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Introduction to Instructed Second Language Acquisition
Introduction to Instructed Second Language Acquisition is the first book to present a cohesive view of the different theoretical and pedagogical perspectives that comprise instructed second language acquisition (ISLA), defined as any type of learning that occurs as a result of the manipulating the process and conditions of second language acquisition. The book begins by considering the effectiveness of ISLA and the differences between ISLA and naturalistic L2 learning. It then goes on to discuss the theoretical, empirical, and pedagogical aspects of such key issues in ISLA as grammar learning; interaction in the classroom; focus on form, function and meaning; vocabulary learning; pronunciation learning; pragmatics learning; learning contexts; and individual differences. This timely and important volume is ideally suited for the graduate level ISLA course, and provides valuable insights for any SLA scholar interested in the processes involved in second language learning in classroom settings.
Introduction to Instructed Second Language Acquisition
Now in its third edition, Introduction to Instructed Second Language Acquisition continues to present a structured, comprehensive introduction to ISLA's theoretical, empirical, and pedagogical themes, as well as a range of key issues in research and practice. Designed for ease of teaching, the text includes separate sections for empirical evidence and pedagogical implications in order to demonstrate how research findings can successfully be implemented in the classroom. Activities and discussion questions, as well as points for reflection, facilitate discursive learning and critical thinking. This third edition has been thoroughly updated to reflect the latest developments in the field, along with new chapters on psychological, cognitive, and social individual differences, respectively. This is an essential core text for courses on ISLA, and recommended reading for classes in Language Acquisition more broadly.
The Routledge Handbook of Instructed Second Language Acquisition
The Routledge Handbook of Instructed Second Language Acquisition is the first collection of state-of-the-art papers pertaining to Instructed Second Language Acquisition (ISLA). Written by 45 world-renowned experts, the entries are full-length articles detailing pertinent issues with up-to-date references. Each chapter serves three purposes: (1) provide a review of current literature and discussions of cutting edge issues; (2) share the authors’ understanding of, and approaches to, the issues; and (3) provide direct links between research and practice. In short, based on the chapters in this handbook, ISLA has attained a level of theoretical and methodological maturity that provides a solid foundation for future empirical and pedagogical discovery. This handbook is the ideal resource for researchers, graduate students, upper-level undergraduate students, teachers, and teacher-educators who are interested in second language learning and teaching. .
Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching
The implicit/ explicit distinction is central to our understanding of the nature of L2 acquisition. This book begins with an account of how this distinction applies to L2 learning, knowledge and instruction. It then reports a series of studies describing the development of a battery of tests providing relatively discrete measurements of L2 explicit/ implicit knowledge. These tests were then utilized to examine a number of key issues in SLA - the learning difficulty of different grammatical structures, the role of L2 implicit/ explicit knowledge in language proficiency, the relationship between learning experiences and learners’ language knowledge profiles, the metalinguistic knowledge of teacher trainees and the effects of different types of form-focused instruction on L2 acquisition. The book concludes with a consideration of how the tests can be further developed and applied in the study of L2 acquisition.
Educational Interventions for Refugee Children
How can schools best prepare themselves to successfully educate refugee children? By focusing on the education of refugee children, this book takes a rare look at a subject of increasing significance in current educational spheres. Highlighting the many difficulties facing refugee children, the editors draw upon a wealth of international experience and resources to present a broad, informative and sensitive text. Educational Interventions for Refugee Children identifies school-based interventions, whilst suggesting methods and measures with which to assess the efficacy of such programmes. It also develops a useful model that provides a standard for assessing refugee experience, offering diag...
An A–Z of Applied Linguistics Research Methods
Featuring an extensive set of entries covering all aspects of research methodology, ranging from basic to more advanced topics, this is an essential reference for applied linguists everywhere. Explanations of key concepts and techniques are fully cross-referenced and presented in bite-sized chunks, making it easy for users to look up specific terms quickly or have a brief refresher on methodological practices and related issues. Concepts are further illustrated by real-life examples drawn from current linguistics research. This is ideal for undergraduate and postgraduate students studying applied linguistics or TESOL modules.
Lessons from Good Language Learners
This book considers the strategies used by successful language learners, in the light of current thinking and research.
Key Concepts in Second Language Acquisition
What does it mean to acquire a language? What is considered a 'second' language in multilingual settings? This practical and comprehensive guide provides an opportunity to consider these issues, providing easy access to concise definitions of key terms and concepts in the study of Second Language Acquisition.
Talking About Second Language Acquisition
This book includes interviews with fourteen internationally-acclaimed leading figures in Second Language Acquisition (SLA), who speak on seminal issues in the field as well as their own contributions to SLA scholarship. As well as covering the contributors’ backgrounds and academic achievements, the interviews also delve into their areas of expertise, current theoretical and practical considerations, and contemporary questions, developments and challenges in SLA. The author probes their views on current topics including input and interaction, vocabulary acquisition, teaching pronunciation, writing development, syntactic processing, multilingualism, L1 attrition, complex dynamic systems, processing instruction, instructed second language acquisition, and technology in language teaching. An introduction by the author draws out the key themes and debates in the field today, and highlights areas for future research and further exploration, and a foreword is provided by Rod Ellis. This book will be of interest to students and scholars of Applied Linguistics, Teacher Education and Methodology, and Second and Foreign Language Education.
Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching
Implicit/ explicit knowledge constitutes a key distinction in the study of second language acquisition. This book reports a project that investigated ways of measuring implicit/explicit L2 knowledge, the relationship between the two types of knowledge and language proficiency, and the effect that different types of form-focused instruction had on their acquisition.
