First published in 1967, this book was based on new descriptions of English emerging from recent research. It provides an introduction to the study of the English language for the first-year university student. It will also be invaluable to all those concerned with the teaching and learning of English as a foreign or second language, particularly the teacher in training and the university student.

This book presents a unique inter-university scale development project, with a focus on the validation of two new rating scales for the assessment of academic presentations and interactions. The use of rating scales for performance assessment has increased considerably in educational contexts, but the empirical research to investigate the effectiveness of such scales is scarce. The author reports on a multi-method study designed to scale the level descriptors on the basis of expert judgments and performance data. The salient characteristics of the scale levels offer a specification of academic speaking, adding concrete details to the reference levels of the Common European Framework. The findings suggest that validation procedures should be mapped onto theoretical models of performance assessment.

This book documents ongoing language shift to English among Latino professionals in California 67% of which studied Spanish formally in high school and 54% of which studied Spanish in college. Taking into account the recommendations about the teaching of Spanish as a heritage language made by these professionals, the book then describes current instructional practices used in the teaching of Spanish as an academic subject at the high school and university levels to "heritage" language students who, although educated entirely in English, acquired Spanish at home as their first language. The suggestions made by the Professionals concentrated almost exclusively on Spanish language maintenance (e.g., making cultural/historical connections; showing relevance and significance of language to students' lives, teaching other subjects in Spanish, teaching legal, medical, business terms in Spanish). The study of goals currently guiding instruction for heritage speakers of Spanish at both the high school and the college levels, on the other hand, raise questions about the potential contribution of educational institutions to the maintenance and retention of Spanish among the current Spanish-speaking population of California.

The book introduces the reader to an argument-based approach to validity as a way to improve test validation in Second Language Acquisition (SLA) research. Motivated by the need for practical suggestions for raising proficiency assessment standards in SLA research, it exemplifies the approach by validating two distinct score interpretations for a new Russian Elicited Imitation Test (EIT). Two empirical investigations with 164 Russian learners in the USA and Germany were conducted to evaluate the accuracy of the score interpretations associated with two distinct test uses. The EIT proved to constitute a reliable and valid instrument for differentiating between a wide range of oracy skills. The proposed cut scores enabled prediction of several levels of speaking and listening proficiency. The author concludes with implications for using the argument-based approach for validating assessments in SLA research, for the use of the developed Russian EIT, and for future research on Elicited Imitation Tests in general.

Reflective Dialogue presents professional educators with the necessary background and skills to engage in reflective dialogue with language learners effectively. It draws on work in the fields of advising in language learning, reflective practice, sociocultural theory, language learner autonomy, counseling, and life coaching to provide both an introduction to the field and guidance for researching advising in action. The book also includes a wide variety of practical ideas and over 30 sample dialogues that offer clear demonstrations of the concepts discussed in practice. This dynamic textbook's practical approach illustrates how reflective dialogue can promote language learner autonomy and how language advising can be implemented successfully both inside and outside the classroom.

The enthymeme in education is essential because it reflects what humans do when they think. It informs not only how we make inferences about the world to discover new knowledge, but also how we express those discoveries to influence the minds of others. Thus, the enthymeme provides an effective pedagogical approach to the analysis and synthesis of ideas in the classroom. In this volume, such an approach is applied to composition instruction, second-language learning, advertising, specialized medical texts, and detective fiction to help prepare students for the challenges of modern life. (Michael D. Hood)

Reflective Dialogue presents professional educators with the necessary background and skills to engage in reflective dialogue with language learners effectively. It draws on work in the fields of advising in language learning, reflective practice, sociocultural theory, language learner autonomy, counseling, and life coaching to provide both an introduction to the field and guidance for researching advising in action. The book also includes a wide variety of practical ideas and over 30 sample dialogues that offer clear demonstrations of the concepts discussed in practice. This dynamic textbook's practical approach illustrates how reflective dialogue can promote language learner autonomy and how language advising can be implemented successfully both inside and outside the classroom.

This wide-ranging survey of issues in intercultural language teaching and learning covers everything from core concepts to program evaluation, and advocates a fluid, responsive approach to teaching language that reflects its central role in fostering intercultural understanding. * Includes coverage of theoretical issues defining language, culture, and communication, as well as practice-driven issues such as classroom interactions, technologies, programs, and language assessment * Examines systematically the components of language teaching: language itself, meaning, culture, learning, communicating, and assessments, and puts them in social and cultural context * Features numerous examples throughout, drawn from various languages, international contexts, and frameworks * Incorporates a decade of in-depth research and detailed documentation from the authors collaborative work with practicing teachers * Provides a much-needed addition to the sparse literature on intercultural aspects of language education

Humor in the Classroom provides practical, research-based answers to questions that educational researchers and language teachers might have about the social and cognitive benefits that humor and language play afford in classroom discourse and additional language learning. The book considers the ways in which humor, language play, and creativity can construct new possibilities for classroom identity, critique prevailing norms, and reconfigure particular relations of power. Humor in the Classroom encourages educational researchers and language teachers to take a fresh look at the workings of humor in today's linguistically diverse classrooms and makes the argument for its role in building a stronger foundation for studies of classroom discourse, theories of additional language development, and approaches to language pedagogy.

This book presents a comprehensive approach to issues related to researching and teaching second language (L2) writing in digital environments. In the digital age, new technologies have revolutionized the ways we communicate and construct knowledge, and have also reshaped the traditional notions of writing and literacy, posing new challenges and opportunities for L2 teachers and students. This book provides up-to-date coverage of the main areas of L2 writing and technology, including digital multimodal composing, computer-mediated collaborative writing, online teacher and peer feedback, automated writing evaluation, and corpus-based writing instruction. It synthesizes the relevant literature, analyzes theoretical perspectives, compiles relevant resources, and offers research and pedagogical recommendations to guide scholars in undertaking new L2 writing research and instructional practice in technologically-supported educational contexts. This book will be of relevance and interest to researchers, language teachers, and graduate students in applied linguistics and education.

Language teachers' competencies in computer-assisted language learning (CALL) are a crucial factor affecting their own implementation of CALL. However, there is still a concern that many language teachers are not adequately prepared to make effective use of CALL or to identify and evaluate potential CALL solutions. This can be the result of many different factors and raises the question of how to train teachers to develop their CALL knowledge and skills to a greater degree. The discussion of approaches to training language teachers in the use of technology adopted in areas of Australia, the UK and the US provides valuable insights for those already involved in this area, and inspiration for those who have some interest in carrying out this kind of training, but as yet have little or no experience. This book explores the current status of CALL teacher education and discusses issues and challenges CALL teacher educators face in their own contexts. Specifically, it looks at postgraduate CALL courses offered at different universities to find ways of improving CALL teacher training. It represents the first overview of a topic that is relevant to most postgraduate courses in Applied Linguistics or TESOL across the globe. The use of technology for language learning and teaching is increasingly common but, as is so often the case, training for teachers in how to use that technology remains limited, to a large extent by lack of expertise among trainers.

Winner of the SAGE/ILTA Book Award 2016 Re-examining Language Testing explores ideas that form the foundations of language testing and assessment. The discussion is framed within the philosophical and social beliefs that have forged the practices endemic in language education and policy today. From historical and cultural perspectives, Glenn Fulcher considers the evolution of language assessment, and contrasting claims made about the nature of language and human communication, how we acquire knowledge of language abilities, and the ethics of test use. The book investigates why societies use tests, and the values that have driven changes in practice over time. The discussion is presented within an argument that an Enlightenment inspired view of human nature and advancement is most suited to a progressive, tolerant, and principled theory of language testing and validation. Covering key topics such as measurement, validity, accountability and values, Re-examining Language Testing provides a unique and innovative analysis of the ideas and social forces that shape the practice of language testing. It is an essential read for advanced undergraduate and postgraduate students of Applied Linguistics and Education. Professionals working in language testing and language teachers will also find this book invaluable.

Winner of the SAGE/ILTA Book Award 2016 Re-examining Language Testing explores ideas that form the foundations of language testing and assessment. The discussion is framed within the philosophical and social beliefs that have forged the practices endemic in language education and policy today. From historical and cultural perspectives, Glenn Fulcher considers the evolution of language assessment, and contrasting claims made about the nature of language and human communication, how we acquire knowledge of language abilities, and the ethics of test use. The book investigates why societies use tests, and the values that have driven changes in practice over time. The discussion is presented within an argument that an Enlightenment inspired view of human nature and advancement is most suited to a progressive, tolerant, and principled theory of language testing and validation. Covering key topics such as measurement, validity, accountability and values, Re-examining Language Testing provides a unique and innovative analysis of the ideas and social forces that shape the practice of language testing. It is an essential read for advanced undergraduate and postgraduate students of Applied Linguistics and Education. Professionals working in language testing and language teachers will also find this book invaluable.

This book presents a selection of papers on teaching English as a foreign language and the role of language education in human development. As thinking skills rely on language, language education should exceed utilitarian and everyday communicative needs and should be the basis for developing other school subjects. The book provides practical suggestions for language teaching, for the development of logical thinking and the understanding of the linguistic relationship between the first and the second languages in a historical perspective.

Talking About Language Assessment is the first book to take an interview-based approach to the history of language assessment. This collection consists of interviews originally featured in Language Assessment Quarterly with renowned language assessment experts. Contextualized with commentary by the editor, the articles in this text cover many of the essential areas of language testing and assessment including assessment design, validation argument, epistemological issues in research, and language assessment policy. This text is a valuable compilation on the history of language assessment, and an ideal resource for researchers and students in the field of language testing and assessment.

Pragmatic competence plays a key role in intercultural communication, particularly for students studying in a target community. This book investigates the effect of study abroad on second language learners' productive and receptive pragmatic competences, as well as their cognitive processes during speech act production. It employs a variety of research instruments, both quantitative and qualitative, to explore learners' pragmatic development over one year. The inclusion of a control group is a methodological strength of the longitudinal study, many such studies often not including a control group. In addition, the study longitudinally examines learners' cognitive processes during study abroad with innovative and insightful analyses. The book makes an important contribution to second language pragmatics with regard to developmental changes in both speech act production and perception during such processes.

The past two decades have created quantitatively higher and qualitatively different demands for foreign language skills. Learners' needs, expectations and contexts of language use have undergone radical and far-reaching transformations. This collection of essays by experienced educators, teacher trainers and researchers from diverse linguistic, cultural and professional settings offers a fresh perspective on the aspects and ways of teaching skills which are crucial to contemporary language instruction, especially at the more advanced stages, but which have oftentimes been unjustly neglected in the classroom. The book discusses issues ranging from approaches to teaching, contexts of instruction, testing and assessment to curriculum development and technology in the classroom.

This book addresses the issue of using texts of culture in the EFL classroom. It analyzes some of the common problems observed in the teaching of English to senior secondary schools students, particularly in the context of the school leaving examination. It offers a discussion of the role of English language education in the school curriculum and stresses the importance of using texts with cognitive appeal at lessons. It presents the impact of literature, films and songs on the student's overall development and a set of criteria for text selection. It also investigates the English teacher's role in exploiting the educational potential of culture texts and proposes a way of integrating them with a system of preparation for the school leaving examination in English.

The Routledge Handbook of Educational Linguistics provides a comprehensive survey of the core and current language-related issues in educational contexts. Bringing together the expertise and voices of well-established as well as emerging scholars from around the world, the handbook offers over thirty authoritative and critical explorations of methodologies and contexts of educational linguistics, issues of instruction and assessment, and teacher education, as well as coverage of key topics such as advocacy, critical pedagogy, and ethics and politics of research in educational linguistics. Each chapter relates to key issues raised in the respective topic, providing additional historical background, critical discussion, reviews of pertinent research methods, and an assessment of what the future might hold. This volume embraces multiple, dynamic perspectives and a range of voices in order to move forward in new and productive directions, making The Routledge Handbook of Educational Linguistics an essential volume for any student and researcher interested in the issues surrounding language and education, particularly in multilingual and multicultural settings.

Explicit Learning in the L2 Classroom offers a unique five-prong (theoretical, empirical, methodological, pedagogical, and model building) approach to the issue of explicit learning in the L2 classroom from a student-centered perspective. To achieve this five-prong objective, the book reports the theoretical underpinnings, empirical studies, and the research designs employed in current research to investigate the constructs of attention and awareness in SLA with the objectives to (1) propose a model of the L2 learning process in SLA that accounts for the cognitive processes employed during this process and (2) provide pedagogical and curricular implications for the L2 classroom. The book also provides a comprehensive treatise of research methodology that is aimed at not only underscoring the major features of conducting robust research designs with high levels of internal validity but also preparing teachers to become critical readers of published empirical research.

Der Band enthalt 34 Beitrage, die beim 45. Linguistischen Kolloquium in Veszprem (Ungarn) vom 16. bis 18. September 2010 prasentiert wurden. Die Autoren beschaftigen sich mit alteren und neueren Arbeitsfeldern der Sprachwissenschaft sowie ihren innovativen Ergebnissen. Die internationale Zusammensetzung der Kolloquiumsteilnehmer und ihre diversen methodischen Standpunkte und Aspekte bieten ein breit gefachertes Forschungsfeld im linguistischen Wissenschaftsbetrieb. Neben Angewandter Linguistik, Interkultureller Linguistik, Pragmatik, Lexikologie, Semantik, Kontaktlinguistik und Grammatikographie ist auch die Sektion Fremdsprachendidaktik vertreten. Daruber hinaus werden in dem Sammelband Fragen fur kunftige Forschungen formuliert. This volume presents 34 papers delivered at the 45th Linguistics Colloquium in Veszprem (Hungary) from 16th to 18th September, 2010. The authors deal with older and newer fields of work in linguistics as well as their innovative results. The international composition of the participants and the various methodological positions and aspects of the academic activities in linguistics offer the possibility of a broad field of research. Apart from Applied Linguistics, Intercultural Linguistics, Pragmatics, Lexicology, Semantics, Contact Linguistics and Grammaticography, the book also presents Foreign Language Didactics. Moreover, the book suggests topics for future research.

Learning a foreign language in its cultural context has a significant effect on the subjective mind, ranging from the unsettling to the inspirational. The complex interplay between native and foreign languages, their cultural conceptualisations and discourses and the mind and body of the learner results in the subjective construction of individual positionings located "in between" the languages and cultures involved. These processes are not restricted to the cognitive level of learning but also involve deep-seated habits, values and beliefs. These habits, values and beliefs are to a certain extent the result of subjective experiences and feelings; however, they are also embedded in a socio-cultural network of concepts, norms, traditions and life-worlds, so that they are characterised both by the learner's subjectivity and by the sociality and (inter-)culturality of their environment. The essays in this volume explore the subjective dimension of intercultural language learning, ranging from theoretical considerations to empirical studies and providing stimulating insights into this important area of study.

Researching Pedagogic Tasks brings together a series of empirical studies into the use of pedagogical tasks for second language learning, with a view to better understanding the structure of tasks, their impact on students, and their use by teachers. The volume starts with an introduction to the background and key issues in the topic area and is then organised into three sections: the first section focuses on the language and learning of students on tasks the second on the use of tasks in the language classroom the third on the use of tasks for language testing Each section begins with a succinct section introduction, and the volume concludes with an afterword relating the theme of the volume to issues in curriculum development. The chapters include both experimental and qualitative approaches to the topic, some providing original accounts of specific studies, others offering overviews of linked series of studies.

This volume brings together thirteen articles presented at the 27th International Conference of the Croatian Applied Linguistics Society held in Dubrovnik in 2013. The authors explore four groups of issues: stability and change at the intersection of the standard and other varieties; language policy and language attitudes in relation to the status of L1 and L2; bilingualism and multilingualism; translation solutions reaffirming and/or establishing the norm. The articles focus on the contemporary Croatian and Slovenian sociolinguistic situation, relating it to the current situation in Europe.

In this book, Farr examines the spoken and written language of post-observation teaching-practice feedback on teacher education programs. To do so, she draws upon theories from discourse analysis, conversation analysis, and pragmatics to frame the analysis of feedback meetings and written tutor reports, which are then examined using comparative quantitative and qualitative corpus-based techniques. The overall aim is to determine the defining characteristics of this genre, focusing especially on pragmatic factors, with the ultimate goal of investigating the salient aspects responsible for making feedback both effective and affective. Farr's research draws upon a spoken corpus of feedback interactions and a written corpus of tutor reports from language teacher education and is also strongly informed by data in the form of diary reflections and questionnaire responses from student teachers and questionnaire responses from the relevant tutors.