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Vocabulary in Language Teaching
This module focuses on the pivotal role of vocabulary in language acquisition, communication, and instruction. It first reviews the nature of vocabulary knowledge, the mental lexicon, and different contexts of vocabulary learning. It then explains how we acquire vocabulary and refine vocabulary knowledge over time. The primary emphasis is on how language instructors can promote evidence-based vocabulary instruction in the classroom. To this effect, the module highlights some telling research on the effects of specific tasks (such as sentence writing and copying target words) and different ways of presenting target words (such as having multiple talkers instead of a single talker produce the target words) and outlines an effective approach to vocabulary instruction, one that emphasizes multiple presentations of target vocabulary, specificity in the relationship between task type and learning outcomes, and the gradual build-up of language-specific vocabulary knowledge over time. A sample lesson based on this approach is also provided. Please visit the series companion website for more information: http://routledgetextbooks.com/textbooks/9781315679594/
Input-Based Incremental Vocabulary Instruction
This fascinating presentation of current research undoes numerous myths about how we most effectively learn new words in a second language. In clear, reader-friendly text, the author details the successful approach of input-based incremental vocabulary instruction, which emphasizes the presentation of target vocabulary as input early on and the incremental (gradual) build-up of different aspects of vocabulary knowledge over time. Instructors can take advantage of numerous practical classroom activities to support the input-based incremental approach. This book serves researchers, instructors, course coordinators, program directors, and developers of instructional materials.
The Processing of Lexicon and Morphosyntax
This volume showcases a selection of empirical research reports presented at the Experimental Psycholinguistics Conference 2012 held at the National University of Distance Learning in Madrid. It deals with original experimental studies on the processing of language, with special emphasis on word access, word recognition, acquisition of vocabulary, and syntax development in numerous languages, including Brazilian Portuguese, English, German, Polish, Russian, and Spanish, among others.
Current Perspectives on Vocabulary Learning and Teaching
This book brings together current perspectives and up-to-date research on vocabulary teaching and the learning of a foreign or second language. It will serve as a basis for academic studies and can be used as a supplementary source for vocabulary courses in English language teacher training programs. Featuring contributors from Cyprus, Greece, Italy, Spain and Turkey, who detail their experiences of language teaching in different cultural contexts, this collection is valuable as it reflects theory and practice at work in different settings on vocabulary acquisition, teaching vocabulary to young learner, and vocabulary teaching and learning strategies. The volume also provides insights into the use of technology in vocabulary teaching, and details various forms of vocabulary testing.
Spanish Vocabulary Learning in Meaning-Oriented Instruction
Spanish Vocabulary Learning in Meaning-Oriented Instruction is the first comprehensive overview of current research and instructional practices into Spanish vocabulary acquisition through the lens of Meaning-Oriented Instruction (MOI). Key features: A breadth of topics including language variation, input, tasks and processing specificity, incidental learning, idiomatic language, lexicographic perspectives, lexicosemantic representation, vocabulary testing, and receptive and productive vocabulary; A combination of theory and practical guidance highlighting pedagogical best practices in the teaching of vocabulary; Guidance on the difficulties teachers face when teaching vocabulary in the class...
The Routledge Handbook of Second Language Acquisition and Listening
The Routledge Handbook of Second Language Acquisition and Listening offers a state-of-the-art, systematic discussion of the role of listening in second language acquisition (SLA) and use. This handbook positions listening not just as a receptive comprehension skill, but also as an integral part of interaction, a vital component in the process of language acquisition, and a skill which needs attention in its own right. World-leading international scholars synthesize and contextualize the salient theoretical approaches, methodological issues, empirical findings, practical applications, and emerging themes in L2 listening development and processing. They illustrate the role that L2 listening ability plays in understanding SLA and interactional competence, and set the future research agenda to move the field forward. This volume is an indispensable resource to students, scholars, and practitioners from the fields of SLA, cognitive psychology, language teaching, and assessment, as well as those interested in pronunciation, speaking, and oral communication.
Current Perspectives in Spanish Lexical Development
New quantitative methodology and the development of corpus and experimental linguistics tools have recently made researching lexical comprehension and production more accessible. While several tools and data sets are available in English (Coh-metrix, CELEX) and a few other languages, the development of resources and empirical research is still lacking in Spanish. This volume brings together original empirical research and theoretical perspectives that examine lexical development in Spanish L1, L2 and L3, with a focus on different teaching approaches and textbook coverage of Spanish lexicon in L2 curricula and the use of corpus linguistics in methodological investigations. Some questions addr...
Innovative Research and Practices in Second Language Acquisition and Bilingualism
This volume brings together theoretical perspectives and empirical studies in second language (L2) acquisition and bilingualism and discusses their implications for L2 pedagogy. The book is organized into three sections that focus on prominent linguistic and cognitive theories and together provide a compelling set of state-of-the-art works. Part I consists of studies that give rise to innovative applications for second language teaching and learning and Part II discusses how findings from cognitive research can inform practices for L2 teaching and learning. Following these two sections, Part III provides a summative commentary of the theories explored in the volume along with suggestions for future research directions. The book is intended to act as a valuable reference for scholars, applied linguists, specialists in pedagogy, language educators, and anyone wishing to gain an overview of current issues in SLA and bilingualism.
Applying Priming Methods to L2 Learning, Teaching and Research
This volume features a collection of empirical studies which use priming methods to explore the comprehension, production, and acquisition of second language (L2) phonology, syntax, and lexicon. The term "priming" refers to the phenomenon in which prior exposure to specific language forms or meanings influences a speaker s subsequent language comprehension or production. This book brings together the various strands of priming research into a single volume that specifically addresses the interests of researchers, teachers, and students interested in L2 teaching and learning. Chapters by internationally known scholars feature a variety of priming techniques, describe various psycholinguistic tasks, and focus on different domains of language knowledge and skills. The book is conceptualized with a wide audience in mind, including researchers not familiar with priming methods and their application to L2 research, graduate students in second language acquisition and related disciplines, and instructors who require readings for use in their courses."
A Planetary Avant-Garde
A Planetary Avant-Garde explores how experimental poetics and literature networks have aesthetically and politically responded to the legacy of Iberian colonialism across the world. The book examines avant-garde responses to Spanish and Portuguese imperialism across Europe, Latin America, West Africa, and Southeast Asia between 1909 and 1929. Ignacio Infante critically traces the hegemony and resistance to the colonial regimes of Spain and Portugal across particular avant-garde networks, expanding our understanding of Western colonial and imperial ideologies of the early twentieth century. The book extends geopolitical dimensions of the historical avant-garde into a wider transnational and p...
