Based on a research project funded by the Army Research Institute, "Foreign Language Learning" reports original empirical and theoretical research on foreign language acquisition and makes recommendations about applications to foreign language instruction. The ultimate goal of this project was to identify a set of psychological principles that can provide the foundation for--or at least, argumentation for--a foreign language training course. This book reviews the various studies of which the project is comprised. It begins with an overview chapter outlining the scope of the project and summarizing some of the experiments that were conducted in the laboratory. In each of the following chapters, the contributors report on previously unpublished research on selected specific psycholinguistic training principles; vocabulary and concept acquisition; language comprehension; reading processes; and bilingualism. The final chapter--prepared by a prominent expert on second language training--provides an overview and evaluation of the contribution of the research described in earlier chapters to the goal of improving instructional methods in foreign language learning.
Sandwiched between the introductory and final chapters are four major sections:
* "Vocabulary and Concept Acquisition, " which discusses the effect of first-language phonological configuration on lexical acquisition in a second language, contextual inference effects in foreign language vocabulary acquisition and retention, mediated processes in foreign language vocabulary acquisition and retention, and the status of the count-mass distinction in a mental grammar;
* "Language Comprehension, " which addresses voice communication between air traffic controllers and pilots who are nonnative speakers of English, cognitive strategies in discourse processing, and the effects of context and word order in Maasai sentence production and comprehension;
* "Reading Processes, " which discusses the enhancement of text comprehension through highlighting, the effect of alphabet and fluency on unitization processes in reading, and reading proficiency of bilinguals in their first and second languages; and
* "Bilingualism, " which addresses Stroop interference effects in bilinguals between similar and dissimilar languages, the individual differences in second language proficiency, and the hierarchical model of bilingual representation.

"Scientific Discourse in Sociohistorical Context" represents the intersection of knowledge and method, examined from the perspective of three distinct disciplines: linguistics, rhetoric-composition, and history. Herein, Dwight Atkinson describes the written language and rhetoric of the Royal Society of London, based on his analysis of its affiliated journal, The Philosophical Transactions, starting with the 17th century advent of modern empirical science through to the present day. Atkinson adopts two independent approaches to the analysis of written discourse--from the fields of linguistics and rhetoric-composition--and then integrates and interprets his findings in light of the history of the Royal Society and British science.
Atkinson's study provides the most complete and particular institutional account of a scientific journal, which in this case is a publication that stands as an icon of scientific publication. He supplies his readers with important material found nowhere else in the historical literature, including details about the operation of the journal and its relation to the society. The work embeds the history of the journal and its editors within the history of the Royal Society and other developments in science and society. The synthesis of historical, linguistic, rhetorical, and cultural analysis makes visible certain complex communicative dynamics that could not previously be seen from a single vantage point.
The work presented here reinforces how deep historical examinations of linguistic and rhetorical practices have direct bearing on how and what scholars read and write now. Most significantly, this volume demonstrates how these historical activities need to inform current teaching of and thinking about language.

This collection--of the stories of scholars who have found a lifelong commitment to the teaching of writing--includes the professional histories of 19 rhetoricians and compositionists who explain how they came to fall in love with the written word and with teaching. Their stories are filled with personal anecdotes--some funny, some touching, some mundane. All of the stories are fascinating because they demonstrate how scholars' personal and professional lives intertwine.
These stories also help to situate the scholars, their work, and, importantly, the development of the profession. They reveal how the field of rhetoric and composition is shaped by the confluences of various disciplines such as literary studies, creative writing, philosophy, and education. Of note are the disparate paths and backgrounds that people have taken to achieve their professional stature. The narratives, however, are most revelatory in describing the forging of a discipline as it reasserts its value within the academy and to the students it serves.
Arranged in a loose chronological order, the essays reflect the progression of rhetoric and composition studies from the ad hoc scrambling of post-World War II teachers into a vibrant and growing discipline with more than 70 doctoral programs producing specialized scholars, researchers, and teachers of writing. The chapter authors represent the variety of camps that now comprise the diverse discipline of rhetoric and composition. Whether historian, researcher, theorist, or practitioner, however, what these contributors share in common is being teachers.
The narratives are collected from senior members of the profession so that their stories can be preserved for future generations of scholars and teachers in the field. This collection is not only a record of their contributions and some of the benchmarks in the field, but an opportunity for the writers to provide us with their reflections and retrospection. Keep in mind as you read their stories that they are narratives for the most part, and as such, are transient. They take us to a certain point in the writer's life, but stop while the writer goes on. Still, they provide an orientation to the profession while revealing the scholar behind the scholarship.

This collection--of the stories of scholars who have found a lifelong commitment to the teaching of writing--includes the professional histories of 19 rhetoricians and compositionists who explain how they came to fall in love with the written word and with teaching. Their stories are filled with personal anecdotes--some funny, some touching, some mundane. All of the stories are fascinating because they demonstrate how scholars' personal and professional lives intertwine.
These stories also help to situate the scholars, their work, and, importantly, the development of the profession. They reveal how the field of rhetoric and composition is shaped by the confluences of various disciplines such as literary studies, creative writing, philosophy, and education. Of note are the disparate paths and backgrounds that people have taken to achieve their professional stature. The narratives, however, are most revelatory in describing the forging of a discipline as it reasserts its value within the academy and to the students it serves.
Arranged in a loose chronological order, the essays reflect the progression of rhetoric and composition studies from the ad hoc scrambling of post-World War II teachers into a vibrant and growing discipline with more than 70 doctoral programs producing specialized scholars, researchers, and teachers of writing. The chapter authors represent the variety of camps that now comprise the diverse discipline of rhetoric and composition. Whether historian, researcher, theorist, or practitioner, however, what these contributors share in common is being teachers.
The narratives are collected from senior members of the profession so that their stories can be preserved for future generations of scholars and teachers in the field. This collection is not only a record of their contributions and some of the benchmarks in the field, but an opportunity for the writers to provide us with their reflections and retrospection. Keep in mind as you read their stories that they are narratives for the most part, and as such, are transient. They take us to a certain point in the writer's life, but stop while the writer goes on. Still, they provide an orientation to the profession while revealing the scholar behind the scholarship.

"I can say with certainty that this book will add a compelling sense of depth and texture to the existing body of research in first and second language literacy." --Patricia Richard-Amato, California State University at Los Angeles Varied Voices is an ethnographic study of language and literacy learning in a culturally and linguistically diverse Moroccan school. There, children and teachers turn classrooms into social spaces as they work to build learning communities. Suitable for MATESOL courses and in-service training, Varied Voices is a must-read for all instructors working with language minority students at the elementary and secondary school levels.

Immigration, racism and nationalism have become hotly debated issues in the Western world. This highly original and controversial work focuses on the language used by the vast majority who regard themselves as being open to a multi-cultural society.
Using Belgium as a case study and drawing parallels with the UK, US, Europe and the former Yugoslavia, the authors analyse this language and reveal a remarkable consistency between these liberal voices, such as in news-reporting, and the language used by radical racist and nationalist groups.

The issue of syntactic development is one central to both linguistics and applied linguistics. This book introduces students to the acquisition of syntax in a second language - a topic which also has important implications for teaching languages. Without assuming a detailed background knowledge of linguistics, the author builds a coherent picture of second language grammatical development by showing the interactions between the syntactic, processing and functional/discourse approaches, looking at how and why these different approaches give different results. A synthesis of the research in the area is provided, and each chapter also looks at the implications of second language syntax research for the classroom.

Shortlisted for the 2018 BAAL Book Prize This book is a sociolinguistic ethnography of LGBT Mexicans/Latinxs in Phoenix, Arizona, a major metropolitan area in the U.S. Southwest. The main focus of the book is to examine participants' conceptions of their ethnic and sexual identities and how identities influence (and are influenced by) language practices. This book explores the intersubjective construction and negotiation of identities among queer Mexicans/Latinxs, paying attention to how identities are co-constructed in the interview setting in coming out narratives and in narratives of silence. The book destabilizes the dominant narrative on language maintenance and shift in sociolinguistics, much of which relies on a (heterosexual) family-based model of intergenerational language transmission, by bringing those individuals often at the margin of the family (LGBTQ members) to the center of the analysis. It contributes to the queering of bilingualism and Spanish in the U.S., not only by including a previously unstudied subgroup (LGBTQ people), but also by providing a different lens through which to view the diverse language and identity practices of U.S. Mexicans/Latinxs. This book addresses this exclusion and makes a significant contribution to the study of bilingualism and multilingualism by bringing LGBTQ Latinas/os to the center of the analysis.

Since the 1970s researchers in the communicative development of infants and small children had rejected traditional models and began to explore the complex, dynamic properties of communicative exchanges. This title, originally published in 1993, proposed a new and advanced frame of reference to account for the growing body of empirical work on the emergence of communication processes at the time. Communication development in the early years of life undergoes universal processes of change and variations linked to the characteristics and qualities of different social contexts. The first section of the book presents key issues in communication research which were either revisited (intentional communication, imitation, symbolic play) or newly introduced (co-regulation, the role of emotions, shared meaning) in recent years. The second section provides an account of communication as a context-bound process partly inspired by theoretical accounts such as those of Vygotsky and Wallon. Included here are new studies showing differences in communication between infants compared with those between infants and adults, which also have important methodological implications. With perspectives from developmental psychology, psycholinguistics and educational psychology, the international contributors give a multi-disciplinary account of the expansion, variety and richness of current research on early communication. This title will be of particular interest to those involved in child development and communication research, as well as for social, educational and clinical psychologists.

A revolutionary approach to rhetoric that asks why audiences need persuading. What is persuasion? For some, it is the ideal alternative to violence. For others, persuasion is simply a neutral instrumentality-a valued source of soft power. Both positions rest on a fundamental belief: persuasion is a power that resides in a speaker acting on an audience. Loving the World Appropriately asks a different, more fundamental, question: why does an audience need persuasion? In shifting our focus, James Kastely delivers a provocative new history of rhetoric and philosophy, one that describes rhetoric as more than a matter of effective communication and recasts persuasion as a philosophical concern central to notions of human subjectivity. Ultimately, Kastely insists, persuasion enables us to love the world appropriately.

Early Word Learning explores the processes leading to a young child learning words and their meanings. Word learning is here understood as the outcome of overlapping and interacting processes, starting with an infant's learning of native speech sounds to segmenting proto-words from fluent speech, mapping individual words to meanings in the face of natural variability and uncertainty, and developing a structured mental lexicon. Experts in the field review the development of early lexical acquisition from empirical, computational and theoretical perspectives to examine the development of skilled word learning as the outcome of a process that begins even before birth and spans the first two years of life. Drawing on cutting-edge research in infant eye-tracking, neuroimaging techniques and computational modelling, this book surveys the field covering both established results and the most recent advances in word learning research. Featuring chapters from international experts whose research approaches the topic from these diverse perspectives using different methodologies, this book provides a comprehensive yet coherent and unified representation of early word learning. It will be invaluable for both undergraduate and postgraduate courses in early language development as well as being of interest to researchers interested in lexical development.

Originally published in 1937. This book is 'an account of the special training necessary for the young boy or girl in letter-making and simple reading'. The book uses 'Basic English', the 850 words of which are included specifically for reference, as a suggested starting point for the teaching of reading and writing, and presents a system for teachers to teach letters by pictures. The order of the letters in the main section of the book is from simplest form to most difficult with a later section showing them in alphabetical order. This is a superb insight into educational history and a fascinating early explanation of a now common method.

This book focuses on the uses of scientific evidence within three types of environmental discourses: popular nonfiction books about the environment; traditional and social media texts created by a grassroots environmental group; and a set of data displays that make arguments about global warming in a variety of media and contexts. It traces the operations of eight commonplaces about science and shows how they recur throughout these contexts, starting with Rachel Carson's Silent Spring and ending with contemporary blogs and social media. The commonplaces are shown to embed ideological assumptions and simultaneously challenge those assumptions. In addition, the book addresses the potential dangers involved in relying too heavily on aspects of these commonplaces, and how they can undermine the goals of some of the writers who use them.

In this work, the authors focus primarily on the rhetoric of the "tolerant majority" - those who view themselves as being open to a diverse society. An analysis is presented of this "rhetoric of tolerance" which is prevalent in news media, influential social-scientific research reports, the policy statements of major political parties, and in government-sponsored expressions of anti-racism.T he authors use empirical data taken from the context of "migrant policies" in Belguim, and connect this with wider European nationalist ideologies, and conclusions of research on racism and nationalism throughout the world, particularly the US and the former Yugoslavia.

This work brings together the pivotal, scholarly essays responsible for the present resurgence in rhetorical studies. Assembled by one of the most respected senior scholars in the field of rhetoric, the essays chart a course from tradition-based theory of civic rhetoric to ongoing issues of figuration, power, and gender. Together with a lucid introductory essay, these studies help to integrate the still-volatile questions at the core of humanities scholarship in rhetoric. The introductory student as well as the seasoned scholar will gain familiarity and footing in this oldest--and still new--liberal art.

This book applies a psycholinguistic perspective to instructed second language acquisition, seeking to bridge the gap between second language acquisition research and language teaching practices. It challenges the traditional divide between conscious and unconscious processes, or explicit and implicit learning, and re-envisions this as a continuum of the varying levels of consciousness which can be applied by learners to different language behaviors in the second language classroom. It applies this model to learner development and the classroom context, discussing pedagogical applications for instructors at all levels. This book will be of interest to researchers and graduate students in second language acquisition, psycholinguistics and language pedagogy. The accessible discussion of research findings, pedagogical approaches and classroom tasks and activities make this book particularly relevant for language teachers, providing the tools needed to apply second language acquisition research in their classroom.

The Routledge Handbook of Lexicography provides a comprehensive overview of the major approaches to lexicography and their applications within the field. This Handbook features key case studies and cutting-edge contributions from an international range of practitioners, teachers, and researchers. Analysing the theory and practice of compiling dictionaries within the digital era, the 47 chapters address the core issues of: The foundations of lexicography, and its interactions with other disciplines including Corpus Linguistics and Information Science; Types of dictionaries, for purposes such as translation and teaching; Innovative specialised dictionaries such as the Oenolex wine dictionary and the Online Dictionary of New Zealand Sign Language; Lexicography and world languages, including Arabic, Hindi, Russian, Chinese, and Indonesian; The future of lexicography, including the use of the Internet, user participation, and dictionary portals. The Routledge Handbook of Lexicography is essential reading for researchers and students working in this area.

Originally published in 1979, this volume represented a unique attempt to connect the usually separated fields of infancy studies and studies of older children. In each chapter, eminent research workers attempt to cross the theoretical, empirical, and methodological barriers that had traditionally separated the study of preverbal infants from the study of verbal children and adults at the time. These completely new and original contributions traced the developmental links between birth and conversation within three major categories: perceptual, cognitive, and language development. Although the chapters range from reports of well-defined research areas to theoretical propositions, the aim throughout was to relate the events of the first year of life to the child's later perceptual and cognitive activity. This book will still be of interest for all concerned with child development and related areas, in that it demonstrates the remarkable range of observations about infants brought under a single guiding set of questions about continuity, stability, and the sources of change during and after the first year of life.

Originally published in 1993, the starting place for this book is the notion, current in the literature for around 30 years at that time, that children could not learn their native language without substantial innate knowledge of its grammatical structure. It is argued that the notion is as problematic for contemporary theories of development as it was for theories of the past. Accepting this, the book attempts an in-depth study of the notions credibility. Central to the book's argument is the conclusion that the innateness hypothesis runs into two major problems. Firstly, its proponents are too ready to treat children as embryonic linguists, concerned with the representation of sentences as an end in itself. A more realistic approach would be to regard children as communication engineers, storing sentences to optimize the production and retrieval of meaning. Secondly, even when the communication analogy is adopted, it is glibly assumed that the meanings children impute will be the ones adults intend. One of the book's major contentions is that a careful reading of contemporary research suggests that the meanings may differ considerably. Identifying such problems, the book considers how development should proceed, given learning along communication lines and a more plausible analysis of meaning. It makes detailed predictions about what would be anticipated given no innate knowledge of grammar. Focusing on English but giving full acknowledgement to cross-linguistic research, it concludes that the predictions are consistent with both the known timescale of learning and the established facts about children's knowledge. Thus the book aspires to a serious challenge to the innateness hypothesis via, as its final chapter will argue, a model which is much more reassuring to psychological theory.

Dictionaries are among the most frequently consulted books, yet we know remarkably little about them. Who makes them? Where do they come from? What do they offer? How can we evaluate them?
The Dictionary of Lexicography provides answers to all these questions and addresses a wide range of issues:
* the traditions of dictionary-making
* the different types of dictionaries and other reference works (such as thesaurus, encyclopedia, atlas and telephone directory)
* the principles and concerns of lexicographers and other reference professionals
* the standards of dictionary criticism and dictionary use.
It is both a professional handbook and an easy-to-use reference work.
This is the first time that the subject has been covered in such a comprehensive manner in the form of a reference book. All articles are self-contained, cross-referenced and uniformly structured. The whole is an up-to-date and forward-looking survey of lexicography.

Now in its Second Edition, Landmark Essays on Rhetoric of Science: Case Studies presents fifteen iconic essays in science studies, rhetorical criticism, and argumentation. Integral to the launch of the Landmark Essays series and renowned for its impact on the then-nascent field of rhetoric of science, this volume returns with a revised introduction and updated contributions to the field, including the work of Leah Ceccarelli, James Wynn, Ashley Rose Mehlenbacher, and Carolyn R. Miller.

Introducing Discourse Analysis: From Grammar to Society is a concise and accessible introduction by bestselling author, James Paul Gee, to the fundamental ideas behind different specific approaches to discourse analysis, or the analysis of language in use. The book stresses how grammar sets up choices for speakers and writers to make, choices which express, not unvarnished truth, but perspectives or viewpoints on reality. In turn, these perspectives are the material from which social interactions, social relations, identity, and politics make and remake society and culture. The book also offers an approach to how discourse analysis can contribute to lessening the ideological divides and echo chambers that so bedevil our world today. Organized in a user-friendly way with short numbered sections and recommended readings, Introducing Discourse Analysis is an essential primer for all students of discourse analysis within linguistics, education, communication studies, and related areas.

Reissuing works originally published between 1937 and 2005, this collection of books on various aspects of learning to read and write is a superb resource for those teaching or those studying education. Some titles look at literacy in a multilingual environment and offer advice and techniques for the world of EFL while others consider the nature of childhood learning strategies and others look at policy in schools. Spanning the worlds of linguistics, psychology and education this set has something to offer for all classrooms.

Originally published in 1996. During the author's decade of critical ethnography in Carpinteria, California, she has illuminated the intricate relationships between Latino families as together they build a sociopolitical community to bridge family and school alliances. How they extend their learning from the social networks to the family arena and to the personal, and in reverse, represents their protean responses to the diversity and adversity in their lives. This life-story captures the collective and individual texts of the Latino children, their parents and educators used to empower themselves to transform discontinuity in an age where continuity is increasingly foreign.

The first book of its kind, Learner English on Computer is intended to provide linguists, students of linguistics and modern languages, and ELT professionals with a highly accessible and comprehensive introduction to the new and rapidly-expanding field of corpus-based research into learner language. Edited by the founder and co-ordinator of the International Corpus of Learner English (ICLE), the book contains articles on all aspects of corpus compilation, design and analysis. The book is divided into three main sections; in Part I, the first chapter provides the reader with an overview of the field, explaining links with corpus and applied linguistics, second language acquisition and ELT. The second chapter reviews the software tools which are currently available for analysing learner language and contains useful examples of how they can be used. Part 2 contains eight case studies in which computer learner corpora are analysed for various lexical, discourse and grammatical features. The articles contain a wide range of methodologies with broad general application. The chapters in Part 3 look at how Computer Learner Corpus (CLC) based studies can help improve pedagogical tools: EFL grammars, dictionaries, writing textbooks and electronic tools. Implications for classroom methodology are also discussed. The comprehensive scope of this volume should be invaluable to applied linguists and corpus linguists as well as to would-be learner corpus builders and analysts who wish to discover more about a new, exciting and fast-growing field of research.