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This state-of-the-art volume is the first to capture a hybrid
discipline that studies the role and linguistic implications of the
human mind in language learning and teaching. This Handbook
considers individual as well as collective factors in language
learners and teachers from an array of new empirical constructs and
theoretical perspectives, including implications for practice and
"myths, debates, and disagreements" in the field, and points to
future directions for research. This collection of stellar
contributions is an essential resource for researchers, advanced
students, and teachers working in applied linguistics, second
language acquisition, psychology, and education.
Research-Driven Pedagogy: Implications of L2A Theory and Research
for the Teaching of Language Skills brings together the essentials
of second language acquisition (SLA) theory, research, and second
language (L2) pedagogy. Uniquely, the design of this book helps
researchers and practitioners make explicit connections between
theory, research, and practice; learn about and conduct classroom
research to contribute to the relevance and applicability of SLA
research; and improve current L2 curriculum and instruction in
light of current theory and research. The volume offers critical
reviews of the most relevant, current SLA theory and research about
receptive, productive, complementary, and nonverbal communication
skills, as well as willingness to communicate (WTC). Each chapter
is formatted to include five major topics about each language
skill: (1) major theories, (2) critical reviews of salient/current
research, (3) commonly-used data collection and analysis
techniques, (4) summary of specific pedagogical implications of
pertinent research and theory, and (5) theory and research-driven
scenarios/activities that can be used in teaching. A teacher or a
researcher can pick any chapter in this volume to learn about the
most important language skills (e.g., reading, writing, nonverbal
communication), while having all-in-one place access to almost
everything they would need.
Research-Driven Pedagogy: Implications of L2A Theory and Research
for the Teaching of Language Skills brings together the essentials
of second language acquisition (SLA) theory, research, and second
language (L2) pedagogy. Uniquely, the design of this book helps
researchers and practitioners make explicit connections between
theory, research, and practice; learn about and conduct classroom
research to contribute to the relevance and applicability of SLA
research; and improve current L2 curriculum and instruction in
light of current theory and research. The volume offers critical
reviews of the most relevant, current SLA theory and research about
receptive, productive, complementary, and nonverbal communication
skills, as well as willingness to communicate (WTC). Each chapter
is formatted to include five major topics about each language
skill: (1) major theories, (2) critical reviews of salient/current
research, (3) commonly-used data collection and analysis
techniques, (4) summary of specific pedagogical implications of
pertinent research and theory, and (5) theory and research-driven
scenarios/activities that can be used in teaching. A teacher or a
researcher can pick any chapter in this volume to learn about the
most important language skills (e.g., reading, writing, nonverbal
communication), while having all-in-one place access to almost
everything they would need.
This book closes the gap between theory and classroom application
by capitalizing on learners' individuality in second or foreign
language learning. The book examines the existing literature and
theoretical underpinnings of each of the most prominent learner
characteristics including anxiety, beliefs, cognitive abilities,
motivation, strategies, styles and willingness to communicate. This
strong foundation, coupled with the wide variety of activities that
are suggested at the end of each chapter, arms the reader with
ideas to conquer the problems created by negative affect and to
capitalize on positive, facilitative emotions. The tasks are
unrestricted by language and can be modified for use with
technology, emergent learners and large classes, making this book a
useful resource for both in-service teachers and pre-service
teachers in university language teacher education programs.
This innovative, much-needed book shares powerful wisdom and
practical strategies to help language teachers, teacher educators
and peace educators communicate peace, contribute to peace and
weave peacebuilding into classrooms and daily life. The clear,
six-part Language of Peace Approach underlies more than 50 creative
activities that can promote peacebuilding competence in secondary
and post-secondary students, current and prospective educators and
community members outside of academia. Chapters span the spectrum
from cross-cultural peace education to the positive psychology of
peace, from nonverbal peace language to transformative language
teaching for peace, and from the needs of language learners to the
needs of language educators. The book makes a unique and valuable
contribution to the discussion of how we can live together
peacefully in a changing world.
This innovative, much-needed book shares powerful wisdom and
practical strategies to help language teachers, teacher educators
and peace educators communicate peace, contribute to peace and
weave peacebuilding into classrooms and daily life. The clear,
six-part Language of Peace Approach underlies more than 50 creative
activities that can promote peacebuilding competence in secondary
and post-secondary students, current and prospective educators and
community members outside of academia. Chapters span the spectrum
from cross-cultural peace education to the positive psychology of
peace, from nonverbal peace language to transformative language
teaching for peace, and from the needs of language learners to the
needs of language educators. The book makes a unique and valuable
contribution to the discussion of how we can live together
peacefully in a changing world.
This book highlights the pivotal role that nonverbal behavior plays
in target language communication, affect and cognition. It
integrates research tenets and video demonstrations of nonverbal
behavior with structured activities that will guide teachers and
learners of any language to capitalize on the nonverbal means at
their disposal. It does not shy away from the challenges that
nonverbal communication poses in target language communication,
including issues of personal and cultural identity that emerge with
languages around the world. With its easy-to-use format, solid
research support, and fully integrated activities and videos, this
book is an essential resource for anyone interested in working with
the nonverbal dimensions of communication. The text will be
especially valuable for language educators, pre- and in-service
teachers who are looking for classroom resources and ideas, who
want to create positive classroom environments and want to improve
learner interaction and communication while increasing language
proficiency. This book is a valuable resource for anyone who
interacts with other people in more than one language.
This book closes the gap between theory and classroom application
by capitalizing on learners' individuality in second or foreign
language learning. The book examines the existing literature and
theoretical underpinnings of each of the most prominent learner
characteristics including anxiety, beliefs, cognitive abilities,
motivation, strategies, styles and willingness to communicate. This
strong foundation, coupled with the wide variety of activities that
are suggested at the end of each chapter, arms the reader with
ideas to conquer the problems created by negative affect and to
capitalize on positive, facilitative emotions. The tasks are
unrestricted by language and can be modified for use with
technology, emergent learners and large classes, making this book a
useful resource for both in-service teachers and pre-service
teachers in university language teacher education programs.
Positive psychology is the scientific study of how human beings
prosper and thrive. This is the first book in SLA dedicated to
theories in positive psychology and their implications for language
teaching, learning and communication. Chapters examine the
characteristics of individuals, contexts and relationships that
facilitate learning: positive emotional states such as love,
enjoyment and flow, and character traits such as empathy, hardiness
and perseverance. The contributors present several innovative
teaching ideas to bring out these characteristics among learners.
The collection thus blends new teaching techniques with
cutting-edge theory and empirical research undertaken using
qualitative, quantitative and mixed-methods approaches. It will be
of interest to SLA researchers, graduate students, trainee and
experienced teachers who wish to learn more about language learning
psychology, individual differences, learner characteristics and new
classroom practices.
This book serves as a practical guide for individual teachers,
helping them discover strategies for nurturing and promoting their
wellbeing. It also acknowledges the importance of contextual
factors. Readers are encouraged to reflect upon their own practice
and find techniques that suit them personally.
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