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Books > Language & Literature > Language & linguistics > Semantics (meaning)
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Discourse and language learning across L2 instructional settings (Paperback)
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Discourse and language learning across L2 instructional settings (Paperback)
Series: Utrecht Studies in Language and Communication, 24
Expected to ship within 18 - 22 working days
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Studies on discourse and language learning originated in the field
of general education and they focused on first language learning
environments. However, since 1980s research on discourse and
language learning broadened the scope of investigation to respond
to second and foreign language environments. Recently, the
emergence of new language learning contexts such as computer
mediated communication, multilingual settings or content and
language integrated contexts requires further research that focuses
on discourse and language learning. From this perspective, the
present volume aims to broaden the scope of investigation in
foreign language contexts by exploring discourse patterns in the
classroom and examining the impact of factors such as gender,
explicitness of feedback or L1 use on language learning through
discourse. With that aim in mind, this volume will bring together
research that investigates discourse in various instructional
settings, namely those of primary, secondary and university L2
learning environments, content and language integrated contexts and
other new language learning settings. The number and variety of
languages involved both as the first language (e.g. English,
Finnish, Basque, Spanish, Japanese, French, Italian, Catalan) as
well as the target foreign language (e.g. English, French, Italian,
Japanese, Spanish) makes the volume specially attractive.
Additionally, the different approaches adopted by the researchers
participating in this volume, such as information processing,
sociocultural theory, or conversation analysis, widen the realm of
investigation on discourse and language learning. Finally, the
strength of the volume also lies in the range of educational
settings (primary, secondary and tertiary education) and the
worldwide representation of contributors across seven different
countries, namely those of Spain, France, Austria, Finland,
Germany, Canada, Australia and the United States. The uniqueness of
the volume is due to its eclectic and comprehensive nature in
tackling instructional discourse. Worldwide outstanding
researchers, like Julianne House, Carme Munoz, Ute Smit, Tarja
Nikula or Roy Lyster, to quote but a few, adopt different
perspectives in this joint contribution that will certainly broaden
the scope of research on language learners' discourse.
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