Recent work has pointed to the need for a detection-based approach to transfer capable of discovering elusive crosslinguistic effects through the use of human judges and computer classifiers that can learn to predict learners' language backgrounds based on their patterns of language use. This book addresses that need. It details the nature of the detection-based approach, discusses how this approach fits into the overall scope of transfer research, and discusses the few previous studies that have laid the groundwork for this approach. The core of the book consists of five empirical studies that use computer classifiers to detect the native-language affiliations of texts written by foreign language learners of English. The results highlight combinations of language features that are the most reliable predictors of learners' language backgrounds.

How do you build successful professional connections with colleagues from Mexico? While most books focus simply on how to avoid common communication mistakes, this book leads its readers to an understanding of how to succeed and thrive within the three cultures, Mexico, the US, and Canada. Kelm, Hernandez-Pozas and Victor present a set of practical guidelines for communicating professionally with Mexicans, both in Mexico and abroad, providing many photographs as examples. The Seven Keys to Communicating in Mexico follows the model of presenting key cultural concepts used in the earlier books by Kelm and Victor on Brazil and (with Haru Yamada) on Japan. Olivia Hernandez-Pozas, Orlando Kelm, and David Victor, well-respected research professors and seasoned cross-cultural trainers for businesspeople, guide readers through Mexican culture using Victor's LESCANT Model (an acronym representing seven key cross-cultural communication areas: Language, Environment, Social Organization, Contexting, Authority, Nonverbal Behavior, and Time). Each chapter addresses one of these topics and demonstrates how to evaluate the differences among Mexican, US, and Canadian cultures. In the final chapter the authors bring all of these cultural interactions together with a sample case study about business interactions between Mexicans and North Americans. The case study includes additional observations from North American and Mexican business professionals who offer related suggestions and recommendations.

ACTIVE Skills for Reading is an exciting five-level reading series that develops learners' reading comprehension and vocabulary skills. Written by reading specialist Neil J. Anderson, the new edition of this best-selling series uses an ACTIVE approach to help learners become more confident, independent--and active--readers. ACTIVE Reading A = Activate Prior Knowledge C = Cultivate Vocabulary T = Think About Meaning I = Increase Reading Fluency V = Verify Strategies E = Evaluate Progress

The key to professional success in Japan is understanding Japanese people. The authors, seasoned cross-cultural trainers for businesspeople, provide a practical set of guidelines for understanding Japanese people and culture through David A. Victor's LESCANT approach of evaluating a culture's language, environment, social organization, context, authority, nonverbal communication, and time conception. Each chapter addresses one of these topics and shows effective strategies to overcoming cultural barriers and demonstrates how to evaluate the differences between Japan and North America to help avoid common communication mistakes. The book is generously peppered with photographs to provide visual examples. Exploring language and communication topics, international relations, and the business community, this book is an excellent intercultural overview for anyone traveling to or working in Japan.

The key to professional success in Japan is understanding Japanese people. The authors, seasoned cross-cultural trainers for businesspeople, provide a practical set of guidelines for understanding Japanese people and culture through David A. Victor's LESCANT approach of evaluating a culture's language, environment, social organization, context, authority, nonverbal communication, and time conception. Each chapter addresses one of these topics and shows effective strategies to overcoming cultural barriers and demonstrates how to evaluate the differences between Japan and North America to help avoid common communication mistakes. The book is generously peppered with photographs to provide visual examples. Exploring language and communication topics, international relations, and the business community, this book is an excellent intercultural overview for anyone traveling to or working in Japan.

Measuring Second Language Vocabulary Acquisition provides an examination of the background to testing vocabulary knowledge in a second language and in particular considers the effect that word frequency and lexical coverage have on learning and communication in a foreign language. It examines the tools we have for assessing the various facets of vocabulary knowledge such as aural and written word recognition, the link with word meaning, and vocabulary depth. These are illustrated and the scores they produce are demonstrated to provide normative data. Vocabulary acquisition from course books and in the classroom in examined, as is vocabulary uptake from informal tasks. This book ties scores on tests of vocabulary breadth to performance on standard foreign language examinations and on hierarchies of communicative performance such as the CEFR.

This volume offers fresh perspectives on a controversial issue in applied linguistics and language teaching by focusing on the use of the first language in communicative or immersion-type classrooms. It includes new work by both new and established scholars in educational scholarship, second language acquisition, and sociolinguistics, as well as in a variety of languages, countries, and educational contexts. Through its focus at the intersection of theory, practice, curriculum and policy, the book demands a reconceptualization of code-switching as something that both proficient and aspiring bilinguals do naturally, and as a practice that is inherently linked with bilingual code-switching.

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.

This book introduces an innovative collection of easy-to-use computer programs that have been developed to measure and model vocabulary knowledge. The book aims to help researchers discover new instruments for lexical analysis, and provides a theoretical framework in which studies with such tools could be conducted. Each of the programs comes with a short manual explaining how to use the program, an example of a published paper that uses the program and a set of questions that readers can develop into proper projects. The programs can be used in real research projects and have the potential to break new ground for research in L2 vocabulary acquisition. The book will be of great use to final year undergraduates and masters students in applied linguistics, second language acquisition, psycholinguistics and language testing and to PhD students doing research methods courses.

This is the first book that deals primarily with vocabulary learning strategies as a specific and integral subgroup of language learning strategies. Its aim is to define the concept of language learning strategies in general and their features on the basis of cognitive theory and relevant models of second language acquisition as the basis for empirical research. Furthermore, the book gives a survey of relevant research on vocabulary learning strategies and describes three original empirical studies. Thus, the book integrates the approaches of theories of second language acquisition, the theory and practice of instructed foreign (second) language learning, and the findings of current empirical research.

The book contains studies on second language lexical processes based on empirical findings by authors mostly from Central Europe. The reader may have access to how lexical items are stored in the memory and also to how second language lexicons work in speech processing. Questions of the two lexicons' integration or separation, the fashion of bilingual word storage, vocabulary acquisition and assessment, word retrieval from the memory and lexical access are the focus of the studies. The authors of the studies refer to analyses of different psycholinguistic experiments (e.g. a word association test, speech perception tests, a Cloze-test). Assessment of written work of second language learners both at secondary school and university levels is also provided. Second language lexical acquisition processes are described and the influences of different types of languages on each other are shown. The second languages involved are mainly internationally less widely investigated and published languages of Finno-Ugric (i.e. Hungarian) and Indo-European (e.g. Croatian, Polish, Russian, etc.) origin next to the more frequently studied English and German. The studies included in our volume focus on lexical acquisition and processing and also make reference to pedagogical questions. They include investigations of lexical perception, production, acquisitional processes and vocabulary assessment. The novelty of the book is that the studies make reference to Hungarian and a number of Slavic languages. They provide the reader with new perspectives on second language lexical acquisition processes when the source language and the target language are distinct from a typological point of view, the lexicon in processing terms. The book is intended for the use of undergraduate and graduate students of second language studies, psycholinguistics and/or bilingualism researchers, teachers and academics whose interests include a second language acquisition component.

Colloquial Tamil is easy to use and completely up to date! Specially written by experienced teachers for self-study or class use, the course offers a step-by-step approach to spoken Tamil. While emphasis is placed on colloquial spoken Tamil, you are given a useful introduction to formal speech and the written language as well. What makes Colloquial Tamil your best choice in personal language learning? Emphasis on authentic conversational language Clear explanations on how to pronounce and write the language Helpful grammar notes and reference grammar Comprehensive vocabulary lists (Tamil-English and English-Tamil) Lively illustrations and fascinating cultural insights throughout By the end of this rewarding course, you will be able to communicate confidently and effectively in Tamil in a broad range of everyday situations. Audio material to accompany the course is available to download free in MP3 format from www.routledge.com/cw/colloquials. Recorded by native speakers, the audio material features the dialogues and texts from the book and will help develop your listening and pronunciation skills.

In the process of second language acquisition, the ability to interact effectively is critical. But what does it mean to be interactively competent? This book addresses this question by presenting research on the development of interactional competence among learners of Japanese as a second language. Qualitative data collected on learners studying abroad in Japan is evaluated to explain changes in their interactional competence and provides specific insights into the learning of Japanese. The situated analysis of multiple data sets generates meaningful interpretations of the development of interactional competence in the development of interactional competence and the learner-specific factors that shape developmental trajectories. Moreover, the context of the research provides insights into the types of learning resources and experiences that study abroad provides to assist learners' in their progress towards becoming a competent speaker in the target community.

This edited volume explores the educational significance of intercultural experience. It offers a broader conception of interculturality than commonly found in the area of foreign language teaching. Contributors represent a diverse range of academic and professional interests. The aim of the book is to encourage dialogue and interchange across this range, and beyond, to stimulate thinking about the educational value of intercultural experience.

This book is a synthesis of important topics in studying multilingualism: dynamic multilingualism, translanguaging, language policy, bilingual education, and bilingualism and cognition. The author as an immigrant herself integrated personal and dramatic experiences around most of the topics to show how they influence the lives of immigrants around the globe. The author's aim is to reach the readers in a personal way. The issue of translanguaging and social justice is crucial for the book. The studies on bilingualism and cognition give amazing results on how bilingual children profit from increased metalinguistic awareness, abstract thinking, creativity, working memory, attention control, to name just a few. Bilingualism is shown to be a real gift for human understanding. The original feature of this book is the integration of excerpts of the interviews the author conducted with the experts in the field of bilingualism: Ellen Bialystok, Jim Cummins, Ofelia Garci a, Christine He lot, Nancy Hornberger, and Catherine Snow. For each topic their opinions are combined with future directions in the research on bilingualism that can certainly inspire other researchers in the field. Finally, this book is called Drama of Multilingualism: Literature Review and Liberation, and it is exactly that, informing and affecting those who want to embark on this dramatic journey of exploring multilingualism.

What did eighth century Japanese sound like? How does one decode its complex script? This book provides the definitive answers to these questions using an unprecedented range of data from the past and the present, including Chinese, Vietnamese, Sanskrit and Tibetan sources, and enables the reader to approximate the original pronunciation of Old Japanese literature.

Donalyn Miller says she has yet to meet a child she couldn't turn into a reader. No matter how far behind Miller's students might be when they reach her 6th grade classroom, they end up reading an average of 40 to 50 books a year. Miller's unconventional approach dispenses with drills and worksheets that make reading a chore. Instead, she helps students navigate the world of literature and gives them time to read books they pick out themselves. Her love of books and teaching is both infectious and inspiring. The book includes a dynamite list of recommended "kid lit" that helps parents and teachers find the books that students really like to read.

The Routledge Course in Japanese Translation brings together for the first time material dedicated to the theory and practice of translation to and from Japanese.

This one semester advanced course in Japanese translation is designed to raise awareness of the many considerations that must be taken into account when translating a text. As students progress through the course they will acquire various tools to deal with the common problems typically involved in the practice of translation. Particular attention is paid to the structural differences between Japanese and English and to cross-cultural dissimilarities in stylistics.

Essential theory and information on the translation process are provided as well as abundant practical tasks.

The Routledge Course in Japanese Translation is essential reading for all serious students of Japanese at both undergraduate and postgraduate level.

This monograph reports on a longitudinal inquiry into mainland Chinese undergraduates' language learning experiences in an English medium university in a multilingual setting with a focus on their strategic language learning efforts. This book examines the issue as to what extent language learners' strategic learning efforts depend on their 'choice', if 'the element of choice' is the defining characteristic of language learners' strategic learning behaviour. The inquiry, using a qualitative and ethnographic research approach, reveals dynamic interaction between learners' agency and contextual conditions underlying the participants' strategic learning process. Such understanding informs pedagogical efforts to foster individual learners' capacity for strategic learning and their capacities in opening up and sustaining a social learning space for exercising their strategic learning capacity or utilizing their strategic learning knowledge.

This book addresses the linguistic challenges faced by diverse populations of students at the secondary and post-secondary levels as they engage in academic tasks requiring advanced levels of reading and writing. Learning to use language in ways that meet academic expectations is a challenge for students who have had little exposure and opportunity to use such language outside of school. Although much is known about emergent literacy in the early years of schooling, much less has been written about the development of advanced literacy as students move into secondary education and beyond. "Developing Advanced Literacy in First and Second Languages: Meaning With Power: "
*brings together work on first and second language acquisition and emphasizes the importance of developing advanced literacy in the first language, such as Spanish for bilingual students, as well as English;
*spans a range of theoretical orientations and analytic approaches, drawing on work in systemic functional linguistics, genre theory, and sociocultural perspectives;
*addresses the content areas of science, history, and language arts;
*provides specific information about genres and grammatical features in these content areas; and
*presents suggestions for teacher education.
What unites the contributors to this volume is their shared commitment to a view of literacy that emphasizes both the social contexts and the linguistic challenges. The chapters collected in this volume contribute in important ways to research and pedagogy on advanced literacy development for the multilingual and multicultural students in today's classrooms. This book is particularly useful for researchers and students in language and education, applied linguistics, and others concerned with issues and challenges of advanced literacy development in first and second languages.

This book addresses the linguistic challenges faced by diverse populations of students at the secondary and post-secondary levels as they engage in academic tasks requiring advanced levels of reading and writing. Learning to use language in ways that meet academic expectations is a challenge for students who have had little exposure and opportunity to use such language outside of school. Although much is known about emergent literacy in the early years of schooling, much less has been written about the development of advanced literacy as students move into secondary education and beyond. "Developing Advanced Literacy in First and Second Languages: Meaning With Power: "
*brings together work on first and second language acquisition and emphasizes the importance of developing advanced literacy in the first language, such as Spanish for bilingual students, as well as English;
*spans a range of theoretical orientations and analytic approaches, drawing on work in systemic functional linguistics, genre theory, and sociocultural perspectives;
*addresses the content areas of science, history, and language arts;
*provides specific information about genres and grammatical features in these content areas; and
*presents suggestions for teacher education.
What unites the contributors to this volume is their shared commitment to a view of literacy that emphasizes both the social contexts and the linguistic challenges. The chapters collected in this volume contribute in important ways to research and pedagogy on advanced literacy development for the multilingual and multicultural students in today's classrooms. This book is particularly useful for researchers and students in language and education, applied linguistics, and others concerned with issues and challenges of advanced literacy development in first and second languages.

Bringing a new dimension to the language learning classroom, the Classroom Presentation Tool CD-ROM for each level makes instruction clearer and learning simpler. The CD-ROMs feature interactive activities from the Student Book, audio and video clips, and Presentation Worksheets that help practice and reinforce the presentation skills taught in the book. These can be used with an interactive whiteboard or computer projector.