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This book examines the concept of authentic English in today's
world, where cultures are in constant interaction and the English
language works as a binding agent for many cross-cultural
exchanges. It offers a comprehensive review of decades of debate
around authenticity in language teaching and learning and attempts
to synthesise the complexities by presenting them as a continuum.
This continuum builds on the work of eminent scholars and combines
them within a flexible framework that celebrates the process of
interaction whilst acknowledging the complexity and individual
subjectivity of authenticity. Authenticity is approached as a
complex dynamic construct that can only be understood by examining
it from social, individual and contextual dimensions, in relation
to actual people. Authenticity is a problem not just for language
acquisition but one which affects us as individuals belonging to
society.
This book explores the ways in which handheld networked devices can
be used to enhance and augment interpersonal communication. The
author examines in depth how the addition of visual and multimodal
input, access to online search engines and the inclusion of
participants from distant geographical locations (either
synchronously or asynchronously) affects our face to face
interactions. Presenting research data from several years of
autoethnographic observation, this balanced work reveals the
consequences, both positive and negative, of technology-dependent
forms of discourse. In doing so, this sociolinguistic perspective
fills a gap in the current literature and indicates possible future
directions for the study of augmented communication. It will appeal
in particular to students and scholars of sociolinguistics, applied
linguistics and digital humanities.
This edited volume brings together both established and emerging
researcher voices from around the world to illustrate how
complexity perspectives might contribute to new ways of researching
and understanding the psychology of language learners and teachers
in situated educational contexts. Chapter authors discuss their own
perspectives on researching within a complexity paradigm,
exemplified by concrete and original examples from their research
histories. Moreover, chapters explore research approaches to a
variety of learner and teacher psychological foci of interest in
SLA. Examples include: anxiety, classroom group dynamics and
group-level motivation, cognition and metacognition, emotions and
emotion regulation strategies, learner reticence and silence,
motivation, self-concept and willingness to communicate.
This edited volume brings together both established and emerging
researcher voices from around the world to illustrate how
complexity perspectives might contribute to new ways of researching
and understanding the psychology of language learners and teachers
in situated educational contexts. Chapter authors discuss their own
perspectives on researching within a complexity paradigm,
exemplified by concrete and original examples from their research
histories. Moreover, chapters explore research approaches to a
variety of learner and teacher psychological foci of interest in
SLA. Examples include: anxiety, classroom group dynamics and
group-level motivation, cognition and metacognition, emotions and
emotion regulation strategies, learner reticence and silence,
motivation, self-concept and willingness to communicate.
This book examines the concept of authentic English in today's
world, where cultures are in constant interaction and the English
language works as a binding agent for many cross-cultural
exchanges. It offers a comprehensive review of decades of debate
around authenticity in language teaching and learning and attempts
to synthesise the complexities by presenting them as a continuum.
This continuum builds on the work of eminent scholars and combines
them within a flexible framework that celebrates the process of
interaction whilst acknowledging the complexity and individual
subjectivity of authenticity. Authenticity is approached as a
complex dynamic construct that can only be understood by examining
it from social, individual and contextual dimensions, in relation
to actual people. Authenticity is a problem not just for language
acquisition but one which affects us as individuals belonging to
society.
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