Extensively revised and updated, this second edition provides, in an A-Z format, an analysis of the most important generalizations that have been made on the unidirectional change of grammatical forms and constructions. Based on the analysis of more than 1,000 languages, it reconstructs over 500 processes of grammatical change in the languages of the world, including East Asian languages such as Chinese, Korean and Japanese. Readers are provided with the tools to discover how lexical and grammatical meanings can be related to one another in a principled way, how such issues as polysemy, heterosemy, and transcategoriality are dealt with, and why certain linguistic forms have simultaneous lexical and grammatical functions. Definitions of lexical concepts are provided with examples from a broad variety of languages, and references to key relevant research literature. Linguists and other scholars will gain a better understanding of languages on a worldwide scale.

The influence of cognitive processing on second language acquisition (SLA), and on the development of second language (SL) instruction, has always been a subject of major interest to both SLA researchers and those involved in SL pedagogy. Recent theoretical research into SLA and SL pedagogy has shown renewed interest in the role of cognitive variables such as attention, short, working, and long term memory, and automaticity of language processing. This volume first examines the theoretical foundations of research into the cognitive processes underlying SLA, and then describes various implications for pedagogically oriented research and for SL classroom practice. This book's blend of research from the cognitive sciences and applied linguistics make it an excellent introduction to applied linguists and language teachers interested in the psycholinguistic processes underlying SLA.

This book addresses the acquisition of pragmatics in second and foreign language classrooms, offering two state-of-the-art survey chapters, and eleven chapters reporting the results of empirical research. All chapters have been written especially for this collection. The empirical studies cover three areas: incidental acquisition of pragmatics in instructed contexts, the effects of instruction in pragmatics, and the assessment of pragmatics ability. The studies address a number of areas in pragmatics, from speech acts and discourse markers to conversational routines and address terms, and represent a range of target languages and contexts in the US, Asia, and Europe. A wide array of research methodologies are also employed, from questionnaires to in-depth interviews and conversation analysis. The first collection of its kind, Pragmatics in Language Teaching offers a comprehensive and essential introduction to a rapidly growing area, and should be of interest to researchers and language teachers alike.

This book is about planning lessons and courses for students of English as a foreign language. It is the only book on the market totally devoted to this. It does not take the view that "planning" equals writing pages and pages of notes by an assessor or observer. Rather it takes the everyday reality of the working teacher as they design short and long instructional units. Each chapter is based on a real life question, such as: Who are the students? When is the lesson? What can go in to a lesson or course? How do people learn? How can I teach? What materials can I choose? How can I get started on planning? What are my constraints and freedoms? What activities can I use and adapt?Each chapter contains both thought provoking analysis of parts of a teacher's job and many practical principles clearly explained. The book is designed to help inexperienced teachers gather working routines and sequences of ideas and to help experienced teachers to refresh the routines they have grown used to.

This book is a guide devoted to what language teachers can do to become more aware of and explore their teaching beliefs, attitudes, and practices. It provides teachers with the kind of knowledge and guidelines that can empower them to make their own informed teaching decisions. As such, teacher educators will find this a practical book to use in training courses.

This book examines establishing, maintaining and developing self-access language learning (SALL). While much of the book presents practical ideas dealing with issues related to SALL, they are supported by references to relevant literature and research. This link between theory and practice makes the debate about SALL accessible and makes the book a useful resource for those establishing and running self-access learning facilities, from pre-service teacher trainees to experienced teachers and from managers of self-access centers to administrators.

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.

Inevitably, it is in the most commonly used languages that the vocabulary of language testing and assessment is most highly developed, and for which most of the literature has been produced. A multilingual glossary has a significant role to play in encouraging the development of language testing in less widely taught languages. The idea of producing a multilingual glossary of assessment and language testing terms has grown out of the needs experienced by members of the Association of Language Testers in Europe (ALTE) while engaged in work on language testing projects. It is anticipated that this glossary will be of use, not only to members of ALTE, but to many others working in the context of European languages, who are involved in language testing and assessment. The glossary contains entries in ten languages: Catalan, Danish, Dutch, English, French, German, Irish, Italian, Portuguese and Spanish.

A proper understanding of intelligibility is at the heart of effective pronunciation teaching, and with it, successful teaching of speaking and listening. Far from being an optional 'add-it-on-if-we-have-time' language feature, pronunciation is essential because of its tremendous impact on speech intelligibility. Pronunciation dramatically affects the ability of language learners to make themselves understood and to understand the speech of others. But not all elements of pronunciation are equally important. Some affect intelligibility a great deal, while others do not. With a strong emphasis on classroom practice and how pronunciation teaching can be more effectively approached in different teaching contexts, this book provides an important resource for pronunciation researchers, with a distinctly practical focus. It shows how intelligibility research informs pronunciation teaching within communicative classrooms, enabling language teachers to incorporate intelligibility findings into their teaching. Professionals interested in oral communication, pronunciation, and speech perception will find the book fascinating.

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.

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.

This book introduces a new field of educational research called "teacher learning," as it applies to the teaching of languages. Seventeen original articles, based on studies done in North America, Europe, Asia, and Australia, provide examples of theory and research into teacher learning and of the role that previous experience, social context, and professional training play in the process.

This collection illuminates the process of course development through the narratives of six ESL/EFL teachers who have designed courses in widely varying contexts worldwide. Graves provides a framework for course design and examines how these six teachers have utilized or departed from the framework in meeting the challenges of their particular situations. Each narrative is followed by an analysis and a set of tasks that direct the reader's attention to a particular aspect of the framework.

This collection of nineteen original papers is about what really happens in language classrooms, both those in which language is the topic of instruction and those where it functions primarily as the medium of instruction. The authors utilize a variety of research methods, with an emphasis on the collection and analysis of data. Chapters investigate such issues as language-related anxiety, curriculum renewal, classroom interaction, teachers' on-line decision-making, and sociopolitical concerns affecting life in schools.

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.

Advances in second language teaching methodology, including new emphases on learner-centeredness and individualized instruction, have significantly changed the roles teachers play in the classroom and made ever greater demands on their classroom management skills. Nunan and Lamb help language teachers to meet these new demands by providing them with the practical knowledge and skills necessary for the effective management of teaching and learning in today's classrooms. The central focus of the book is on the independent decisions teachers must make in key areas such as lesson planning, teacher talk, group work, error correction, resource management, and evaluation. The text uses a task-based approach, and the material presented is well-supported by theory and research.

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.

Already accepted as a method of teacher development in general education, 'reflective teaching' is now gaining importance in TESOL training. Reflective Teaching in Second Language Classrooms introduces teachers to techniques for exploring their own classroom experiences. Numerous books deal with classroom observation and research, but this is the first to offer a carefully structured approach to self-abservation and self-evaluation. Richards and Lockhart aim to develop a reflective approach to teaching, that is, one in which teachers collect data about their own teaching, examine their attitudes, beliefs, and assumptions and use the information obtained as a basis for critical reflection on teaching practices. The approach is not linked to a particular method, but rather can be applied to a variety of methodologies and teaching situations. Each chapter includes questions and activites appropriate for group discussion or self-study.

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.

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.