This volume, as a sequel to Fossilization in Adult Second Language Acquisition by Han (2004), brings together a collection of most recent theoretical and empirical studies on fossilization, a classic problem of second language acquisition. It covers a wide range of perspectives and issues. The analyses discussed herein address key concerns of many second language researchers and teachers with regard to just how far anyone can go in learning a new language.

Book 1 of the book series is targeted at beginner learners of Cantonese. This volume focuses on authentic spoken Cantonese as used in contemporary Hong Kong and sets out to provide an authentic and contextualized approach to the learning of the language. This volume provides language scenarios in daily life and cover various language functions, such as icebreaking, asking for information, describing, providing information, asking for help, making appointment, and narrating. This volume provides essential learning points and solid linguistic training to learners. Book 1 of the book series can be used by universities, colleges, schools in Hong Kong, and by institutions around the world. This book is suitable for learners who are looking for self-study materials.

1) Covering all the layers of the sentence right periphery in Chinese, eight sentence-final particles and the interaction among them are comprehensively studied. 2) Through the lens of feature theory, the theoretical views from a variety of dimensions are discussed. 3) It allows us to see how L2 learners whose first language has no similar equivalents acquire these peripheral particles. 4) With its commonly used nature in spoken Chinese, both the linguistic analysis and the findings from the empirical studies of the particles in this book are significant for learning and teaching of Chinese.

- Timely and practical overview of how the Russian language learning classroom has changed and adapted through the pandemic, including the positive shifts that are likely to remain and evolve moving forwards. - Edited collection that showcases the different ways instructors have adapted their classroom practices to the demands and circumstances of the pandemic and what we can learn from these changes. - Outlines effective digital tools for remote and face-to-face teaching and how these can be used to facilitate student-centred courses.

Each child is spoken to by genetic heritage and by the rich current set of interactional environments -- familial, local community, and broader cultural voices. Using past structures and paradigms of scholarship, scholars seek to understand what the child achieves in language and how. The tools available for this research are not static but evolve jointly through the sharing of information, and with each "brief moment in time" in efforts to look at children's languages "just as they are." Containing a wide range of contributions from developmental approaches to phonological ability, the lexicon, the grammar as well as conversation and sign language, this text details the interrelated research and theorizing discussed at a recent Budapest conference. The meeting of the International Association for the Study of Child Languages was particularly rich in the diversity of scholars present, which is highly appropriate because such diversity is integral to an informed study of children's language.

The new edition of this popular course in translation from French into English offers a challenging practical approach to the acquisition of translation skills, with clear explanations of the theoretical issues involved. A variety of translation issues are considered including: *cultural differences *register and dialect *genre *revision and editing. The course now covers texts from a wide range of sources, including: *journalism and literature *commercial, legal and technical texts *songs and recorded interviews. This is essential reading for advanced undergraduates and postgraduate students of French on translation courses. The book will also appeal to wide range of language students and tutors. A tutors' handbook offering invaluable guidance on how to use the text is available for free download at http://www.routledge.com/cw/thinkingtranslation/

The book overviews a wide range of vocabulary research methodologies, and offers practical advice on how to carry out valid and reliable research on first and second language vocabulary. It includes a Resources section which outlines the lexical tests, corpora, software, internet sites, and other resources available to vocabulary researchers.

This volume investigates cultural migrants: people who, from their own free will, move to another country because of their interest in the target language and culture. Chapters include studies on cultural migrants acquiring French, Italian, Spanish and English and consider linguistic, psycholinguistic, sociolinguistic and pragmatic aspects of language acquisition. Cultural migrants have social and psychological advantages when acquiring a second language as adults, and the study of their linguistic knowledge and production increases our understanding of the possibilities and limits of L2 ultimate attainment. The work thus fills a gap in our understanding of high-level proficiency and will be of interest to researchers working in the field of SLA, as well as to social scientists studying the relationship between language, culture and integration.

A Guide to Doing Statistics in Second Language Research Using SPSS and R, Second Edition is the only text available that demonstrates how to use SPSS and R as specifically related to applied linguistics and SLA research. This new edition is up-to-date with the most recent version of the SPSS software and now also includes coverage of R, a software program increasingly used by researchers in this field. Supported by a number of pedagogical features, including tip boxes and practice activities, and a wealth of screenshots, this book takes readers through each step of performing and understanding statistical research, covering the most commonly used tests in second language research, including t-tests, correlation, and ANOVA. A robust accompanying website covers additional tests of interest to students and researchers, taking them step-by-step through carrying out these tests themselves. In this comprehensive and hands-on volume, Jenifer Larson-Hall equips readers with a thorough understanding and the practical skills necessary to conducting and interpreting statisical research effectively using SPSS and R, ideal for graduate students and researchers in SLA, social sciences, and applied lingustics. For more information and materials, please visit www.routledge.com/cw/larson-hall.

Focusing on Slavic languages, Danko Sipka provides a systematic approach to lexical indicators of cultural identity. In contrast to existing research, which focuses heavily on syntactic and phonological approaches, Sipka's approach is novel, more systematic and encompassing, and postulates three lexical layers of cultural identity: deep, exchange, and surface. The deep layer pertains to culture-specific words, divisions, and features that are generally not subject to change and intervention. The exchange layer includes lexical markers of cultural influences resulting from lexical borrowing, which situates the speakers into various cultural circles. This layer is subject to gradual changes and some limited level of intervention from linguistic elites is possible. Finally, the surface layer encompasses the processes and consequences of lexical planning. It is subject to abrupt changes and it is shaped in constant negotiation between linguistic elites and general body of speakers.

The book focuses on the most difficult aspect of learning/teaching Chinese as an additional language-literacy acquisition. Theoretically, this book provides frameworks and evidence from both cognitive and sociocultural perspectives on the nature of CAL reading development. Pedagogically, the book showcases how to teach and assess CAL reading skills. Methodologically, this book includes empirical studies using both qualitative and quantitative methods. Geographically, the authors/contributors are from different parts of the world: North America, Europe and Asia. Their participants/subjects/students in these studies have diverse backgrounds. In terms of scope, the book covers a much broader spectrum of issues about CAL reading research and classroom teaching than has previously been available. Writing is also discussed in the book. In terms of technology, the book includes discussion on how the use of computers, the Internet and social media impacts students' Chinese literacy acquisition. The book also presents some findings on how to use technology to teach different subskills of CAL reading.

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.

CONTRIBUTIONS TO THE SOCIOLOGY OF LANGUAGE brings to students, researchers and practitioners in all of the social and language-related sciences carefully selected book-length publications dealing with sociolinguistic theory, methods, findings and applications. It approaches the study of language in society in its broadest sense, as a truly international and interdisciplinary field in which various approaches, theoretical and empirical, supplement and complement each other. The series invites the attention of linguists, language teachers of all interests, sociologists, political scientists, anthropologists, historians etc. to the development of the sociology of language.

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.

Cognitive Linguistics has given a major impetus to the study of semantics and the lexicon. The present volume brings together seventeen previously published papers that testify to the fruitfulness of Cognitive Linguistics for the study of lexical and semantic topics. Spanning the period from the late 1980s to recent years, the collection features a number of papers that may be considered classics within the field of cognitive linguistic lexicology. The papers are grouped in thematic sections. The first section deals with prototypicality as a theoretical and practical model of semantic description. The second section discusses polysemy and criteria for distinguishing between meanings. The third section tackles questions of meaning description beyond the level of words, on the level of idioms and constructions. The following section casts the net even wider, dealing with the cultural aspects of meaning. Moving away from the theoretical and descriptive perspective towards applied concerns, the fifth section looks at lexicography from the point of view of Cognitive Linguistics. The final section has a metatheoretical orientation: it discusses the history and methodology of lexical semantics. Each paper is preceded by a newly written introduction that situates the text against the period in which it was first published, but that also points to further developments, in the author's own research or in Cognitive Linguistics at large. The variety of topics dealt with make this book an excellent introduction to the broad field of lexicological and lexical semantic research.

This volume contains contributions from leaders in the field of child language in honor of one of the preeminent scholars in the field of child language acquisition, Melissa Bowerman. Melissa Bowerman has had a profound, widespread, and enduring influence on research conducted in the field for nearly 40 years. In addition to being a tribute to Professor Bowerman and her work, the chapters provide the most up-to-date statement of key positions by several leaders in the field of child language development. Fundamental questions in the field are explored in depth, and there are rich analyses of progress in the field in a number of areas, including learning words; crosslinguistic patterning and acquisition of lexical semantics; crosslinguistic patterning and events, paths, and causes; and influences on development. The volume is essential reading for researchers in child language and development, linguistics, psychology, education, and speech pathology, as well as researchers and practitioners specializing in the many specific languages discussed in the book.

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.

The articles in this volume investigate everyday textual material of sociolinguistic landscapes in the early 21st century. Sociolinguistic landscapes reflect societal change, and they enable observers to map what linguistic resources are used in various contexts and to study how these resources interact and are interpreted. The articles present not only quantitative results of the presence of languages in signs but also look into how authors and designers make use of an endless pool of linguistic resources, how visible semiotic items contribute to create a sense of space, what types of mental processes are involved in the production, and how various audiences (residents, occasional passers-by, and language regulators) interpret and construct signs and sociolinguistic landscapes to form their own understanding of semiotic space.

In the process of second language acquisition, the ability to interact effectively is critical. But what does it mean to be interactively competent? This book addresses this question by presenting research on the development of interactional competence among learners of Japanese as a second language. Qualitative data collected on learners studying abroad in Japan is evaluated to explain changes in their interactional competence and provides specific insights into the learning of Japanese. The situated analysis of multiple data sets generates meaningful interpretations of the development of interactional competence in the development of interactional competence and the learner-specific factors that shape developmental trajectories. Moreover, the context of the research provides insights into the types of learning resources and experiences that study abroad provides to assist learners' in their progress towards becoming a competent speaker in the target community.

Over the past decade, the question of whether there is a mental logic has become subject to considerable debate. There have been attacks by critics who believe that all reasoning uses mental models and return attacks on mental-models theory. This controversy has invaded various journals and has created issues between mental logic and the biases-and-heuristics approach to reasoning, and the content-dependent theorists. However, despite its pertinence to current issues in cognition, few cognitive scientists really know what the mental-logic theory is, and misapprehensions are prevalent. This volume is a comprehensive presentation of the theory of mental logic and its implications for cognition and development, including the acquisition of language. The theory offered here has three parts. Part I is the mental logic per se that contains a set of inference schemas. Part II is a reasoning program that applies the schemas in lines of reasoning, including a direct-reasoning routine and more sophisticated indirect-reasoning strategies. Part III of the theory is pragmatic, proposing that the basic meaning of each logic particle is in the inferences that are sanctioned by its inference schemas.

This is the first book to bring together four distinct literatures--functional linguistics, child language, narrative development, and discursive psychology. It is an outgrowth of the historical relationship between psychology and linguistics, especially the post-Wittgensteinian "turn to language." Relevant issues are situated at that interface in a way that should prove accessible to both linguists with little or no psychological knowledge and to psychologists with no linguistics background are addressed. Previously, there have been volumes on the theses of discursive psychology and social constructionism and volumes on the workings and theories of functional linguistics, but none have attempted to link the two as natural bedfellows in this way. While clearly situated within the spirit of the Berkeley school, it goes beyond it by virtue of linking functional linguistics and discursive psychology, and by doing this ontogenetically. Overall, this book is an investigation of the psycholinguistic thesis of the social construction of selfhood and the psychology of everyday life. Featuring the only book-length studies of the use of grammatical analysis as a research strategy in psychology, it integrates issues of human development and child language in a new way. It deals in careful linguistic analyses, examining the role of grammatical forms in constituting context which involves an examination of their functions that are then used to highlight fundamental aspects of development. The linguistic analyses are treated as a testing ground for the ideas and claims made in discursive psychology. The discussion deals with many of the current issues in psychology and related disciplines, including narrative, morality, agency, and responsibility, in order to show the central role of language in human functioning.

Over the past decade, the focus of inquiry into the psychology of SLA has shifted from the analysis of various characteristics within individuals towards a greater consideration of individuals' dynamic interactions with diverse contexts. This revisit of the bestselling The Psychology of the Language Learner reflects on these developments by challenging some of the assumptions upon which the original text was based, maintaining the familiar structure of the original, while situating the discussion within a very different theoretical framework. Written in a lively, accessible style, the book considers how the field has evolved and maintains a keen eye on the future, suggesting exciting new directions for the psychology of SLA. The Psychology of the Language Learner Revisited will appeal to students and researchers in a wide range of disciplines, including applied linguistics, second language acquisition, modern languages, and psychology.

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.