This book offers a range of perspectives and insights from around the world on the teaching and learning of listening, speaking, reading and writing. It brings together contributors from across six continents, who analyse a wide range of teaching and learning contexts, including primary, secondary, tertiary, private, and adult ESL/EFL classes. In doing so, they provide locally relevant accounts that nonetheless resonate with other contexts and wider concerns. This informative and practical edited collection will appeal to students and scholars who are interested in the four building blocks of language learning, as well as language education and teacher education.

The aim of this study is to establish the co-operative communication strategies that are used in air traffic control (ATC) conversations. The research deals with the question: what kind of co-operative communication strategies do pilots and controllers employ in a speech situation with a restricted use of vocabulary, which generally does not permit any deviations from standard phraseology? The strategies in ATC speech are then compared to those used by second language learners. Faerch and Kasper's (1983) taxonomy of communication strategies will serve as a basis for this comparison. The author analyses authentic speech samples from various ATC workstations at Zurich Airport and evaluates various aspects of phraseology training of air traffic controllers.

This volume provides concise, authoritative accounts of the approaches and methodologies of modern lexicography and of the aims and qualities of its end products. Leading scholars and professional lexicographers, from all over the world and representing all the main traditions and perspectives, assess the state of the art in every aspect of research and practice. The book is divided into four parts, reflecting the main types of lexicography. Part I looks at synchronic dictionaries - those for the general public, monolingual dictionaries for second-language learners, and bilingual dictionaries. Part II and III are devoted to the distinctive methodologies and concerns of the historical dictionaries and specialist dictionaries respectively, while chapters in Part IV examine specific topics such as description and prescription; the representation of pronunciation; and the practicalities of dictionary production. The book ends with a chronology of the major events in the history of lexicography. It will be a valuable resource for students, scholars, and practitioners in the field.

The book constitutes a selection of 18 papers on foreign language pedagogy (11 papers) and translation studies (9 papers). The first part of the book is devoted to foreign language pedagogy. The articles in this part focus on issues such as English as lingua franca, foreign language teacher training, the role of individual learner differences in language learning and teaching especially with respect to strategies of language learning as well as psychological and socioaffective factors. The part focusing on translation studies comprises articles devoted to a variety of topics. 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. The combination of the above aspects intends to underline the truly interdisciplinary nature of translation.

This book contributes to our growing understanding of the nature and development of language learner self-concept. It assesses the relevant literature in the disciplines of psychology and applied linguistics and describes in-depth, qualitative research examining the self-concepts of tertiary-level EFL learners. Although researchers in applied linguistics and SLA have recognized the importance of self-constructs, there remains little empirical work in the context of foreign language learning that focuses exclusively and at length on this central psychological construct. The content of this monograph draws on interdisciplinary sources, with input from psychology and applied linguistics. It will appeal to students and researchers interested in language-learner psychology as well as self-related constructs in general. The text provides insights into how learners view themselves, and how these self-beliefs can develop and affect the progress of an individual's language learning.

The first volume to explore the effectiveness of instructional methods for college-level Spanish heritage learners In the United States, heritage language speakers represent approximately 22 percent of the population and 29 percent of the school-age population. Until now, though, few studies have examined the outcomes of classroom teaching of heritage languages. Outcomes of University Spanish Heritage Language Instruction in the United States sheds light on the effectiveness of specific instructional methods for college-level heritage learners. The first of its kind, this volume addresses how receiving heritage classroom instruction affects Spanish speakers on multiple levels, including linguistic, affective, attitudinal, social, and academic outcomes. Examining outcomes of instruction in the Spanish language—the most common heritage language in the United States—provides insights that can be applied to instruction in other heritage languages. These thematically linked empirical studies and their pedagogical implications build a foundation for heritage language instruction and directions for future research. Scholars and educators alike will welcome this volume.

This volume offers a practical introduction to the use of neuroscience to teach second languages. It provides information on the relation between how the brain learns and how this can be used to construct classroom activities, evaluates methods, syllabi, approaches, etc. from the perspective of brain functioning. It illustrates how teaching can unfold with actual examples in several languages.