This book offers several insights into cross-cultural and multilingual learning, drawing upon recent research within two main areas: Language Studies and Multilingual Language Learning/Teaching. It places particular emphasis on the Polish learning environment and Poles abroad. Today's world is an increasingly complex network of cross-cultural and multilingual influences, forcing us to redefine our Selves to include a much broader perspective than ever before. The first part of the book explores attitudes toward multiculturalism in British political speeches, joking behaviour in multicultural working settings, culture-dependent aspects of taboos and swearing, and expressive language of the imprisoned, adding a diachronic perspective by means of a linguistic study of The Canterbury Tales. In turn, the studies in the second part focus on visible shifts in contemporary multilingualism research, learners' attitudes towards multiple languages they acquire, teachers' perspectives on the changing requirements related to multiculturalism, and immigrant brokers' professional experience in the UK.

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 presents a selection of empirical papers dealing with second and multiple language acquisition, in which qualitative research methodology is employed. Each of the studies reported in individual chapters is based on a solid theoretical background and an overview of studies in a given area. Although the main focus is on qualitative methods, some of the papers demonstrate the complementarity of quantitative and qualitative approaches in studying language acquisition.

Beginning from the conflict between individual learner differences and the institutionalized, often inflexible character of formal language instruction, Individual Learner Differences in SLA addresses the fact that despite this apparent conflict, ultimate success in learning a language is widespread. Starting with theoretically-based chapters, the book follows the thread of learner differences through sections devoted to learner autonomy; differentiated application of learning strategies; diagnostic studies of experienced learners' management of the learning process; and reports on phonological attainment and development of language skills. Rather than providing an overview of all individual variables, the book reveals how some of them shape and affect the processes of language acquisition and use in particular settings.

The Acquisition of L2 Phonology is a wide-ranging new collection which focuses on various aspects of the acquisition of an L2 phonological system. The authors are researchers and practitioners from five different countries. The volume has been divided into three major sections. Phonetic Analysis presents five studies of language learners in both naturalistic and formal-educational settings, which illustrate aspects of L2 production and perception. In Phonological Analysis a more abstract and comparative perspective is taken, in order to use recent theories modeling the route of L1/L2 pronunciation and reading ability development to account for observable tendencies in learner behavior. Pedagogical Perspectives consists of four contributions of high practical value, which look at the mastery of native-like or highly intelligible pronunciation as an important component of L2 education.

Neurolinguistic and Psycholinguistic Perspectives on SLA is a collection of twelve chapters, reporting on research results and presenting theoretical insights into the processes of language acquisition. It is divided into two major sections: the first part demonstrates the ways in which the latest developments in non-invasive techniques of brain monitoring allow researchers to test hypothesis related to biological foundations of language acquisition, including also accounts of emotional factors, limbic communication and evidence from language disorders. The second part offers psycholinguistic modelling of a number of components of second language competence, such as the acquisition of reading and writing, handling of foreign language vocabulary and the nature of bi- and multilingualism. It is a valuable collection for active researchers in the field, as well as for postgraduate students in language acquisition, psycholinguistics and neurolinguistics.

This book presents a selection of empirical papers dealing with second and multiple language acquisition, in which qualitative research methodology is employed. Each of the studies reported in individual chapters is based on a solid theoretical background and an overview of studies in a given area. Although the main focus is on qualitative methods, some of the papers demonstrate the complementarity of quantitative and qualitative approaches in studying language acquisition.

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 offers several insights into cross-cultural and multilingual learning, drawing upon recent research within two main areas: Language Studies and Multilingual Language Learning/Teaching. It places particular emphasis on the Polish learning environment and Poles abroad. Today's world is an increasingly complex network of cross-cultural and multilingual influences, forcing us to redefine our Selves to include a much broader perspective than ever before. The first part of the book explores attitudes toward multiculturalism in British political speeches, joking behaviour in multicultural working settings, culture-dependent aspects of taboos and swearing, and expressive language of the imprisoned, adding a diachronic perspective by means of a linguistic study of The Canterbury Tales. In turn, the studies in the second part focus on visible shifts in contemporary multilingualism research, learners' attitudes towards multiple languages they acquire, teachers' perspectives on the changing requirements related to multiculturalism, and immigrant brokers' professional experience in the UK.