This book offers a socially situated view of the emergence of emotionality for additional language (L2) learners in classroom interaction in Japan. Grounded in a complexity perspective, the author argues that emotions need to be studied as they are dynamically experienced and understood in all of their multidimensional colors by individuals (in interaction). Via practitioner research, Sampson applies a small-lens focus, interweaving experiential and discursive data, offering possibilities for exploring, interpreting and representing the lived experience of L2 study emotions in a more holistic yet detailed, social yet individual fashion. Amidst the currently expanding interest in L2 study emotions, the book presents a strong case for the benefits of locating interpretations of the emergence of L2 study emotions back into situated, dynamic, social context. Sampson's work will be of interest to students and researchers in second language acquisition and L2 learning psychology.

Winner of the 2020 ESSE Book Award in English Language and Linguistics Lexical Innovation in World Englishes contributes to the investigation of World Englishes by offering insights into the lexical developments of selected English varieties and their cross-fertilization potential. Taking a theoretical and empirical approach and focusing on neological formations, this book: discusses and problematizes different categorizations of English varieties and processes of word formation, considering the expansion of English across the world; draws on authentic examples taken from language corpora to gain a finer understanding of the varieties' transformations and of their reciprocal influences from a lexical perspective; aims to validate general considerations on the lexical features of these varieties of English and test them using corpora. Including eight empirical case studies, this innovative text shows the importance of investigating lexical developments to observe the evolution of a variety while arguing for the need to go beyond a purely structuralist approach and to include a broader discursive and sociological perspective. Lexical Innovation in World Englishes is key reading for postgraduate students and researchers in the fields of World Englishes and language varieties.

This accessible and engaging textbook offers a practical approach to understanding the complexity of language by exploring language use and language learning in a wide variety of contexts. Bringing together leading specialists who are active researchers in the field of linguistics, this book introduces readers to major fields of language study by focusing on social, cultural and historical factors that show the dynamic nature of language. Topics explored include first and second language acquisition, grammar, meaning-making and pragmatics, language use and technology, language variation, and English as a global language. This book surveys major principles and shows how to apply them through structured discussion topics and activities to facilitate a greater understanding and appreciation of language. This is essential reading for undergraduate students taking courses in linguistics and language use, and a valuable resource for students of communication studies, media studies, sociology and anthropology.

This book unites a range of emerging topics in the burgeoning transdisciplinary fields of second language acquisition and interculturality in a study abroad context. It explores key issues, trends and approaches within each strand and how the strands relate to one another, painting a big picture of the diversity and complexity underpinning second language acquisition in a study abroad context. The chapters highlight themes such as social networks, input and interaction issues, learner identities and study abroad in lingua franca contexts, while also presenting other themes spanning the breadth of second language acquisition and interculturality research, such as individual differences and linguistic development. This comprehensive and cohesive volume showcases the latest innovative research using quantitative, qualitative and mixed method approaches across a range of source and target language learner cohorts, and highlights emerging themes and directions for future research.

The study of anglicisms and of the complex network of related categories has deeply evolved in the first two decades of the twenty-first century and it is quite likely that it will keep evolving in decades to come. Much more attention is being paid to the way in which the large collection of English morphological and lexical items is modified and reinvented within the receptor languages. Throughout the nine chapters of this book, the latest developments in anglicisms in languages like French, Danish, German, Czech, Italian, Finnish and Spanish are explored. To do so, a corpus methodology has been used in each chapter, which will contribute to a better understanding of this challenging phenomenon on European languages from an innovative perspective.

The Routledge Handbook of Second Language Acquisition and Individual Differences provides a thorough, in-depth discussion of the theory, research, and pedagogy pertaining to the role individual difference (ID) factors play in second language acquisition (SLA). It goes beyond the traditional repertoire and includes 32 chapters covering a full spectrum of topics on learners' cognitive, conative, affective, and demographic/sociocultural variation. The volume examines IDs from two perspectives: one is how each ID variable is associated with learning behaviors, processes, and outcomes; the other is how each domain of SLA, such as vocabulary or reading, is affected by clusters of ID variables. The volume also includes a section on the common methods used in ID research, including data elicitation instruments such as surveys, interviews, and psychometric testing, as well as methods of data analysis such as structural equation modeling. The book is a must-read for any second language researcher or applied linguist interested in investigating the effects of IDs on language learning, and for any educator interested in taking account of learners' individual differences to maximize the effects of second language instruction.

This accessible and engaging textbook offers a practical approach to understanding the complexity of language by exploring language use and language learning in a wide variety of contexts. Bringing together leading specialists who are active researchers in the field of linguistics, this book introduces readers to major fields of language study by focusing on social, cultural and historical factors that show the dynamic nature of language. Topics explored include first and second language acquisition, grammar, meaning-making and pragmatics, language use and technology, language variation, and English as a global language. This book surveys major principles and shows how to apply them through structured discussion topics and activities to facilitate a greater understanding and appreciation of language. This is essential reading for undergraduate students taking courses in linguistics and language use, and a valuable resource for students of communication studies, media studies, sociology and anthropology.

* This book addresses the controversies connected with cultural learning styles head-on and brings this longstanding debate up-to-date with current research * Addresses preconceptions about language learning styles and culture in connection to language learning comprehensively by covering such topics as both teachers' and students' learning styles as well as major theories * Ideal for preservice EFL teachers, researchers and scholars, this book bridges the gap between research and practice on culture and language learning in the classroom.

This is the first hands-on methods guide for second-language (L2) reading research. The authors expertly and critically situate L2 reading and literacy as a multivariate, interactive process and define terms, concepts, and research tools in connection with theory and a rich body of past empirical work, with lessons to learn and pitfalls to avoid. They concretely detail how to design empirical studies, collect data, and analyze findings in this important area. Authored by world experts on first-language (L1) and L2 reading, this book provides a comprehensive, critical, theory-driven review of methods in L2 reading research, offering a step-by-step guide from research design to study execution and data analysis. With useful pedagogical features and a unique database of L2 reading studies from around the world over three decades, this will be an invaluable resource to students and researchers of second-language acquisition, applied linguistics, education, and related areas.

This is the first hands-on methods guide for second-language (L2) reading research. The authors expertly and critically situate L2 reading and literacy as a multivariate, interactive process and define terms, concepts, and research tools in connection with theory and a rich body of past empirical work, with lessons to learn and pitfalls to avoid. They concretely detail how to design empirical studies, collect data, and analyze findings in this important area. Authored by world experts on first-language (L1) and L2 reading, this book provides a comprehensive, critical, theory-driven review of methods in L2 reading research, offering a step-by-step guide from research design to study execution and data analysis. With useful pedagogical features and a unique database of L2 reading studies from around the world over three decades, this will be an invaluable resource to students and researchers of second-language acquisition, applied linguistics, education, and related areas.

This book presents a view of human language as social interaction, illustrating its implications for language learning and second language teaching. // The volume advocates for researchers, practitioners, and administrators to rethink and reconceptualize an understanding of language beyond that of the written word to one encompassing social and interactional activity built on co-construction, collaboration, and negotiation. The book emphasizes the ways in which this view of language can shed light on the language learning process as one which draws on discrete linguistic units and constructions in conjunction with a range of temporal, sequential, and embodied resources across a variety of social contexts. In turn, these insights prompt further reflection and discussion on their implications for advancing second language teaching practice. // This book will be key reading for scholars interested in second language teaching research, as well as active second language teachers and language program administrators.

Chinese grammar is characterized by its simple structure, lack of inflections, and wide use of monosyllabic morphemes. With the increased popularity of learning Chinese as a second language, there is a demand for a guide to Chinese grammar that's targeted at second language learners. This four-volume set is one of the earliest and most influential works of Chinese grammar, with a special focus on teaching and learning Chinese as a second language. Drawing on rich teaching experience, the authors analyze a myriad of real-world examples to describe Chinese grammatical phenomena and rules while introducing the general grammar system of Chinese. In addition, the use of notional words in modern Chinese grammar is demonstrated, including nouns, pronouns, numerals, quantifiers, verbs, adjectives, and adverbs. Since the first edition came out in 1983, this set has been revised twice and has remained one of the best sellers in the field. Practitioners and scholars of teaching Chinese as a second language, as well as students with a basic knowledge of Chinese, will find it to be a handy reference.

Chinese grammar is characterized by its simple structure, lack of inflections, and wide use of monosyllabic morphemes. With the increased popularity of learning Chinese as a second language, there is a demand for a guide to Chinese grammar that's targeted at second language learners. This four-volume set is one of the earliest and most influential works of Chinese grammar, with a special focus on teaching and learning Chinese as a second language. Drawing on rich teaching experience, the authors analyze a myriad of real world examples to describe Chinese grammatical phenomena and rules while introducing the general grammar system of Chinese. This volume introduces sentence constituents in modern Chinese grammar, including subjects, objects, attributes, adverbials, complements, double references, and parentheses. Since the first edition came out in 1983, this set has been revised twice and remained one of the best sellers in the field. Practitioners and scholars of teaching Chinese as a second language, as well as students with a basic knowledge of Chinese, will find it to be a handy reference.

Chinese grammar is characterized by its simple structure, lack of inflections, and wide use of monosyllabic morphemes. With the increased popularity of learning Chinese as a second language, there is a demand for a guide to Chinese grammar that's targeted at second language learners. This four-volume set is one of the earliest and most influential works of Chinese grammar, with a special focus on teaching and learning Chinese as a second language. Drawing on rich teaching experience, the authors analyze a myriad of real-world examples to describe Chinese grammatical phenomena and rules while introducing the general grammar system of Chinese. This volume introduces several simple sentence and compound sentence structures of modern Chinese grammar. In addition, the authors examine discourse and other larger units of sentences in use. Since the first edition came out in 1983, this set has been revised twice and remained one of the best sellers in the field. Practitioners and scholars of teaching Chinese as a second language, as well as students with a basic knowledge of Chinese, will find it to be a handy reference.

This collection offers a critical examination of online language teacher education programs (OLTE), looking at a range of issues which have informed their development and the challenges and opportunities in their implementation from a TESOL perspective. Positioning itself uniquely amongst the growing literature at the nexus of technology and language learning, the book focuses on language teacher education programs designed for academic and professional credentials in online environments. Introductory sections provide a brief historical overview of the OLTEs as we know them today, with examples from a global range of programs toward demonstrating their theoretical and philosophical foundations. The second section of the book explores the paradigm shifts borne out of OLTE in the modes, media, and tasks employed and their subsequent impact on instructional efficacy. Subsequent chapters turn a critical lens on OLTE in raising questions around accessibility its implementation in less technologically developed environments, issues of quality measures and accreditation, and practicum concerns. Taken together, this collection is a state of the art of online language teacher education programs and lays the groundwork for future research on the nexus of online education, teacher education, and applied linguistics.

* explores a way of teaching Chinese culture to Chinese language students (in particular, students' intercultural competence) in a non-Chinese environment. * It will appeal to researchers in applied linguistics, Chinese pedagogy and ICT teaching in general * for pre-service teachers at graduate level in research methodology and curriculum design

The body of research in this volume offers a detailed account of the success of young immersion learners of Irish in becoming competent speakers of the minority language. Taking account of in-class and out-of-class factors, it examines the variety of Irish spoken by the pupils, the extent to which the Irish spoken deviates from native-speaker norms, the degree to which pupils are aware of and attempt to acquire a native-like variety and the extent to which issues of identity and motivation are involved. The results highlight the limitations of an immersion system in generating active and accurate users of the language outside the immersion setting and will help immersion educators to gain a greater understanding of how young immersion learners learn and acquire the target language. The findings are placed in the context of other one-way immersion programmes internationally with a particular focus on minority language settings, and make an important contribution not only to our understanding of the Irish issues, but how the Irish situation can be placed in a broader scholarly and socio-political context.

Using second language (L2) socialization theory as a theoretical framework, this book investigates the ways in which four advanced learners of Japanese on an immersion program in the USA exercise their agency to pursue their language learning goals. The work presents their learner portraits and documents the different ways in which the four learners negotiate the meaning of their participations in the new community of practice, navigate and shape the trajectories of their learning and eventually achieve their goals of learning from their emic perspectives. The book re-examines Norton's (2000) constructs of investment, investigates its applicability and argues that L2 learners' desires and drives for learning an L2 are more diverse, unique and contextually situated than Norton's notion of investment alone can explain. The research will be of interest to researchers and students in the fields of applied linguistics, second language acquisition, foreign language education and language and literacy education.

This book demonstrates how the underlying principles of the English-based FrameNet project are successfully applied to the description and analysis of typologically diverse languages. The stimulating collection of articles brings together insights from lexical semantics, corpus linguistics, computational lexicography, machine learning, and psychology to address three main questions: To what degree is it possible to apply semantic frames derived from the English lexicon to the description and analysis of other languages? What types of resources are necessary for the creation of FrameNets for French, German, Hebrew, Japanese, and Spanish? How can the creation of multi-lingual FrameNets be automated? The contents exemplifies the liveliness of current research on cross-lingual applications of Frame Semantics to natural language processing.

In the World Library of Psychologists series, international experts present career-long collections of what they judge to be their most interesting publications - extracts from books, key articles, research findings, and practical and theoretical contributions. Marc H. Bornstein has published widely in experimental, methodological, comparative, developmental, and cultural science as well as neuroscience, pediatrics, and aesthetics. In this volume, he has collected an integrated series of his papers on parenting. Many disciplines over many centuries have expounded on parenting, but theory and opinion have prevailed. Bornstein initiated efforts to make parenting an evidence-based field of study through his journal Parenting: Science and Practice, the Handbook of Parenting, and two monograph series, Monographs in Parenting and Studies in Parenting. In addition, Bornstein has undertaken empirical studies that address the determinants, nature, scope, and consequences of parenting. The writings selected for this collection symbolize the development of an empirical parenting science and the meaning and importance of parenting for the lives and well-being of children, parents, and society. Including a specially written introduction, in which Marc Bornstein reflects on the importance of parenting and contextualizes both the field and the evolution of his wide-ranging career, this collection will serve as a valuable resource for students and researchers of parenting, developmental science, and all disciplines from anthropology to zoology concerned with nurturing, socializing, and educating the next generation.

This book implements a multidisciplinary approach in describing language both in its ontogenetic development and in its close interrelationship with other human subsystems such as thought, memory, and activity, with a focus on the semantic component of the evolutionary-synthetic theory. The volume analyzes, among others, the mechanisms for grammatical polysemy, and brings to light the structural unity of artefact and natural concepts (such as CHAIR, ROAD, LAKE, RIVER, TREE). Additionally, object and motor concepts are defined in terms of the language of thought, and their representation in neurobiological memory codes is discussed; finally, the hierarchic structure of basic meanings of concrete nouns is shown to arise as a result of their step-by-step development in ontogeny.

This book showcases the breadth of research-informed pedagogical approaches for Portuguese as an Additional/Foreign Language (PAL/PFL) carried out on topics ranging from the development of specific skills in PAL, to language awareness in PAL and innovative pedagogical approaches in PAL, involving new and experimental methodologies.

This state-of-the-art volume offers a comprehensive, accessible, and uniquely interdisciplinary examination of social factors' role in second language acquisition (SLA) through different theoretical paradigms, methodological traditions, populations, contexts, and language groups. Top scholars from around the world synthesize current and past work, contextualize the central issues, and set the future research agenda on second language variation, including languages studied or taught less commonly. This will be an indispensable resource to scholars and advanced students of SLA, applied linguistics, education, and other fields interested in the social aspects of language learning in research practice and instruction.

Explores the whole writing system, from vocabulary to discourse Demonstrates the dynamical development of L2 Covers dense data collection Combines analysis of central trend and local variability in Chinese setting

-Based on a comprehensive and exhaustive empirically-based analysis of children's play: the research observed and analyzed the play activities of 289 children who are developing typically, and 203 children who are developing with delays. -Use children's naturally occurring play activities for evaluation, as opposed to eliciting responses to contrived tasks or questions for the child or caregiver -Geared specifically for personnel who serve young children - from late infancy through the preschool period who are developing with delays: no other system covers the age span of late infancy through the preschool period. - The assessment is "language free" - does not require children to answer questions, thereby extending its use to children from various cultural backgrounds, children who are developing with language delays, and those with relevant disabilities. -Ideal where parents or caregivers may not be fully aware of what their child knows or can do. -The online training program for practitioners is designed for exclusive online use, rendering it appealing for wide-spread use.