the language.

The book contains a selection of papers focusing on the idea of crossing boundaries in literary and cultural texts composed in English.

In Part One, emphasis is placed on challenges that second language education has to face, both those more general, dealing with language policy issues, and those more specific, concerned with instructional options in the language classroom.

The present volume brings together papers devoted to the role of learner and teacher autonomy in the process of second and foreign language learning, which have been contributed by scholars from Poland and abroad.

This collection gathers contributions from scholars from Poland and abroad addressing different facets of research into the processes of foreign-language and second-language learning and teaching as they transpire in a typical language classroom.

PartTwo brings together papers related to teacher awareness of second language instruction that focus on conversational styles, fostering interculturalpragmatics, teacher job satisfaction, the development of instructionalmaterials and challenges of teacher training in different contexts.