The author uses a theoretical account rooted in TEFL, language acquisition and educational psychology to provide the basis for the development of a comprehensive model of language learning in CLIL. It incorporates prior knowledge, EFL self-concept, interest in EFL classes, verbal cognitive abilities and contact to English. This model is used to estimate the effects of CLIL in the context of high-intensity programmes at German Gymnasien. The statistical evaluation of the quasi-experimental data from 1,000 learners proves the existence of large initial differences due to selection, preparation and class composition effects. After two years, one finds no significant effects of CLIL apart from a minor increase in self-concept, suggesting that the actual effects of CLIL have often been overestimated.

While there are plenty of studies on the impact English has exerted on the German language, the reverse contact situation has been relatively neglected. This monograph sets out to shed light on the German influence on the English lexicon in the twentieth century. It provides the first systematic appraisal of the semantic integration and contextual usage of the words adopted from German in the past few decades. The results presented in this study are based on the evaluation of a comprehensive lexicographical corpus of 1958 twentieth century German borrowings retrieved from the Oxford English Dictionary Online. The present-day usage of the borrowings is illustrated with linguistic documentary evidence collected from a wide range of English language corpora.

This book introduces an innovative collection of easy-to-use computer programs that have been developed to measure and model vocabulary knowledge. The book aims to help researchers discover new instruments for lexical analysis, and provides a theoretical framework in which studies with such tools could be conducted. Each of the programs comes with a short manual explaining how to use the program, an example of a published paper that uses the program and a set of questions that readers can develop into proper projects. The programs can be used in real research projects and have the potential to break new ground for research in L2 vocabulary acquisition. The book will be of great use to final year undergraduates and masters students in applied linguistics, second language acquisition, psycholinguistics and language testing and to PhD students doing research methods courses.

This is the first book that deals primarily with vocabulary learning strategies as a specific and integral subgroup of language learning strategies. Its aim is to define the concept of language learning strategies in general and their features on the basis of cognitive theory and relevant models of second language acquisition as the basis for empirical research. Furthermore, the book gives a survey of relevant research on vocabulary learning strategies and describes three original empirical studies. Thus, the book integrates the approaches of theories of second language acquisition, the theory and practice of instructed foreign (second) language learning, and the findings of current empirical research.

Understanding the way in which learners differ from one another is of fundamental concern to those involved in second-language acquisition, either as researchers or teachers. This account is the first to review at book length the important research into differences, considering matters such as aptitude, motivation, learner strategies, personality and interaction between learner characteristics and types of instruction.

When humans learn languages, are they also learning how to create shared meaning? In The Usage-based Study of Language Learning and Multilingualism, a cadre of international experts say yes and offer cutting-edge research in usage-based linguistics to explore how language acquisition, in particular multilingual language acquisition, works. Each chapter presents an original study that supports the view that language learning is initiated through local and meaningful communication with others. Over an accumulated history of such usage, people gradually create more abstract, interactive schematic representations, or a mental grammar. This process of acquiring language is the same for infants and adults and across varied contexts, such as the family, the classroom, the laboratory, a hospital, or a public encounter. Employing diverse methodologies to study this process, the contributors here work with target languages, including Cantonese, English, French, French Sign Language, German, Hebrew, Malay, Mandarin, Spanish, and Swedish, and offer a much-needed exploration of this growing area of linguistic research.

This volume aims to promote a discussion on the definition of collocation that will be useful for lexicographic purposes. Each of the papers in the volume contains addresses in detail one or more aspects of three main issues. The first issue concerns, on the one hand, the boundaries between collocations and other word combinations, and the way in which lexicographers convey classifications to dictionary users. The second issue is the possibility, or even necessity, of adapting the definition of collocation to the objectives of different types of dictionaries, taking into account their specific micro- and macro-structural properties and their users' needs. The third issue concerns the methods for collocation extraction. In order to tailor the definition of collocation to the actual dictionary function, it is necessary to develop hybrid methods relying on corpus-based approaches and combining data processing with criteria such as native speakers' evaluation and contrastive analysis.

This book provides an analysis of two theories of language acquisition: the theory that acquisition is primarily mediated by innate properties of language provided by universal grammar, and the opposing theory that language is acquired based on the patterns in the ambient language. A problem not often considered is that these two theories are confounded because the structures that are frequent across languages are also typically the most frequent within a specific language. In addition, the innate theory of language acquisition is difficult to quantify and qualify. Using cross-linguistic, corpus and experimental approaches, this book attempts to contrast these theories through an examination of the acquisition of word-final consonants in English.

Shadowing, an active and highly cognitive technique for EFL listening skill development, in which learners track heard speech and vocalize it simultaneously, is gradually becoming recognized. However, there remain a lot of mysteries and misunderstandings about it. This book uncovers shadowing in terms of theory and practice. This book cements shadowing as a separate technique from other similar techniques such as Elicited Imitation, Mirroring, and simple repetition, and provides ample empirical data to explain the function of Shadowing. It also elaborates on how Shadowing should be used in terms of materials, procedure, and learners' psychology, which would aid in instructors' use of Shadowing in teaching. A guide on a method effective in improving learners' bottom-up listening skills, this book will certainly prove useful to English Language learners and instructors in their linguistic pursuits.

This book contains a selection of articles on new developments in translation and interpreting studies. It offers a wealth of new and innovative approaches to the didactics of translation and interpreting that may well change the way in which translators and interpreters are trained. They include such issues of current debate as assessment methods and criteria, assessment of competences, graduate employability, placements, skills labs, the perceived skills gap between training and profession, the teaching of terminology, and curriculum design. The authors are experts in their fields from renowned universities in Europe, Africa and North-America. The book will be an indispensable help for trainers and researchers, but may also be of interest to translators and interpreters.

Third or Additional Language Acquisition examines research on the acquisition of languages beyond the L2 withing four main areas of inquiry: crosslinguistic influence, multilingual speech production models, the multilingual lexicon and the impact of bi/multilingualism on cognitive development. The book critically examines the evidence available keeping two main questions in mind. The first is whether multilinguals should be considered as learners and speakers in their own right and, consequently, whether the distinction between Second Language Acquisition and Bilingualism, and Third or Additional Language Acquisition and Multilingualism is fully warranted. The second is how proficient in a non-native language learners are supposed to be before they can begin to be classified as multilingual learners in empirical research

This volume introduces the field of child language development studies, and presents hypotheses in an accessible, largely non-technical language, aiming to demonstrate the relationship between these hypotheses and interpretations of data. It makes the assumption that having a theory of language development is as important as having reliable data about what children say and understand, and it advocates a combination of both `rationalist' and more 'empiricist' traditions. In fact, the author overtly argues that different traditions provide different pieces of the picture, and that taking any single approach is unlikely to lead to productive understanding. Susan Foster-Cohen explores a range of issues, including the nature of prelinguistic communication and its possible relationship to linguistic development; early stages of language development and how they can be viewed in the light of later developments; the nature and role of children's experience with the language(s) around them; variations in language development due to both pathological and non-pathological differences between children, and (in the latter case) between the languages they learn; later oral language development; and literacy. The approach is distinctly psycholinguistic and linguistic rather than sociolinguistic, although there is significant treatment of issues which intersect with more sociolinguistic concerns (e.g. literacy, language play, and bilingualism). There are exercises and discussion questions throughout, designed to reinforce the ideas being presented, as well as to offer the student the opportunity to think beyond the text to ideas at the cutting edge of research. The accessible presentation of key issues will appeal to the intended undergraduate readership, and will be of interest to those taking courses in language development, linguistics, developmental psychology, educational linguistics, and speech pathology. The book will also serve as a useful introduction to students wishing to pursue post-graduate courses which deal with child language development.

This volume presents a cross-disciplinary analysis of academic poster presentations, taking into consideration the text and visuals that posters display depending on the discipline within which they are created. As the academic poster is a multimodal genre, different modal aspects have been taken into consideration when analysing it, a fact that has somehow complicated the genre analysis conducted, but has also stimulated the research work involved and, in the end, provided interesting results. The analysis carried out here has highlighted significant cross-disciplinary differences in terms of word count, portrait/landscape orientation and layout of posters, as well as discipline and subdiscipline-specific patterns for what concerns the use of textual interactive and interactional metadiscourse resources and visual interactive resources. The investigation has revealed what textual and visual metadiscourse resources are employed, where and why, and as a consequence, what textual and visual metadiscourse strategies should be adopted by poster authors depending on the practices and expectations of their academic community.

Second Language Learning and Language Teaching provides an introduction to the application of second language acquisition research to language teaching. Assuming no previous background in second language acquisition or language teaching methods, this text starts by introducing readers to the basic issues of second language acquisition research. It then examines how people learn particular aspects of the second language, such as grammar, vocabulary, pronunciation and the writing system, and at the strategies they adopt in their learning and the differences between individuals. Final chapters look at second language learning in a broader context - the goals of language teaching and how teaching methods relate to SLA research. This newly updated fifth edition builds on the comprehensive scope of earlier editions while also addressing more recent developments in the field, particularly multilingual approaches to language teaching.

Many Asian education systems discourage or even ban the use of L1 in L2 classrooms - although in fact L1 remains widely used by teachers. Why is L1 use still devalued in this context? By observing classes and interviewing teachers, this book explores three dimensions of L1 use in L2 teaching: * pedagogy: what teachers actually do, and what they say about it * the personal: what happens to identity when we 'perform' a foreign tongue * the professional: how textbooks are used, and what is distinctive about the EFL domain.

The book contains studies on second language lexical processes based on empirical findings by authors mostly from Central Europe. The reader may have access to how lexical items are stored in the memory and also to how second language lexicons work in speech processing. Questions of the two lexicons' integration or separation, the fashion of bilingual word storage, vocabulary acquisition and assessment, word retrieval from the memory and lexical access are the focus of the studies. The authors of the studies refer to analyses of different psycholinguistic experiments (e.g. a word association test, speech perception tests, a Cloze-test). Assessment of written work of second language learners both at secondary school and university levels is also provided. Second language lexical acquisition processes are described and the influences of different types of languages on each other are shown. The second languages involved are mainly internationally less widely investigated and published languages of Finno-Ugric (i.e. Hungarian) and Indo-European (e.g. Croatian, Polish, Russian, etc.) origin next to the more frequently studied English and German. The studies included in our volume focus on lexical acquisition and processing and also make reference to pedagogical questions. They include investigations of lexical perception, production, acquisitional processes and vocabulary assessment. The novelty of the book is that the studies make reference to Hungarian and a number of Slavic languages. They provide the reader with new perspectives on second language lexical acquisition processes when the source language and the target language are distinct from a typological point of view, the lexicon in processing terms. The book is intended for the use of undergraduate and graduate students of second language studies, psycholinguistics and/or bilingualism researchers, teachers and academics whose interests include a second language acquisition component.

This is the first volume in a complete history of the documentation of English cant and slang from 1567 to the present. It gives unparalleled insights into the early history of slang, the people who used it, and how and why it was recorded. Well over a hundred glossaries of cant and slang were published between 1567 and 1784. The cant lists reveal the secret language allegedly used by thieves and beggars to conceal their illicit conspiracies: Dr Coleman investigates where and how they were produced and the relationship between such lists and canting literature. She considers why this period was so fascinated by crime and by criminals, and apparently so obsessed with the need to record their language. How far, she asks, are the lists genuine records of contemporary cant, and how far the products of literary invention? Who produced them, and how were they researched? Who bought them, and what did they hope to gain from them? This absorbing and astute book will be an invaluable resource for anyone interested in English slang and its history. It also provides unusual and unexpected insights into the underworlds of early modern England.

A pioneering volume addressing issues related to cultures, ideologies, and the dictionary. A cross-cultural and cross-linguistic study with focus on selected Western and non-Western languages. A number of in-depth case studies illustrates the dominant role ideology and other types of bias play in the making of a dictionary. The volume includes invited papers of 40 internationally recognized scholars.

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.

This volume presents a collection of the latest scholarly research on language, migration and identity. In a globalised world where migratory patterns are in constant flux, the traditional notion of the 'immigrant' has shifted to include more fluid perspectives of the migrant as a transnational and the language learner as a complex individual possessing a range of dynamic social and contextual identities. This book presents a variety of studies of transnational speakers and communities. It includes research conducted within both established and emerging methodological traditions and frameworks and explores a wide range of contexts and geographical locations, from the multilingual language classroom to the migrant experience, and from Ireland to Eritrea. This book was published with the generous support of the National University of Ireland Publications Scheme.

In acquiring communicative competence, children must learn to speak not only grammatically but also appropriately. Although rules for appropriate language use may vary from culture to culture, they are usually sensitive across languages to many of the same factors, including the context and the topic of the discourse, and the sex, age, familiarity and relative status of the speaker and the listener. There is available detailed evidence of the ways in which adults consistently modify their speech to foreigners, of phonological, syntactic, and lexical markings of language in professional settings, and of differences in men's and women's speech that are tied to their roles in society. This book examines young children's knowledge of the sociolinguistic rules that govern appropriate language use, exploring (i) the repertoire of registers (ie speech varieties) that young children possess; (ii) the linguistic devices that they use to mark distinct registers; (iii) the way their skill in using these registers develops.

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

Since the publication of Vygotsky's Thought and Language in the United States, a number of North American and European investigators have conducted systematic observations of children's spontaneous private speech, giving substantial support to Vygotsky's major hypotheses - particularly those regarding the social origins of higher psychological functions. However, there still remain many vital questions about the origins, significance, and functions of private speech: How can social and private speech be validly differentiated? What kinds of social interactions promote the use of private speech? What are the sources of individual differences in the use of private speech? This unique volume addresses these and many other important questions. Characterized by a strong emphasis on original data, it reports on systematic observations of spontaneous private speech in children and adults in both laboratory and naturalistic settings. In addition to its systematic analysis of common methodological problems in the field, the book contains the most comprehensive bibliography of the private speech literature currently available.

This book questions assumptions about the nature of language and how language is conceptualized. Looking at diverse contexts from sign languages in Indonesia to literacy practices in Brazil, from hip-hop in the US to education in Bosnia and Herzegovina, this book forcefully argues that a critique of common linguistic and metalinguistic suppositions is not only a conceptual but also a sociopolitical necessity. Just as many notions of language are highly suspect, so too are many related concepts premised on a notion of discrete languages, such as language rights, mother tongues, multilingualism, or code-switching. Definitions of language in language policies, education and assessment have material and often harmful consequences for people. Unless we actively engage with the history of invention of languages in order to radically change and reconstitute the ways in which languages are taught and conceptualized, language studies will not be able to improve the social welfare of language users.

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