Language learners beyond early childhood are scarcely expected to reach native-like abilities in their new language, yet some do. Are these individuals uniquely gifted? If so, are such gifts innate, or the result of intense drive, optimal experience, opportunity, or something else altogether? Bringing together theory and empirical work from across disciplines, this ground-breaking book aims to better understand the perennial mystery of giftedness in language learning (GLL). Incorporating quantitative, qualitative, and case study data, this analysis demonstrates the need to reach across cognitive, neural, emotional, psychological, and social lines to understand native-likeness in a second language. All such 'outliers' face limits, potentials, and choices. What they do in the face of these is key. With this complexity in mind, specific recommendations are provided to re-orient the research toward an appreciation of the individual's role, and a clearer understanding of the inherent balance of nature and nurture in GLL.

Multilingualism is a meaningful and capacious idea about human meaning-making practice, one with a promising, tumultuous, and flawed present - and a future worth caring for in research and public life. In this book, David Gramling presents original new insights into the topical subject of multilingualism, describing its powerful social, economic and political discourses. On one hand, it is under acute pressure to bear the demands of new global supply-chains, profit margins, and supranational unions, and on the other it is under pressure to make way for what some consider to be better descriptors of linguistic practice, such as translanguaging. The book shows how multilingualism is usefully able to encompass complex, divergent, and sometimes opposing experiences and ideas, in a wide array of planetary contexts - fictitious and real, political and social, North and South, colonial and decolonial, individual and collective, oppressive and liberatory, embodied and prosthetic, present and past.

Key Terms in Second Language Acquisition includes definitions of key terms within second language acquisition, and also provides accessible summaries of the key issues within this complex area of study. The final section presents a list of key readings in second language acquisition that signposts the reader towards classic articles and also provides a springboard to further study. The text is accessibly written, with complicated terms and concepts explained in an easy to understand way. Key Terms in Second Language Acquisition is an essential resource for students. >

Multilingualism is a meaningful and capacious idea about human meaning-making practice, one with a promising, tumultuous, and flawed present - and a future worth caring for in research and public life. In this book, David Gramling presents original new insights into the topical subject of multilingualism, describing its powerful social, economic and political discourses. On one hand, it is under acute pressure to bear the demands of new global supply-chains, profit margins, and supranational unions, and on the other it is under pressure to make way for what some consider to be better descriptors of linguistic practice, such as translanguaging. The book shows how multilingualism is usefully able to encompass complex, divergent, and sometimes opposing experiences and ideas, in a wide array of planetary contexts - fictitious and real, political and social, North and South, colonial and decolonial, individual and collective, oppressive and liberatory, embodied and prosthetic, present and past.

Research Methods in Second Language Acquisition: A Practical Guideis an informative guide to research design and methodology for graduate students and scholars. Each chapter of this volume offers background, step-by-step guidance, and relevant studies to create comprehensive coverage of each method. * Includes chapters by expert scholars on an array of topics, including second language writing and reading, meta-analyses, research replication, qualitative data collection and analysis, and more * Includes feature boxes in each chapter highlighting relevant research studies, discussion questions and suggested further readings * Utilizes research methods and tools from varied fields of study including education, linguistics, psychology, and sociology

Direct object omission is a general occurrence, observed in varying degrees across the world's languages. The expression of verbal transitivity in small children begins with the regular use of verbs without their object, even where object omissions are illicit in the ambient language. Grounded in generative grammar and learnability theory, this book presents a comprehensive view of experimental approaches to object acquisition, and is the first to examine how children rely on the lexical, structural and pragmatic components to unravel the system. The results presented lead to the hypothesis that missing objects in child language should not be seen as a deficit but as a continuous process of knowledge integration. The book argues for a new model of how this aspect of grammar is innately represented from birth. Ideal reading for advanced students and researchers in language acquisition and syntactic theory, the book's opening and closing chapters are also suitable for non-specialist readers.

This Cambridge Element examines the role and nature of focus on form in second language acquisition. An overall assessment of the role of instruction and the nature of language is provided. Instruction might have a facilitative role in the rate of acquisition. The Element briefly reviews empirical research examining the relative effects of different types of focus on form and presents some of the key implications for second language learning and teaching. An effective focus on form type is one that is input and meaning oriented. Manipulating input to facilitate language processing and form-meaning connections might enhance second language acquisition.

In this unique and entertaining collection of articles, a noted scholar and compiler of key works of reference reflects on the nature of language, the art of lexicography, and the breathtaking developments in communication, the media, and information technology in the late twentieth century.

Living Words ranges over three main subjects: language at large, and in particular English, the most widely used language in the history of the world; the art and study of dictionaries and reference science, embracing all past, present, and potential reference materials from the Oxford English Dictionary to the Yellow Pages; and the processes through which communication, information, and knowledge have evolved -- from cave art to the personal computer.

This book offers a comprehensive and systematic review of multilingual L2 learners' spoken Chinese, focusing on the dual dimensions of speech competence and speech performance. Specifically, by adopting a mixed-methods approach, it explores the cognitive, affective, and socio-cultural differences between intermediate and advanced multilingual learners' L2 Chinese speech competence and speech performance. Drawing on a theoretical framework underpinned by the affective filter hypothesis, L2 willingness to communicate model, L2 motivational self-system, and L2 speech production models, this book not only contributes to our theoretical understanding of the roles of various factors in L2 Chinese speech competence and speech performance, but also offers practical insights into the implications for both teachers and learners in terms of how to minimize the gap between these two dimensions among L2 Chinese learners. It concludes with a discussion on the limitations of L2 Chinese speech and on future directions for the field.

Spanish is one of the most widely-spoken languages in the world, and there is extensive lexical variation between its numerous dialects. This book, the first of its kind, focuses uniquely on the origin, diversity, and geographic distribution of portions of the lexicon. The hundreds of words analysed - related to food, clothing, vehicles, and certain miscellaneous items - provide a representative study not only of the many etymological routes by which they have entered the Spanish language over time, but of the considerable diatopic variety which they display across the different Spanish-speaking nations and regions. Representative maps are provided to illustrate several instances of these astounding dialectal differences. This variation is also discussed in terms of its evident link to the historical developments of Spanish. Providing a compelling overview of lexical variety in the Spanish-speaking world, this book will interest anyone who wants to delve into the richness of this fascinating language.

Spanish is one of the most widely-spoken languages in the world, and there is extensive lexical variation between its numerous dialects. This book, the first of its kind, focuses uniquely on the origin, diversity, and geographic distribution of portions of the lexicon. The hundreds of words analysed - related to food, clothing, vehicles, and certain miscellaneous items - provide a representative study not only of the many etymological routes by which they have entered the Spanish language over time, but of the considerable diatopic variety which they display across the different Spanish-speaking nations and regions. Representative maps are provided to illustrate several instances of these astounding dialectal differences. This variation is also discussed in terms of its evident link to the historical developments of Spanish. Providing a compelling overview of lexical variety in the Spanish-speaking world, this book will interest anyone who wants to delve into the richness of this fascinating language.

This text encourages the reader to consider the young child's signed language acquisition and subsequent reading development. Anchored in the toddler and school-pupil phase, the development path between these two phases traces out the routes that deaf children follow from one day to the other.

Eye Tracking in Second Language Acquisition and Bilingualism provides foundational knowledge and hands-on advice for designing, conducting, and analysing eye-tracking research in applied linguistics. Godfroid's research synthesis and methodological guide introduces the reader to fundamental facts about eye movements, eye-tracking paradigms for language scientists, data analysis, and the practicalities of building a lab. This indispensable book will appeal to undergraduate students learning principles of experimental design, graduate students developing their theoretical and statistical repertoires, experienced scholars looking to expand their own research, and eye-tracking professionals.

Research-Driven Pedagogy: Implications of L2A Theory and Research for the Teaching of Language Skills brings together the essentials of second language acquisition (SLA) theory, research, and second language (L2) pedagogy. Uniquely, the design of this book helps researchers and practitioners make explicit connections between theory, research, and practice; learn about and conduct classroom research to contribute to the relevance and applicability of SLA research; and improve current L2 curriculum and instruction in light of current theory and research. The volume offers critical reviews of the most relevant, current SLA theory and research about receptive, productive, complementary, and nonverbal communication skills, as well as willingness to communicate (WTC). Each chapter is formatted to include five major topics about each language skill: (1) major theories, (2) critical reviews of salient/current research, (3) commonly-used data collection and analysis techniques, (4) summary of specific pedagogical implications of pertinent research and theory, and (5) theory and research-driven scenarios/activities that can be used in teaching. A teacher or a researcher can pick any chapter in this volume to learn about the most important language skills (e.g., reading, writing, nonverbal communication), while having all-in-one place access to almost everything they would need.

Dictionaries are a powerful genre, perceived as authoritative and objective records of the language, impervious to personal bias. But who makes dictionaries shapes both how they are constructed and how they are used. Tracing the craft of dictionary making from the fifteenth century to the present day, this book explores the vital but little-known significance of women and gender in the creation of English language dictionaries. Women worked as dictionary patrons, collaborators, readers, compilers, and critics, while gender ideologies served, at turns, to prevent, secure, and veil women's involvements and innovations in dictionary making. Combining historical, rhetorical, and feminist methods, this is a monumental recovery of six centuries of women's participation in dictionary making and a robust investigation of how the social life of the genre is influenced by the social expectations of gender.

The vast majority of work in theoretical linguistics from a generative perspective is based on first language acquisition and performance. The vast majority of work on second language acquisition is carried out by scholars and educators working within approaches other than that of generative linguistics. In this volume, this gap is bridged as leading generative linguists apply their intellectual and disciplinary skills to issues in second language acquisition. The results will be of interest to all those who study second language acquisition, regardless of their theoretical perspective, and all generative linguists, regardless of the topics on which they work.

Silence is a key pedagogical issue in language education. Seen by some as a space for thinking and reflection during the learning process, for others silence represents a threat, inhibiting target language interaction which is so vital during second language acquisition. This book eschews stereotypes and generalisations about why so many learners from East Asia seem either reluctant or unable to speak in English by providing a state-of-the art account of current research into the complex and ambiguous issue of silence in language education. The innovative research included in this volume focuses on silence both as a barrier to successful learning and as a resource that may in some cases facilitate language acquisition. The book offers a fresh perspective on ways to facilitate classroom interaction while also embracing silence and it touches on key pedagogical concepts such as teacher cognition, the role of task features, classroom interactional approaches, pedagogical intervention and socialisation, willingness to communicate, as well as psychological and sociocultural factors. Each of the book's chapters include self-reflection and discussion tasks, as well as annotated bibliographies for further reading.

Creating Texts emphasises a practical approach to composition and enables students to understand what is involved in the creation of a text and to learn from the practice of other writers. Extensively rewritten and updated from Walter Nash's earlier volume, Designs in Prose, attention is paid to the general theory of composition, in both traditional and original terms, so that students are made familiar with the basic resources of composition, in grammar and in the lexicon. The essence of every chapter is the discussion of examples of text, sometimes devised by the authors, but more often drawn from the work of authors writing in diverse styles of English. This practical approach is most evident in the final section of the book where detailed suggestions for projects and exercises reinforce the connection between theory and practice, and encourage students to develop their creative sense and to adapt their style of writing to fit the particular audience and context. In addition, this section is cross-referenced to the main text to allow students to consult easily the relevant chapter.

This volume focuses on work that has its origin and motivation in formal linguistics and theory-driven research on the acquisition of grammar, and on this basis tries to establish links to language pedagogy, including students' and teachers' beliefs about what 'grammar' actually is. The contributions to this volume cover a wide range of empirical linguistic domains and concern aspects of morphosyntax, including word order, inflectional morphology, article systems, pronouns, compounding patterns, as well as orthography and students' general beliefs about grammar. "There are very few volumes which include work for language education by researchers in formal linguistics. This volume does just that, looking at grammar both in terms of the teaching of grammar in general, and with treatment of specific areas of grammar. As such it is a welcome contribution to our understanding of language education, and the role of grammar in language teaching." (Melinda Whong, The Hong Kong University of Science and Technology, Hong Kong)

The acquisition of the aspect is a central area in Second Language Acquisition research, the subject of hundreds of papers and dozens of edited volumes, monographs and special issues. This introduction provides the reader not only with a concise and plain presentation of the main hypotheses advanced in the past, but also with an overview of contemporary research. Stefano Rastelli shows how comparison of behavioural (production-comprehension), processing and statistical data is improving - and partially changing - our understanding of how learners acquire the aspectual distinctions of the target-language.

Direct object omission is a general occurrence, observed in varying degrees across the world's languages. The expression of verbal transitivity in small children begins with the regular use of verbs without their object, even where object omissions are illicit in the ambient language. Grounded in generative grammar and learnability theory, this book presents a comprehensive view of experimental approaches to object acquisition, and is the first to examine how children rely on the lexical, structural and pragmatic components to unravel the system. The results presented lead to the hypothesis that missing objects in child language should not be seen as a deficit but as a continuous process of knowledge integration. The book argues for a new model of how this aspect of grammar is innately represented from birth. Ideal reading for advanced students and researchers in language acquisition and syntactic theory, the book's opening and closing chapters are also suitable for non-specialist readers.

Language is not simply a tool for communication - symbolic power struggles underlie any speech act, discourse move, or verbal interaction, be it in face-to-face conversations, online tweets or political debates. This book provides a clear and accessible introduction to the topic of language and power from an applied linguistics perspective. It is clearly split into three sections: the power of symbolic representation, the power of symbolic action and the power to create symbolic reality. It draws upon a wide range of existing work by philosophers, sociolinguists, sociologists and applied linguists, and includes current real-world examples, to provide a fresh insight into a topic that is of particular significance and interest in the current political climate and in our increasingly digital age. The book shows the workings of language as symbolic power in educational, social, cultural and political settings and discusses ways to respond to and even resist symbolic violence.

Language is not simply a tool for communication - symbolic power struggles underlie any speech act, discourse move, or verbal interaction, be it in face-to-face conversations, online tweets or political debates. This book provides a clear and accessible introduction to the topic of language and power from an applied linguistics perspective. It is clearly split into three sections: the power of symbolic representation, the power of symbolic action and the power to create symbolic reality. It draws upon a wide range of existing work by philosophers, sociolinguists, sociologists and applied linguists, and includes current real-world examples, to provide a fresh insight into a topic that is of particular significance and interest in the current political climate and in our increasingly digital age. The book shows the workings of language as symbolic power in educational, social, cultural and political settings and discusses ways to respond to and even resist symbolic violence.

The acquisition and maintenance of literacy is of pressing interest and concern to educators and educational policy makers worldwide. What are the common themes, the common questions, and the unique circumstances and initiatives that spring from this interest and concern? To address these questions, Understanding Literacy Development: A Global View brings together leading experts from around the world to explore ways to best provide teaching and learning opportunities, tailored to specific educational needs, to help all children become better readers. The premise is that current generic "one-size-fits-all" approaches are inappropriate for many children and can lead to underachievement and failure. The contributors write from a stance that reflects not only their own particular expertise and experience, but also sheds light on literacy development across cultures, countries, and circumstances. Taken together, chapters in this volume target a wide and comprehensive set of literacy issues, and offer an extensive exploration of the complexities of literacy development, including issues related to early literacy, school instruction, family literacy, adolescent and adult literacy, and teacher development. At a time when education is burdened by increasing economic pressure to do more with less, it is imperative that educators and decision makers at all levels have access to current, broad-ranging, and in-depth information and evidence to inform their choices. This volume, compiling critical research on a wide spectrum of literacy concerns, is an invaluable tool for scholars, teacher educators, professionals and graduate students in the fields of literacy education, early childhood education, educational psychology, educational policy, and related areas.

Most human beings grow up speaking more than one language; a lot of us also acquire an additional language or languages other than our mother tongue. This Element in the Second Language Acquisition series investigates the human capacity to learn additional languages later in life and introduces the seminal processes involved in this acquisition. The authors discuss how to analyze learner data and what the findings tell us about language learning; critically assessing a leading theory of how adults learn a second language: Generative SLA. This theory describes both universal innate knowledge and individual experiences as crucial for language acquisition. This Element makes the relevant connections between first and second language acquisition and explores whether they are fundamentally similar processes. Slabakova et al. provide fascinating pedagogical questions that encourage students and teachers to reflect upon the experiences of second language learners.