Writing centers in universities and colleges aim to help student writers develop practices that will make them better writers in the long term and that will improve their draft papers in the short term. The tutors who work in writing centers accomplish such goals through one-to-one talk about writing. This book analyzes the aboutness of writing center talk-what tutors and student writers talk about when they come together to talk about writing. By combining corpus-driven analysis to provide a quantitative, microlevel view of the subject matter and sociocultural discourse analysis to provide a qualitative macrolevel view of tutor-student writer interactions, it further establishes how these two research methods operate together to produce a robust and rigorous analysis of spoken discourse.

The book explores possibilities for happening in education. It outlines characteristics for happening which are viewed in relation to educational discourses to determine how learners and teachers might be involved. In connection with this, the author considers critical pedagogy, teaching as a liminal practice, creative pedagogy and multiple intelligences. The book also provides details of a participatory research strategy, based upon bricolage and the rhizome, implemented for an inquiry into happening and EFL teaching in a Polish school. The author suggests there may be resistance to the use of happening in schools due to the dominance of transmission-based teaching and unfavourable attitudes towards creativity.

"This volume has some really nice features such as: the discussion of audio-lingual theory as deriving from behaviorism, the terrific discussion of intrinsic and extrinsic motivation--that is discussed here in a manner superior to any I've seen, the discussion of over-motivated students; the relation between self-esteem and self-efficacy, disabilities and language learning, and the provision of specific tips for learning vocabulary, grammar etc. The case studies are also wonderful. " Robert Sternberg, Department of Psychology Yale University "The case studies are among the most appealing characteristics of the book. They present readily identifiable, relatively easy-to-understand types of learners, and they include a vast range of possible types. The questions and prods related to the case studies are very valuable. The tables are very handy. I love the table on defense mechanisms and the chart about the intriguing metaphors for language learning." Rebecca L. Oxford, Ph.D, Area Head, Teacher Education University of Alabama Why is it so difficult for adults to learn a second language? How can we get to the source of these difficulties, diagnose the learner, and help them achieve their goals? Understanding Second Language Learning Difficulties addresses these questions, demonstrating some of the insights, techniques, and skills needed to understand adult students who are having problems learning a second language. Author Madeline E. Ehrman provides a deep examination of the source of difficulty, taking into consideration such issues as learning styles, personality dispositions, motivation, learning strategies, self-efficacy, and anxiety. Helpful summaries, case studies, and exercises are included, giving the reader a firm grasp of the complex issues involved. This new volume presents multiple theories and models for each of the cases discussed, showing the reader how to evaluate observations in terms of individual difference dimensions. Scholars, researchers, and professionals in linguistics, communication, English as a second language, as well as teachers and trainers will value the thorough examination, and unique viewpoints this book offers.

The Routledge Handbook of Chinese Language Teaching defines Chinese language teaching in a pedagogical, historical, and contemporary context. Throughout the volume, teaching methods are discussed, including the traditional China-based approach, and Western methods such as communicative teaching and the immersion program. The Handbook also presents a pedagogical model covering pronunciation, tones, characters, vocabulary, grammar, and the teaching of listening, speaking, reading, and writing. The remaining chapters explore topics of language assessment, technology enhanced instruction, teaching materials and resources, Chinese for specific purposes, classroom implementation, social contexts of language teaching and language teaching policies, and pragmatics and culture. Ideal for scholars and researchers of Chinese language teaching, the Handbook will benefit educators and teacher training programs. This is the first comprehensive volume exploring the growing area of Chinese language pedagogy.

From the origins of writing to today's computer-mediated communication, material technologies shape how we read and write, how we construe and share knowledge, and ultimately how we understand ourselves in relation to the world. However, communication technologies are themselves designed in particular social and cultural contexts and their use is adapted in creative ways by individuals. In this book, Richard Kern explores how technology matters to language and the ways in which we use it. Kern reveals how material, social and individual resources interact in the design of textual meaning, and how that interaction plays out across contexts of communication, different situations of technological mediation, and different moments in time. Showing how people have adapted visual forms to various media as well as to social needs, this study culminates in five fundamental principles to guide language and literacy education in a period of rapid technological and social change.

Showcasing a new methodology in language learning and identity research, this carefully conceptualized, innovative book explicates the use of autoethnography as a way of re-imagining one's sense of linguistic and cultural identity. A key work for researchers and students in Applied Linguistics and Language Education, it addresses fundamental aspects of research methodology and explores substantive issues relating to individual dimensions of multilingualism. Choi shows convincingly how the learning of a language is inseparable from one's constant searching for a voice, a place, and a self in this world, demonstrating the importance of interrogating what lies behind everyday life events and interactions-the political and ethical implications of the utterances, thoughts, actions, and stories of the self and others. Themes of authenticity, illegitimacy, power relations, perceptions of self/other, cultural discourses and practices, and related issues in multilingual identity development surface in the multi-modal narratives. Chapters on methodology, woven through the book, focus on the process of knowledge production, approaches to writing narratives, the messiness of research writing practices, and the inseparability of writing and research.

The proliferation of language awareness has now led to a need for a reassessment of the nature and functions of language awareness. This accessible collection of essays addresses that need in developing a more rigorous and critical theoretical underpinning for what language awareness is and should do. In particular, it argues that there needs to be a greater awareness of the social and political issues, and the context within which language awareness work is set.

This book offers a lively introduction to the research methods and techniques available to English language teachers who wish to investigate aspects of their own practice. It covers qualitative and quantitative methodology and includes sections on observation, introspection, diary studies, experiments, interviews, questionnaires, numerical techniques and case study research. Each method is illustrated with examples in language teaching contexts, and techniques of data collection and analysis are introduced. The authors focus particularly on research in the classroom, on tests, materials, the effects of innovations, and they discuss methods appropriate to research in various collaborative modes as well as by individuals. A key feature of the book is an introduction to the debate surrounding different approaches to research, with an evaluation of traditional research in relation to the paradigms associated with reflective practice and action research. The book is ideal for teachers on initial training and post-experience courses, students on degree programmes in applied linguistics and TEFL and, of course, practising teachers with an interest in research methods in language teaching.

In this book Michael McCarthy and Ronald Carter describe the discoursal properties of language and demonstrate what insights this approach can offer to the student and teacher of language. The authors examine the relationship between complete texts, both spoken and written, and the social and cultural contexts in which they function. They argue that the functions of language are often best understood in a discoursal environment and that exploring language in context compels us to revise commonly-held understandings about the forms and meanings of language. In so doing, the authors argue the need for language teachers, syllabus planners and curriculum organisers to give greater attention to language as discourse.

"Starting English Teaching" is aimed at new teachers and at teachers new to the teaching of English. Its main focus is the secondary classroom, but primary teachers too will find here much to interest them. Taking the National Curriculum in English as a starting point, but not necessarily the last word on the subject, Robert Jeffcoate looks at the theoretical issues involved in thinking about what English means, defining goals and planning the curriculum. He shows the how to go about developing a repertoire of skills in the different curriculum areas from drama teaching to teaching about the language. His suggestions are illustrated with detailed examples of classroom practice and with many quotations from pupils' own work.

Illustrated by an empirical study of English as a Foreign Language reading in Argentina, this book argues for a different approach to the theoretical rationales and methodological designs typically used to investigate cultural understanding in reading, in particular foreign language reading. It presents an alternative approach which is more authentic in its methods, more educational in its purposes, and more supportive of international understanding as an aim of language teaching in general and English language teaching in particular.

In this classic edition of their ground-breaking work, Usha Goswami and Peter Bryant revisit their influential theory about how phonological skills support the development of literacy. The book describes three causal factors which can account for children's reading and spelling development: pre-school phonological knowledge of rhyme and alliteration the impact of alphabetic instruction on knowledge about phonemes links between early spelling and later reading. This classic edition includes a new introduction from the authors which evaluates research from the past 25 years. Examining new evidence from auditory neuroscience, statistical modelling and orthographic database analyses, as well as new data from cognitive developmental psychology and educational studies, the authors consider how well their original ideas have stood up to the test of time. Phonological Skills and Learning to Read will continue to be essential reading for students and researchers in language and literacy development, and those involved in teaching children to read.

Winner of the SAGE/ILTA Book Award 2016 The Routledge Handbook of Language Testing will provide a comprehensive account of the area of language assessment and testing. Written by leading specialists from around the world, this volume brings together approximately 35 authoritative articles (around 8000 words each). The proposed outline for the Handbook (below) is divided into ten sections. The section titles reflect the contents of their Language Testing and Assessment -textbook in our RAL series and sketch a useful overview of the discipline. Each chapter has been carefully selected to relate to key issues raised in the respective topic, providing additional historical background, critical discussion, reviews of key research methods, and an assessment of what the future might hold.

This book provides an accessible introduction to some of the methods and theoretical approaches for investigating foreign language (FL) interaction and exchange in online environments. Research approaches which can be applied to Computer-Mediated Communication (CMC) are outlined, followed by a discussion of the way in which tools and techniques for data-collection in diverse online contexts can contribute to our understanding of online foreign language interaction. The compilation of chapters presents a comprehensive overview of key issues in virtual, intercultural and multimodal research contexts and gives insight into the particular challenges and situations which this area of language learning implies. Researching Online Foreign Language Interaction and Exchange addresses the needs of researchers and newcomers to the area who are hoping to learn about the current state of the field by providing overviews of varying approaches and extensive literature review as well as extracts of real data to illustrate the theories, methods or issues in question.

In the 21st century, there is a great need to rigorously examine "old" issues through newer perspectives and to put forth contemporary ones for thorough and proper consideration. With the widespread use of English in diverse contexts, the accumulation of knowledge and the innovations in all fields of study as well as the changes in every step of life around the world, things got more complicated and, at times, it has become harder for English language scholars and practitioners to find their ways. The book is an attempt to address the affordances and caveats regarding TESOL-related issues in the 21st century. The aim of the volume is to provide a comprehensive picture of the TESOL-focused research on an international level by shedding light onto the status of TESOL in the 21st century with the challenges and opportunities. The volume is intended to address the state-of-the-art TESOL-related issues for prospective and in-service teachers, language teacher educators, course developers and researchers.

The testing and assessment of second language learners is an essential part of the language learning process. Glenn Fulcher's Testing Second Language Speaking is a state-of-the-art volume that considers the assessment of speaking from historical, theoretical and practical perspectives. The book offers the first systematic, comprehensive and up-to-date treatment of the testing of second language speaking. Written in a clear and accessible manner, it covers: Explanations of the process of test design Costing test design projects How to put the test into practice Evaluation of speaking tests Task types for testing speaking Testing learners with disabilities It also contains a wealth of examples, including task types that are commonly used in speaking tests, approaches to researching speaking tests and specific methodologies that teachers, students and test developers may use in their own projects. Successfully integrating practice and theory, this book demystifies the process of testing speaking and provides a thorough treatment of the key ethical and technical issues in speaking evaluation.

This lively and inspiring collection of readings is divided into three sections: 'Developing teaching strategies and effective classroom management' covers all major aspects of classroom practice; 'Planning, evaluating and assessing MFL learning' is a guide to the day to day requirements and practicalities of MFL teaching; 'In search of a wider perspective' considers how MFL teaching might develop and expand, and its place outside the classroom. Fully engaged with teaching and learning MFL at a practical level, it illustrates concepts and good practice through a braod range of classroom-based examples and case studies. Issues covered in this book include: maximising potential engaging pupils in their learning developing listening, reading and oral skills use of information communication technology assessment and differentiation broadening the content of MFL lessons role play in the language class MFL beyond the classroom.

Second Language Learning and Language Teaching provides an introduction to the application of second language acquisition research to language teaching. Assuming no previous background in second language acquisition or language teaching methods, this text starts by introducing readers to the basic issues of second language acquisition research. It then examines how people learn particular aspects of the second language, such as grammar, vocabulary, pronunciation and the writing system, and at the strategies they adopt in their learning and the differences between individuals. Final chapters look at second language learning in a broader context - the goals of language teaching and how teaching methods relate to SLA research. This newly updated fifth edition builds on the comprehensive scope of earlier editions while also addressing more recent developments in the field, particularly multilingual approaches to language teaching.

Introducing Needs Analysis and English for Specific Purposes is a clear and accessible guide to the theoretical background and practical tools needed for this early stage of curriculum development in ESP. Beginning with definitions of needs analysis and ESP, this book takes a jargon-free approach which leads the reader step-by-step through the process of performing a needs analysis in ESP, including: how to focus a needs analysis according to the course and student level; the selection and sequencing of a wide variety of data collection procedures; analysis and interpretation of needs analysis data in order to write reports and determine Student Learning Outcomes; personal reflection exercises and examples of real-world applications of needs analysis in ESP. Introducing Needs Analysis and English for Specific Purposes is essential reading for pre-service and in-service teachers, and students studying English for Specific Purposes, Applied Linguistics, TESOL and Education.

This book looks beyond the classroom, and focuses on out-of-class autonomous use of technology for language learning, discussing the theoretical frameworks, key findings and critical issues. The proliferation of digital language learning resources and tools is forcing language education into an era of unprecedented change. The book will stimulate discussions on how to support language learners to construct quality autonomous technology-mediated out-of-class learning experience outside the classroom and raise greater awareness of and research interest in this field. Out-of-class learning constitutes an important context for human development, and active engagement in out-of-class activities is associated with successful language development. With convenient access to expanded resources, venues and learning spaces, today's learners are not as dependent on in-class learning as they used to be. Thus, a deeper understanding of the terrain of out-of-class learning is of increasing significance in the current educational era. Technology is part and parcel of out-of-class language learning, and has been a primary source that learners actively use to construct language learning experience beyond the classroom. Language learners of all ages around the world have been found to actively utilize technological resources to support their language learning beyond formal language learning contexts. Insights into learners' out-of-class autonomous use of technology for language learning are essential to our understanding of out-of-class learning and inform educators on how language learners could be better supported to maximize the educational potentials of technology to construct quality out-of-class learning experience.

Politics can be a very important influence on educational developments and their deployment. However, this volume is different from other volumes since it looks, not at the macropolitics and the ideological agendas of nations and multinational or global organisations, but rather focuses on micropolitics, the agendas and motivations of individuals within organisations, and on their actions. Micropolitics can be seen as ways of manoeuvring within institutions which are themselves not political, but commercial, financial and educational. Indeed, politics with a small p includes not only institutional politics, but also personal politics, which can influence language education both in daily matters, and in projects for innovation and change. The aim of this edited book is to begin a debate about the nature and role of micropolitics, to contribute to a better understanding of language education, change and resistance to change, and the processes of language education.

Taking a Vygotskian sociocultural stance, this book demonstrates the meaningful role that L2 teacher educators and L2 teacher education play in the professional development of L2 teachers through systematic, intentional, goal-directed, theorized L2 teacher education pedagogy. The message is resoundingly clear: Teacher education matters! It empirically documents the ways in which engagement in the practices of L2 teacher education shape how teachers come to think about and enact their teaching within the sociocultural contexts of their learning-to-teach experiences. Providing an insider's look at L2 teacher education pedagogy, it offers a close up look at teacher educators who are skilled at moving L2 teachers toward more theoretically and pedagogically sound instructional practices and greater levels of professional expertise. First, the theoretical foundation and educational rationale for exploring what happens inside the practices of L2 teacher education are established. These theoretical concepts are then used to conduct microgenetic analyses of the moment-to-moment, asynchronous, and at-a-distance dialogic interactions that take place in five distinct but sometimes overlapping practices that the authors have designed, repeatedly implemented, and subsequently collected data on in their own L2 teacher education programs. Responsive mediation is positioned as the nexus of mindful L2 teacher education and proposed as a psychological tool for teacher educators to both examine and inform the ways in which they design, enact, and assess the consequences of their own L2 teacher education pedagogy.

Introducing Needs Analysis and English for Specific Purposes is a clear and accessible guide to the theoretical background and practical tools needed for this early stage of curriculum development in ESP. Beginning with definitions of needs analysis and ESP, this book takes a jargon-free approach which leads the reader step-by-step through the process of performing a needs analysis in ESP, including: how to focus a needs analysis according to the course and student level; the selection and sequencing of a wide variety of data collection procedures; analysis and interpretation of needs analysis data in order to write reports and determine Student Learning Outcomes; personal reflection exercises and examples of real-world applications of needs analysis in ESP. Introducing Needs Analysis and English for Specific Purposes is essential reading for pre-service and in-service teachers, and students studying English for Specific Purposes, Applied Linguistics, TESOL and Education.

Basing his arguments on the developments in theoretical linguistics as well as his own experience in teaching and research, the author proposes a model of learning which could resolve differences which have for centuries divided thinkers in philosophy and linguistics, between extreme and modified views of the way that language and thought interact, one determining the other; and in language teaching between proponents of contending methodologies. He shows that such distinctions as those between language learners and language users, first language learners and foreign language learners are misleading.