The Think-Aloud Controversy in Second Language Research aims to answer key questions about the validity and uses of think-alouds, verbal reports completed by research participants while they perform a task. It offers an overview of how think-alouds have been used in language research and presents a quantitative meta-analysis of findings from studies involving verbal tasks and think-alouds. The book begins by presenting the theoretical background and empirical research that has examined the reactivity of think-alouds, then offers guidance regarding the practical issues of data collection and analysis, and concludes with implications for the use of think-alouds in language research. With its focus on a much-discussed and somewhat controversial data elicitation method in language research, this timely work is relevant to students and researchers from all theoretical perspectives who collect first or second language data. It serves as a valuable guide for any language researcher who is considering using think-alouds.

Task Sequencing and Instructed Second Language Learning provides theoretical rationales for, and empirical studies of, the effects of sequencing language learning tasks to maximize second language learning. Examples of task sequences, and both laboratory and classroom-based research into them, are presented. This is the first collection of so far under-researched studies on the effects of task sequencing, framed within the Cognition Hypothesis of Task-based Language Teaching (TBLT) and the SSARC model for task sequencing. Perspectives include -- laboratory-based and classroom-based research designs -- implications for teacher training -- laboratory and classroom research methods -- conversational interaction -- task sequencing and Task Based Language Teaching syllabus design

This book focuses on the effects of L1 cognitive resources on L2 reading e.g. the effects of L1 reading ability, the ability in L1 mental-structure building, L1 cognitive use in L2 reading, and other related cognitive mechanisms and capacities of EFL learners in China. It integrated test-based and product-oriented as well as VPA-based (verbal protocol analysis) and process-oriented experiments to address the problems of reading in a second language. This book provides several theoretical, methodological and pedagogical insights, including the multidimensional nature of L2 reading and Vygotskyan sociocultural theory as a suitable L2 reading framework, combined approaches on L2 studies, and the rewarding active use of L1 cognitive resources in L2 learning.

Intensification plays a major role in spoken and written interaction, enabling the writer or speaker to express different levels of commitment. This book explores the patterns and meanings of intensifiers in Chinese learner English by ways of comparison with native English. The study is conducted within the theoretical framework of Firthian contextual theory of meaning, Sinclairian model of Extended Units of Meaning (EUM) and Hunston's pattern grammar. The method of contrastive inter-language analysis (CIA) is adopted and the intensifier collocations in learner English and native English are explored by means of quantitative and qualitative analyses of corpora data. This book is the first attempt to investigate the patterning and meaning features of intensifiers systematically with the corpora data in Chinese learner English. Readers will obtain a relatively complete picture of how Chinese learners use intensifiers to realize their attitudinal meanings.

The exponential growth and development of modern technologies in all sectors has made it increasingly difficult for students, teachers and teacher educators to know which technologies to employ and how best to take advantage of them. The Routledge Handbook of Language Learning and Technology brings together experts in a number of key areas of development and change, and opens the field of language learning by exploring the pedagogical importance of technological innovation. The handbook is structured around six themes: historical and conceptual contexts core issues interactive and collaborative technologies for language learning corpora and data driven learning gaming and language learning purpose designed language learning resources. Led by fundamental concepts, theories and frameworks from language learning and teaching research rather than by specific technologies, this handbook is the essential reference for all students, teachers and researchers of Language Learning and TESOL. Those working in the areas of Applied Linguistics, Education and Media Studies will also find this a valuable book.

Technology-mediated communication cannot help but inform our literacies. This book is a reconceptualization of the role of language and pedagogy in what Kress (2003) has termed the new media age. At the heart of the volume is the notion of 'transformation' - a change in discourse practices, meaning making, technology and, as a result, literacy acquisition itself. The chapters look at language as positioned in a hugely multimodal world. Communication extends beyond the traditional realms of discourse, from the collaborative efforts of wikis to the hybrid speech and text of online messaging. These new areas of meaning-making are excellent and extremely important avenues to explore for academics interested in applied linguistics, language and literature, language acquisition and multimodality.

"I can't even speak my own language," were the words overheard in a collage staffroom that triggered the writing of this book. Calling something 'my own' implies a personal, proprietorial relationship with it. But how can it be your own if you cannot speak it?The "Cultural Memory of Language" looks at unintended monolingualism - a lack of language fluency in a migratory cultural situation where two or more languages exist at 'home'. It explores family history and childhood language acquisition and attrition. What is the present everday experience of language use and life between two cultures? Examining interview data, Samata uncovers a sense of inauthenticity felt by people who do not fully share a parent's first language. Alongside this features a sense of concurrent anger, and a need to assign blame. Participation in the language, even to the extent of phatic or formulaic phraseology, occasions feelings of authentic linguistic and cultural inclusion. The book thus uncovers appreciable (and measurable) benefits in positive self-image and a sense of well-being. Looking at how people view "language "is essential - how they view the language they call "their own" is even more important and this book does just that in a qualified applied linguistic environment.

In recent years language learning has been increasingly viewed by some SLA researchers as an essentially social-psychological process in which the role of a wider sociocultural context should not be marginalized. This volume offers a valuable contribution to this growing body of research by providing theoretical considerations and empirical research data on themes such as the development of intercultural communicative competence, the role of English as a lingua franca in intercultural communication, and the place of cultural factors in SLA theorizing, research, second/foreign language teaching and teacher training. The volume also contains contributions which share the linguistic interest in the culture-related concepts and constructs such as time, modesty, politeness, and respect, discussing the culture-dependent differences in conceptualization and their reflection in particular language forms and linguistic devices.

This book examines the concept of authentic English in today's world, where cultures are in constant interaction and the English language works as a binding agent for many cross-cultural exchanges. It offers a comprehensive review of decades of debate around authenticity in language teaching and learning and attempts to synthesise the complexities by presenting them as a continuum. This continuum builds on the work of eminent scholars and combines them within a flexible framework that celebrates the process of interaction whilst acknowledging the complexity and individual subjectivity of authenticity. Authenticity is approached as a complex dynamic construct that can only be understood by examining it from social, individual and contextual dimensions, in relation to actual people. Authenticity is a problem not just for language acquisition but one which affects us as individuals belonging to society.

This book introduces an approach to understanding and measuring working memory components and functions in second language learning, processing and development. It presents comprehensive, thorough and updated reviews of relevant literatures from cognitive sciences and applied linguistics. Drawing on multidisciplinary research, the book advocates a conceptual framework for integrating working memory theories with second language acquisition theories. An innovative theoretical model is also presented, which illuminates research studies investigating the distinctive roles of phonological and executive working memory as they relate to specific L2 learning domains, skills and processes. Theoretical and methodological implications of this integrative perspective are further elaborated and discussed within the specific realms of L2 task-based performance and language aptitude research.

This book tells the story of a project in Mexico which aimed to decolonize primary English teaching by building on research that suggests Indigenous students are struggling in educational systems and are discriminated against by the mainstream. Led by their instructor, a group of student teachers aspired to challenge the apparent world phenomenon that associates English with "progress" and make English work in favor of Indigenous and othered children's ways of being. The book uses stories as well as multimodality in the form of photos and videos to demonstrate how the English language can be used to open a dialogue with children about language ideologies. The approach helps to support minoritized and Indigenous languages and the development of respect for linguistic human rights worldwide.

This book evaluates a project where formal classroom learning of a second language was supplemented with informal, natural interactions with older native speakers of the target language, delivering a number of pedagogical and societal benefits. The authors introduce a model of intergenerational, intercultural encounters which aims to promote the use of community language resources; enrich the experiences of young learners; foster greater understanding between generations; break down cultural stereotypes; encourage appreciation of different cultures and enhance the quality of life and community engagement of older people with a bi/multilingual background. It draws on theories of language acquisition, discourse analysis and psychosocial perspectives to propose a model of language learning for students that can be used for any language or locality. It is therefore an essential resource for graduate students, researchers and language teachers as well as for education, aged and youth care policy makers, practitioners and community services workers who are interested in innovative language pedagogy.

This volume focuses on the everyday legalities and practicalities of naturalization including governmental processes, the language of citizenship tests and classes, the labelling and lived experiences of immigrants/outsiders and the media's interpretation of this process. The book brings together scholars from a wide range of specialities who accentuate language and raise issues that often remain unarticulated or masked in the media. The contributors highlight how governmental policies and practices affect native-born citizens and residents differently on the basis of legal status. Furthermore, the authors observe that many issues that are typically seen as affecting immigrants (such as language policies, nationalist identities and feelings of belonging) also impact first-generation native-born citizens who are seen as, or see themselves as, outsiders.

This collection addresses issues of authenticity in second language contexts from a variety of theoretical and methodological approaches along three principal themes: What is authentic language? Who is an authentic speaker? How is authenticity achieved? The volume responds to these questions by bringing together scholars working in a range of contexts, including with language learners in the classroom and in residence or study abroad, with a variety of second or additional languages: Chinese, English, French, German, Japanese and Spanish. Contributions focus on authenticity as it relates to patterns of language and meaning, and to agency, identity and culture, and serve as an opening to an extended conversation about the nature of authenticity and its development in L2 contexts. This volume is relevant for students and scholars interested in learning about or investigating questions of authenticity and interaction in a wide range of language learning contexts.

Written corrective feedback (CF) is a written response to a linguistic error that has been made in the writing of a text by a second language (L2) learner. This book aims to further our understanding of whether or not written CF has the potential to facilitate L2 development over time. Chapters draw on cognitive and sociocultural theoretical perspectives and review empirical research to determine whether or not, and the extent to which, written CF has been found to assist L2 development. Cognitive processing conditions are considered in the examination of its effectiveness, as well as context-related and individual learner factors or variables that have been hypothesised and shown to facilitate or impede the effectiveness of written CF for L2 development.

This volume provides an unprecedented insight into current approaches to crosslinguistic influence (CLI). The collection investigates a range of themes including linguistic relativity, the possible contributions of neurolinguistics, the problem of cognitive development and the role of the frequency of structures in acquisition from distinct, overlapping and complementary perspectives. Chapters focusing on vocabulary, morphosyntactic categories, semantic structures, and phonetic and phonological structures feature in the volume, as do over 20 languages, in order to offer new insights into both theoretical and empirical issues in CLI, including the consequences of great or little similarity in structures between languages. The relevance of CLI research for teaching is discussed in a number of chapters, as is the phenomenon of multilingualism. The collection will appeal to researchers, graduate and postgraduate students, teachers and professionals interested in the field of CLI in SLA.

This volume provides an unprecedented insight into current approaches to crosslinguistic influence (CLI). The collection investigates a range of themes including linguistic relativity, the possible contributions of neurolinguistics, the problem of cognitive development and the role of the frequency of structures in acquisition from distinct, overlapping and complementary perspectives. Chapters focusing on vocabulary, morphosyntactic categories, semantic structures, and phonetic and phonological structures feature in the volume, as do over 20 languages, in order to offer new insights into both theoretical and empirical issues in CLI, including the consequences of great or little similarity in structures between languages. The relevance of CLI research for teaching is discussed in a number of chapters, as is the phenomenon of multilingualism. The collection will appeal to researchers, graduate and postgraduate students, teachers and professionals interested in the field of CLI in SLA.

Pete, Jem and Belle play hide and seek. Pete has a very good hiding spot - will they ever find him? Targeting Subject-Verb-Object sentences and prepositions, this book provides repeated examples of early developing syntax and morphology which will engage and excite the reader while building pre-literacy skills and make learning fun, as well as exposing children to multiple models of the target grammar form. Perfect for a speech and language therapy session, this book is an ideal starting point for targeting client goals and can also be enjoyed at school or home to reinforce what has been taught in the therapy session.

This volume provides an integrative review of the emerging and increasing use of network science techniques in cognitive psychology, first developed in mathematics, computer science, sociology, and physics. The first resource on network science for cognitive psychologists in a growing international market, Vitevitch and a team of expert contributors provide a comprehensive and accessible overview of this cutting-edge topic. This innovative guide draws on the three traditional pillars of cognitive psychological research-experimental, computational, and neuroscientific-and incorporates the latest findings from neuroimaging. The network perspective is applied to the fundamental domains of cognitive psychology including memory, language, problem-solving, and learning, as well as creativity and human intelligence, highlighting the insights to be gained through applying network science to a wide range of approaches and topics in cognitive psychology Network Science in Cognitive Psychology will be essential reading for all upper-level cognitive psychology students, psychological researchers interested in using network science in their work, and network scientists interested in investigating questions related to cognition. It will also be useful for early career researchers and students in methodology and related courses.

Now in a fifth edition, this bestselling introductory textbook remains the cornerstone volume for the study of second language acquisition (SLA). Its chapters have been fully updated, and reorganized where appropriate, to provide a comprehensive yet accessible overview of the field and its related disciplines. In order to reflect current developments, new sections and expanded discussions have been added. The fifth edition of Second Language Acquisition retains the features that students found useful in previous editions. This edition provides pedagogical tools that encourage students to reflect upon the experiences of second language learners. As with previous editions, discussion questions and problems at the end of each chapter help students apply their knowledge, and a glossary defines and reinforces must-know terminology. This clearly written, comprehensive, and current textbook, by Susan Gass, Jennifer Behney, and Luke Plonsky, is the ideal textbook for an introductory SLA course in second language studies, applied linguistics, linguistics, TESOL, and/or language education programs. This textbook is supported with a Companion Website containing instructor and student resources including PowerPoint slides, exercises, stroop tests, flashcards, audio and video links: https://routledgetextbooks.com/textbooks/9781138743427/

When people attempt to learn a new language, the language(s) they already know can help but also hinder their understanding or production of new forms. This phenomenon, known as language transfer, is the focus of this book. The collection offers new theoretical perspectives, some in the empirical studies and some in other chapters, and consists of four sections considering lexical, syntactic, phonological and cognitive perspectives. The volume provides a wealth of studies on the influence of Chinese on the acquisition of English but also includes studies involving Finnish, French, Hindi, Korean, Persian, Spanish, Swedish and Tamil. It will be of great interest to researchers and students working in the areas of crosslinguistic influence in second language acquisition, language pedagogy and psycholinguistics.

This book brings together linguistic, psycholinguistic and educational perspectives on the phenomenon of cognate vocabulary across languages. It presents a large-scale, long-term research project focusing on Polish-English cognates and their use by bilingual and multilingual learners/users of English. It discusses extensive qualitative and quantitative data to explain which factors affect a learner's awareness of cognates, how adult learners can benefit from raised awareness and whether cognate vocabulary can be used with younger learners as a motivational strategy. The work shows how cognate vocabulary can be examined from a range of methodological perspectives and provides considerable insights into crosslinguistic influences in language learning. While the focus of the studies is Polish-English cognates, the research will be of interest to anyone teaching learners of different language constellations, levels, ages and backgrounds.

This innovative work highlights interdisciplinary research on phonetics and phonology across multiple languages, building on the extensive body of work of Katarzyna Dziubalska-Kolaczyk on the study of sound structure and speech. // The book features concise contributions from both established and up-and-coming scholars who have worked with Katarzyna Dziubalska-Kolaczyk across a range of disciplinary fields toward broadening the scope of how sound structure and speech are studied and how phonological and phonetic research is conducted. Contributions bridge the gap between such fields as phonological theory, acoustic and articulatory phonetics, and morphology, but also includes perspectives from such areas as historical linguistics, which demonstrate the relevance of other linguistic areas of inquiry to empirical investigations in sound structure and speech. The volume also showcases the rich variety of methodologies employed in existing research, including corpus-based, diachronic, experimental, acoustic and online approaches and showcases them at work, drawing from data from languages beyond the Anglocentric focus in existing research. // The collection reflects on Katarzyna Dziubalska-Kolaczyk's pioneering contributions to widening the study of sound structure and speech and reinforces the value of interdisciplinary perspectives in taking the field further, making this key reading for students and scholars in phonetics, phonology, sociolinguistics, psycholinguistics, and speech and language processing.

This book contributes to the growing field of foreign language teaching and testing by shedding light on mediation between languages. Stathopoulou offers an empirically-grounded definition of mediation as a form of translanguaging and offers tools and methods for further research in multilingual testing. The book explores what cross-language mediation entails, what processes and strategies are involved, and the challenges often faced by mediators. As well as stressing the importance of administering tests which favour cross-language mediation practices, the author encourages the implementation of language programmes which promote the mingling-of-languages idea and target the development of language learners' effective translanguaging practices. Researchers studying translanguaging, multilingualism, multilingual testing and the use of mother tongue in the foreign language classroom will all find this book of interest.

This book is directed at lexicographers and professionals in Translation Studies and English Language Teaching. Chapters by translation scholars alternate with chapters by teachers of English; within them, sections on the contents of the works discussed alternate with sections on their use and/or usability. Each of the chapters offers a glimpse of interesting research possibilities that practice raises, the issues we need to investigate and explain, as well as how to turn some of this research into practical action. The book proves that dictionaries continue to play an important part in our daily and academic lives, though it is not always clear how they should fit into the overall pattern of curriculum design, teaching materials or learning styles.