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Speech Act Performance
Speech acts are an important and integral part of day-to-day life in all languages. In language acquisition, the need to teach speech acts in a target language has been demonstrated in studies conducted in the field of interlanguage pragmatics which indicate that the performance of speech acts may differ considerably from culture to culture, thus creating communication difficulties in cross-cultural encounters. Considering these concerns, the aim of this volume is two-fold: to deal with those theoretical approaches that inform the process of learning speech acts in particular contextual and cultural settings; and, secondly, to present a variety of methodological proposals, grounded on research-based ideas, for the teaching of the major speech acts in second/foreign language classrooms. This volume is a valuable theoretical and practical resource not only for researchers, teachers and students interested in speech act learning/teaching but also for textbook writers wishing to have an informed opinion on the pedagogical implications derived from research on speech act performance.
The Next Generation
This volume offers an introduction to some Web 2.0 technologies. The primary goal of the volume is to establish where we are in terms of Web 2.0 tools for teaching and research, especially in language education. While the volume introduces many Web 2.0 tools and explores how these tools can be used in a classroom, it also offers reader an array of options in how to carry out SLA research using those tools.
The Pragmatics of Requests and Apologies
The purpose of this research is to analyse the pragmatic development of language groups at different proficiency levels and to investigate the relationship between interlanguage pragmatics and grammatical competence. For this study, 36 native Spanish speaking EFL learners at different proficiency levels were asked to respond in English to 24 different situations that called for the speech acts of request and apology. Results showed three important aspects. The first finding suggested that basic adult learners possess a pragmatic knowledge in their L1 that allows them to focus on the intended meaning and, in most cases, to assemble an utterance that conveys a pragmatic intention and satisfies...
The Routledge Handbook of Study Abroad Research and Practice
The Routledge Handbook of Study Abroad Research and Practice is an authoritative overview of study abroad and immersive context research specifically situated within applied linguistics and Second Language Acquisition (SLA) for graduate students and researchers in these fields. Featuring contributions from established scholars from around the world, this volume provides in-depth coverage of the theoretical approaches and methodologies used in study abroad and applied linguistics research, and examines their practical implications on program implementation. The Handbook is organized around core areas of research and practice: language development and personal growth; study abroad settings; individual differences of learners; and applications concerning the preparation of students, teachers, and administrators for study abroad, the role of study abroad in foreign language curricula, and future directions. This handbook is the ideal resource for graduate students, researchers, and administrators interested in learning more about linguistic and personal development during study abroad.
Spanish across Domains in the United States
This edited volume focuses on Spanish use in education, public spaces, and social media in five macro-regions of the United States: the Southwest, the West, the Midwest, the Northeast, and the Southeast.
Working Collaboratively in Second/Foreign Language Learning
Since the introduction of communicative language teaching, collaborative learning has played an important role in the second language (L2) classroom. Drawing from sociocultural theory, which states that human cognitive development is a socially situated activity mediated by language, studies in L2 pedagogy advocate the use of tasks that require learners to work together. Collaborative dialogue encourages language learning, and research shows that the solutions reached by students in this process are more often correct with a lasting influence on their language comprehension. This volume includes ten chapters that illustrate the benefits of collaborative dialogue in second foreign language classrooms. The volume considers key issues dealing with collaborative tasks and implications for language teaching.
Spanish as a Heritage Language in the United States
There is growing interest in heritage language learners—individuals who have a personal or familial connection to a nonmajority language. Spanish learners represent the largest segment of this population in the United States. In this comprehensive volume, experts offer an interdisciplinary overview of research on Spanish as a heritage language in the United States. They also address the central role of education within the field. Contributors offer a wealth of resources for teachers while proposing future directions for scholarship.
Learning-to-write and Writing-to-learn in an Additional Language
Bridges the gap between the fields of second language acquisition (SLA) and second and foreign language (L2) writing. This title intends to advance our understanding of written language learning by collecting theoretical meta-reflections and empirical studies that shed light on two crucial dimensions of the theory and research in the field
Pragmatics & Language Learning, Volume 11
"This volume features cutting-edge research on L2 pragmatics from a wide range of theoretical and methodological approaches. It offers fresh perspectives on standard topics such as the use and learning of speech acts and the pragmatic meanings of linguistic resources, and the effect of planned intervention on pragmatic development in language instruction. The chapters also document researchers' increasing attention to different forms of computer-mediated communication as environments for using and developing L2 pragmatic competence, and of conversation analysis as an approach to different aspects of interaction in a variety of settings."--Publisher's website (nflrc.hawaii.edu/).
Innovative Strategies for Heritage Language Teaching
Heritage language (HL) learning and teaching presents particularly difficult challenges. Melding cutting-edge research with innovations in teaching practice, the contributors in this volume provide practical knowledge and tools that introduce new solutions informed by linguistic, sociolinguistic, and educational research on heritage learners. Scholars address new perspectives and orientations on designing HL programs, assessing progress and proficiency, transferring research knowledge into classroom practice, and the essential question of how to define a heritage learner. Articles offer analysis and answers on multiple languages, and the result is a unique and essential text--the only comprehensive guide for heritage language learning based on the latest theory and research with suggestions for the classroom.
