Advances in Learner Corpus Research (LCR) and Second Language Acquisition (SLA) have brought these two fast-moving fields significantly closer in recent years. This volume brings together contributions from internationally recognized experts in both LCR and SLA to provide an innovative, cross-collaborative examination of how both areas can provide rich insights for the other. Chapters present recent advances in LCR and illustrate in a clear and accessible style how these can be exploited for the study of a broad range of key topics in SLA, such as complexity, tense and aspect, cross-linguistic influence vs. universal processes, phraseology and variability. It concludes with two commentary chapters written by eminent scholars, one from the perspective of SLA, the other from the perspective of LCR, allowing researchers and students alike to reflect upon the mutually beneficial harmony between the two fields and link up LCR and SLA research and theory.

Including contributions from a team of world-renowned international scholars, this volume is a state-of-the-art survey of second language speech research, showcasing new empirical studies alongside critical reviews of existing influential speech learning models. It presents a revised version of Flege's Speech Learning Model (SLM-r) for the first time, an update on a cornerstone of second language research. Chapters are grouped into five thematic areas: theoretical progress, segmental acquisition, acquiring suprasegmental features, accentedness and acoustic features, and cognitive and psychological variables. Every chapter provides new empirical evidence, offering new insights as well as challenges on aspects of the second language speech acquisition process. Comprehensive in its coverage, this book summarises the state of current research in second language phonology, and aims to shape and inspire future research in the field. It is an essential resource for academic researchers and students of second language acquisition, applied linguistics and phonetics and phonology.

Welchen Stellenwert soll und kann ein intertextuelles Netzwerk aus literarischen Texten, Filmen und Medienmaterialien im Lehren und Lernen von Fremdsprachen einnehmen? Um darauf Antworten anbieten zu koennen, konzentriert sich das Buch auf zentrale Merkmale, welche literarische und filmische Texte kennzeichnen, die in komplexen, zwischen Sprachen und Kulturen situierten Raumen entstehen und diese thematisieren. Deren Potenziale produktiv fur den Fremdsprachenunterricht zu nutzen, ist ein wesentliches Ziel dieses Bandes. Vorgeschlagen wird eine integrativ verstandene Sprach-, Literatur- und Filmdidaktik. Der Fokus liegt auf dem Italienischen und Franzoesischen als Fremdsprache, auf transkulturellen Theorien und Methoden und deren Anwendung in plurilingualen LernerInnen-Kontexten.

Advances in Learner Corpus Research (LCR) and Second Language Acquisition (SLA) have brought these two fast-moving fields significantly closer in recent years. This volume brings together contributions from internationally recognized experts in both LCR and SLA to provide an innovative, cross-collaborative examination of how both areas can provide rich insights for the other. Chapters present recent advances in LCR and illustrate in a clear and accessible style how these can be exploited for the study of a broad range of key topics in SLA, such as complexity, tense and aspect, cross-linguistic influence vs. universal processes, phraseology and variability. It concludes with two commentary chapters written by eminent scholars, one from the perspective of SLA, the other from the perspective of LCR, allowing researchers and students alike to reflect upon the mutually beneficial harmony between the two fields and link up LCR and SLA research and theory.

Die enge Verbindung zwischen Sprache und Kultur ist eine Grundidee der kulturwissenschaftlich-interkulturellen Linguistik sowie der Fremdsprachendidaktik. Ausgehend von kommunikationstheoretischen Ansatzen untersucht die Autorin, wie genau sich die Brennpunkte dieser Verflechtung ausgestalten. Darauf basierend erfasst sie systematisch die Voraussetzungen fur erfolgreiche, sozial erfolgreiche und selbstbestimmte Kommunikation - auch unter Bedingungen der Fremd- und Mehrsprachigkeit. Die entwickelte interkulturell orientierte Theorie der Kommunikation bildet schliesslich die Grundlage fur den anwendungsbezogenen Teil der Studie. Dieser zeigt klare Perspektiven fur die Sprach- und Kulturvermittlung auf.

Im Jahr 2001 erschien der Gemeinsame europaische Referenzrahmen fur Sprachen (GeR) und hat national und international eine erhebliche Wirkung fur das Lehren, Lernen und Beurteilen von Fremdsprachen entfaltet. Im Jahr 2018 (Endfassung 2020, deutsche UEbersetzung 2020) erschien der Begleitband zum GeR mit neuen Skalen und Beispieldeskriptoren, der auch eine konzeptionelle Erweiterung darstellt. Die Beitragenden des Sammelbandes diskutieren und illustrieren die zentralen Aspekte des Begleitbandes mit einem Fokus auf dem deutschen Kontext und zeigen Umsetzungsmoeglichkeiten fur den Fremdsprachenunterricht auf.

The issue of high-level language proficiency in other than monolingual contexts can be approached from a variety of perspectives, including linguistic/structural; psycholinguistic/cognitive and sociolinguistic/societal. Bringing together a team of experts, this volume takes a novel empirical approach to the subject combined with an up-to-date understanding of these research areas, to answer two important research questions in the field of second language acquisition: what conditions allow learners to attain an outstanding level of proficiency in a second language, and what factors still prevent them from becoming entirely like first language speakers. Looking at a range of European languages including English, French, Italian, Spanish and Swedish, it provides important insights into second language use at the highest levels as well as in high-proficient mixed language use in multicultural settings. A useful tool for both language teaching and language teacher training, it provides a solid grounding for further study in this important area of research.

This book examines a wide range of innovations in language learning and teaching in Japan. Each of the chapters describes the impetus for a change or new development in a particular context, from early childhood to adult learning, details its implementation and provides an evaluation of its success. In doing so, they provide a comprehensive overview of best practice in innovating language education from teaching practice in formal classroom settings, to self-directed learning beyond the classroom, and offer recommendations to enhance language education in Japan and beyond. The book will be of interest to scholars of applied linguistics and language development, and in particular to those involved in managing change in language education that attempts to mediate between global trends and local needs.

Bringing together an international team of researchers, this volume explores practice in second language learning - activities which aim to develop skills in or knowledge of a second language. The book begins with two theoretical overviews of practice as applied to learning to speak in a second language and in cognitive accounts of second language acquisition. This theory underpins the volume, which is split into two main sections: receptive and productive practice. The studies look at practice in English, German and Spanish as a second language in various contexts including traditional classrooms, periods of study abroad and online language learning. The differing research designs used mean that the chapters contain clear implications for classroom pedagogy and further directions for research, teaching and learning in different contexts.

This edited book examines modern foreign language teachers who research their own and others' experiences of identity construction in the context of living and teaching in UK institutions, primarily in the Higher Education sector. The book offers an insight into a key element of the educational and socio-political debate surrounding MFL in the UK: the teachers' voices and their sense of agency in constructing their professional identities. The contributors use a combination of empirical research and personal reflection to generate knowledge about MFL teachers' identity that can enhance how they are perceived in the social and educational establishments and raise awareness of key issues affecting the profession. This book will be of particular interest to language teachers, teacher trainers, applied linguists and students and scholars of modern foreign languages.

Learning a new language offers a unique opportunity to discover other cultures as well as one's own. This discovery process is essential for developing 21st-century intercultural communication skills. To help prepare language teachers for their role as guides during this process, this book uses interdisciplinary research from social sciences and applied linguistics on intercultural communication for designing teaching activities that are readily implemented in the language classroom. Diverse language examples are used throughout the book to illustrate theoretical concepts, making them accessible to language teachers at all skill levels. The chapters introduce various perspectives on culture, intercultural communicative competence, analyzing authentic language data, teaching foreign/second languages with an intercultural communication orientation, the intercultural journey, the language-culture-identity connection, as well as resolving miscommunication and cultural conflict. While the immediate audience of this book is language teachers, the ultimate beneficiaries are language learners interested in undertaking the intercultural journey.

Traditionally, there has been a disconnect between theoretical linguistics and pedagogical teacher training. This book seeks to bridge that gap. Using engaging examples from a wide variety of languages, it provides an innovative overview of linguistic theory and language acquisition research for readers with a background in education and teacher training, and without specialist knowledge of the field. The authors draw on a range of research to ground ideas about grammar pedagogy, presenting the notion of Virtual Grammar as an accessible label for unifying the complexity of linguistics. Organised thematically, the book includes helpful 'Case in point' examples throughout the text, to illustrate specific grammar points, and step-by-step training in linguistic methods, such as how to analyse examples, which educators can apply to their own teaching contexts. Through enriching language teachers' understanding of linguistic features, the book fosters a different perspective on grammar for educators.

Publikationen uber Kollokationen sind zwar Legion, dieser Band moechte jedoch - aus kontrastiver Sicht - einen aktuellen UEberblick uber angewandte und theoretische Aspekte kollokativer Einheiten geben. Dabei rucken folgende Aspekte in den Vordergrund: die Diskussion des Kollokationsbegriffs (auch im Hinblick auf den Fremdsprachenunterricht), die morphosyntaktisch-semantisch relevanten Gebrauchseigenschaften von Kollokationen, ihre Behandlung in der Fremdsprachendidaktik (auch in Lehrwerken sowie anhand moeglicher UEbungstypologien) und in Woerterbuchern. Weitere Themen sind die Schnittstellen zwischen Kollokationen und verbalen Idiomen sowie die Frage der Valenzfahigkeit dieser beiden Phrasentypen.

This book addresses eye movements and gestures as markers of language comprehension and production in interpreting as the "visible embodiment" of cognitive processing in simultaneous and consecutive interpreting. It discusses conference interpreting as a complex, multimodal activity where language processing is not restricted to auditory perception and oral production, highlighting the complexity of interpreting and exploring possible strategies that can be used by professional interpreters and students to make their work easier and more accurate.

Learning a new language offers a unique opportunity to discover other cultures as well as one's own. This discovery process is essential for developing 21st-century intercultural communication skills. To help prepare language teachers for their role as guides during this process, this book uses interdisciplinary research from social sciences and applied linguistics on intercultural communication for designing teaching activities that are readily implemented in the language classroom. Diverse language examples are used throughout the book to illustrate theoretical concepts, making them accessible to language teachers at all skill levels. The chapters introduce various perspectives on culture, intercultural communicative competence, analyzing authentic language data, teaching foreign/second languages with an intercultural communication orientation, the intercultural journey, the language-culture-identity connection, as well as resolving miscommunication and cultural conflict. While the immediate audience of this book is language teachers, the ultimate beneficiaries are language learners interested in undertaking the intercultural journey.

Las tecnologias educativas y, concretamente, el uso de las Tecnologias para el Aprendizaje y el Conocimiento (TAC) son aliadas magnificas para la educacion bilingue. Sin embargo, hasta la fecha son limitados los estudios que realmente estudien el potencial de las TAC de manera especifica para contextos de educacion bilingue. Este volumen, partiendo de estos conceptos, aborda aspectos clave como el diseno y la creacion de materiales didacticos digitales o la importancia de las metodologias activas que tienen al alumnado como motor de los procesos de ensenanza-aprendizaje (incluyendo flipped learning o visual thinking, entre otras). El libro se cierra estudiando de manera especifica la accesibilidad y la atencion a la diversidad en educacion bilingue mediante el uso de la tecnologia.

Der Band prasentiert die Gesamtergebnisse des Wuppertaler DFG-Forschungsprojekts zu sprachlicher Hoeflichkeit bei Jugendlichen an der Schnittstelle von linguistischer Hoeflichkeits- und Jugendsprachforschung. Anhand von Tonaufzeichnungen in Unterrichts- und Pausensituationen und dem Einsatz von Frageboegen bei 1200 Jugendlichen und 170 Lehrkraften koennen ausgewahlte Gebrauchs- und Verstandnisweisen sprachlicher Hoeflichkeit und Unhoeflichkeit bei Jugendlichen im Schulalter analysiert werden. Das Buch liefert insbesondere neue Erkenntnisse uber Erscheinungsweisen jugendtypischer Hoeflichkeit und uber soziolinguistische Differenzen zwischen Geschlechtern, Altersstufen und Schultypen sowie Adressatendifferenzierungen.

This book aims to provide a clear description of key aspects of English phonology in order to help teachers diagnose and prioritize problem areas in pronunciation. It also aims to develop an awareness of current issues and relevant research in the field to inform teachers decisions, not only about what to teach, but how to teach pronunciation, particularly in EIL contexts. Specifically, it aims to enable readers to: * Understand key terms and concepts in phonology and phonetics *Become aware of current issues and debates in research and apply these to pronunciation teaching, particularly in EIL contexts *Conduct phonological analysis of learner language, including phonemic transcription *Diagnose and assess learner's pronunciation difficulties and needs *Plan a structured pronunciation syllabus The book assumes no prior knowledge and is a key resource for both newcomers and experienced practitioners in the fields of English Language Teaching as well as students of applied linguistics.

Task-based language teaching is an approach which differs from traditional approaches by emphasising the importance of engaging learners' natural abilities for acquiring language incidentally through the performance of tasks that draw learners' attention to form. Drawing on the multiple perspectives and expertise of five leading authorities in the field, this book provides a comprehensive and balanced account of task-based language teaching (TBLT). Split into five sections, the book provides an historical account of the development of TBLT and introduces the key issues facing the area. A number of different theoretical perspectives that have informed TBLT are presented, followed by a discussion on key pedagogic aspects - syllabus design, methodology of a task-based lesson, and task-based assessment. The final sections consider the research that has investigated the effectiveness of TBLT, addresses critiques and suggest directions for future research. Task-based language teaching is now mandated by many educational authorities throughout the world and this book serves as a core source of information for researchers, teachers and students.

Providing a comprehensive survey of cutting-edge work on second language learning, this Handbook, written by a team of leading experts, surveys the nature of second language learning and its implications for teaching. Prominent theories and methods from linguistics, psycholinguistics, processing-based, and cognitive approaches are covered and organised thematically across sections dealing with skill development, individual differences, pedagogical interventions and approaches, and context and environment. This state-of-the-art volume will interest researchers in second language studies and language education, and will also reach out to advanced undergraduate and graduate students in these and other related areas.

Aujourd'hui, les enseignants-chercheurs a l'universite doivent a la fois aider leurs etudiants a deivelopper des compeitences dans l'utilisation du numerique et tirer le meilleur parti de ce dernier dans l'ingenierie de leurs propres enseignements. A travers quelques etudes de cas francais et allemands, ce volume presente des concepts, des methodes et des outils pour mieux penser et poursuivre concretement ces objectifs. Heutzutage mussen sich Lehrende an Hochschulen der doppelten Herausforderung stellen, den Studierenden die notwendigen Kompetenzen im Kontext einer digitalisierten Arbeitswelt zu vermitteln und dabei gleichzeitig digitale Lehrkonzepte im eigenen Unterricht einzusetzen. Im Sammelband werden, unter Berucksichtigung deutscher und franzoesischer Ansatze, Konzepte, Methoden und Werkzeuge vorgestellt, die der Umsetzung dieser Ziele zutraglich sein koennen.

Now in its second edition, this volume provides an up to date, accessible, yet authoritative introduction to feedback on second language writing for upper undergraduate and postgraduate students, teachers and researchers in TESOL, applied linguistics, composition studies and English for academic purposes (EAP). Chapters written by leading experts emphasise the potential that feedback has for helping to create a supportive teaching environment, for conveying and modelling ideas about good writing, for developing the ways students talk about writing, and for mediating the relationship between students' wider cultural and social worlds and their growing familiarity with new literacy practices. In addition to updated chapters from the first edition, this edition includes new chapters which focus on new and developing areas of feedback research including student engagement and participation with feedback, the links between SLA and feedback research, automated computer feedback and the use by students of internet resources and social media as feedback resources.

This book examines the crucial role that sound file selection plays in assessing listening ability and introduces the reader to the procedure of textmapping, which explores how to exploit a sound file. The book discusses the role of the task identifier, the task instructions and the example, and analyses the strengths and weaknesses of different test methods. Guidelines for developing listening items, and procedures that can be used in peer review and task revision are also provided. A range of sample listening tasks illustrates the benefits of following the test development approach described in the book. Developing Listening Tests also provides insights into the advantages that field trials, statistical analyses and standard setting can offer the language test developer in determining how well their tasks work. This practical book will be of interest to researchers, language testers, testing commissions, and teachers engaged in assessing listening performance around the world.