Synthesizing Research on Language Learning And Teaching

This volume presents the first collection of work on research synthesis in applied linguistics. Il introduces readersgraduate students, researchers, practitioners, and policy makers to a cutting-edge approach for reviewing and summarizing exactly what accumulated research has to say about theoretical and practical subjects. John Norris and Lourdes Ortega first elucidate the value and practice of synthesis, and they challenge all members of the research community to adopt a "synthetic ethic."

The book then features seven empirical syntheses, each modeling rigorous synthetic practice in definitively reviewing the state of knowledge and research quality in important domains. Included are five meta-analyses on: Universal Grammar; Task-Based Interaction; Corrective Feedback;

Instructed Pragmatics Development; and Reading Strategies Training. Also included are a qualitative meta-synthesis on Effective Teaching for English Language Learners, and a historiographical synthesis of Proficiency Assessment practices. Rounding out the collection are commentaries by two renowned experts in language learning and teaching research: Nick Ellis and Craig Chaudron.


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Memory Psychology and Second Language Learning

This book aims to review the work done in psychology and linguistics on language processing and to relate it to the learning of a second language. It is aimed at the student language teacher who will also be studying aspects of linguistics such as phonology alongside psychological theories and theories of language learning.

It is an attempt to pull together the two disciplines with a specific focus on the second language learner.

It will also be of interest to postgraduate students in off ering them a wide variety of sources for further research.


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Learning and Teaching Languages Through Content A counterbalanced Approach

This book is intended for graduate courses in Applied Linguistics and Second Language Acquisition or for advanced levels of undergraduate teacher education programs.

I hope also that practicing teachers will read the book as a source of professional development, as well as other educators, curriculum designers, and administrators working in a variety of second language instructional settings, whether content-based or not.

While the book aims to enable educators in immersion and content-based classrooms to consider ways of integrating more focus on language, I hope as well that it will inspire educators in traditional language classrooms to consider integrating more content-based instruction as a means of enriching classroom discourse.


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Language in Language Teacher Education

Explores the defining element in the work of language teacher educators: language itself. The first part holds up to scrutiny concepts of language that underlie much practice in language teacher education including language as social institution, language as verbal practice, language as reflexive practice, language as school subject and language as medium of language learning.

The chapters in the second part are written by language teacher educators working in a range of institutional contexts and on a variety of types of program.


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English Language Learning and Technology (Language Learning and Language Teaching Vol 7)

This book explores implications for applied linguistics of recent developments in technologies used in second language teaching and assessment, language analysis, and language use.

Focusing primarily on English language learning, the book identifies significant areas of interplay between technology and applied linguistics, and it explores current perspectives on perennial questions such as how theory and research on second language acquisition can help to inform technology-based language learning practices, how the multifaceted learning accomplished through technology can be evaluated, and how theoretical perspectives can offer insight on data obtained from research on interaction with and through technology.

The book illustrates how the interplay between technology and applied linguistics can amplify and expand applied linguists' understanding of fundamental issues in the field. Through discussion of computer-assisted approaches for investigating second language learning tasks and assessment, it illustrates how technology can be used as a tool for applied linguistics research. 


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Discourse in Content and Language Integrated Learning Classrooms

The term Content-and-Language-Integrated-Learning (CLIL) refers to educational settings where a language other than the students’ mother tongue is used as medium of instruction.

While in principle, of course, any second or foreign language can become the object of CLIL, in this study, as well as in educational reality, English is the language which dominates the scene, be it as a foreign language in Europe and many parts of Asia, or as a second language in North America but also parts of Africa and Asia. A whole gamut of terms are in use internationally and nationally (e.g. Content-Based-Instruction (CBI), Bilingual Teaching, Dual Language Programs, English Across the Curriculum, Bilingualer Sachfachunterricht (BiLi), Englisch als Arbeitssprache EAA, and many more).

All have their particular historical and contextual roots and accompanying slightly different philosophical implications. However, the term Content-and-Language-Integrated-Learning (CLIL) is now well established in the European discourse on the matter and will therefore be used throughout this studen


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Computer Learner Corpora Second Language Acquisition and Foreign Language Teaching

This book takes stock of current research into computer learner corpora conducted both by ELT and SLA specialists. It should be of particular interest to researchers looking to assess its relevance to SLA theory and ELT practice.

Throughout the volume, emphasis is also placed on practical, methodological aspects of computer learner corpus research, in particular the contribution of technology to the research process. The advantages and disadvantages of automated and semi-automated approaches are analyzed, the capabilities of linguistic software tools investigated, the corpora (and compilation processes) described in detail. In this way, an important function of the volume is to give practical insight to researchers who may be considering compiling a corpus of learner data or embarking on learner corpus research.

The volume is divided into three main sections:

Section 1 gives a general overview of learner corpus research;

Section 2 illustrates a range of corpus-based approaches to interlanguage analysis;

Section 3 demonstrates the direct pedagogical relevance of learner corpus work.


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Appraising Research in Second Language Learning A Practical Approach to Critical Analysis of Quantitative Research Vol 3

Designed for students of applied linguistics and second language acquisition on research training courses, practising language teachers, and those in training, this combination textbook/workbook is a set or recommended textbook on more than a hundred undergraduate and postgraduate courses worldwide.

Now in its second edition, it remains the only book to provide specific advice and support to those wishing to learn a methodical approach to the critical analysis of a research paper.


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Understanding Language Teaching From Method to Post-Method (ESL and Applied Linguistics Professional Series)

This book traces the historical development of major language teaching methods in terms of theoretical principles and classroom procedures, and provides a critical evaluation of each.

Drawing from seminal, foundational texts and from critical commentaries made by various scholars, Kumaravadivelu examines the profession's current transition from method to postmethod and, in the process, elucidates the relationship between theory, research, and practice. The chief objective is to help readers see the pattern that connects language, learning, teaching methods, and postmethod perspectives.

In this book:

*brings together a critical vision of L2 learning and teaching--a vision founded at once on historical development and contemporary thought;

*connects findings of up-to-date research in L2 learning with issues in L2 teaching thus making the reader aware of the relationship between theory, research and practice;

*presents language teaching methods within a coherent framework of language-, learner-, and learning-centered pedagogies, thus helping the reader to see how they are related to each other;

*shows how the three categories of methods evolved historically leading ultimately (and inevitably) to the emergence of a postmethod condition; and

*provides the reader with a solid background in several interconnected areas of L2 pedagogy, such as concepts of competence, input factors, intake processes, interactional modifications, and instructional design.

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Teaching ESLEFL Reading and Writing by I S P Nation

Using a framework based on principles of teaching and learning, this guide for teachers and teacher trainees provides a wealth of suggestions for helping learners at all levels of proficiency develop their reading and writing skills and fluency.

By following these suggestions, which are organized around four strands - meaning-focused input, meaning-focused output, language-focused learning, and fluency development - teachers will be able to design and present a balanced program for their students."Teaching ESL/EFL Reading and Writing", and its companion text, "Teaching ESL/EFL Listening and Speaking", are similar in format and the kinds of topics covered, but do not need to be used together.

Drawing on research and theory in applied linguistics, their focus is strongly hands-on, featuring easily applied principles, a large number of useful teaching techniques, and guidelines for testing and monitoring. All certificate, diploma, masters and doctoral courses for teachers of English as a second or foreign language include a teaching methods component. The texts are designed for and have been field tested in such programs.


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Teaching ESL EFL Listening and Speaking by I S P Nation and J Newton

Using a framework based on principles of teaching and learning, this guide for teachers and teacher trainees provides a wealth of suggestions for helping learners at all levels of proficiency develop their reading and writing skills and fluency.

By following these suggestions, which are organized around four strands - meaning-focused input, meaning-focused output, language-focused learning, and fluency development - teachers will be able to design and present a balanced program for their students."Teaching ESL/EFL Reading and Writing", and its companion text, "Teaching ESL/EFL Listening and Speaking", are similar in format and the kinds of topics covered, but do not need to be used together.

Drawing on research and theory in applied linguistics, their focus is strongly hands-on, featuring easily applied principles, a large number of useful teaching techniques, and guidelines for testing and monitoring. All certificate, diploma, masters and doctoral courses for teachers of English as a second or foreign language include a teaching methods component. The texts are designed for and have been field tested in such programs.


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Teaching Academic ESL Writing Practical Techniques in Vocabulary and Grammar by Eli Hinkel

Teaching Academic ESL Writing: Practical Techniques in Vocabulary and Grammar fills an important gap in teacher professional preparation by focusing on the grammatical and lexical features that are essential for all ESL writing teachers and student-writers to know.

The fundamental assumption is that before students of English for academic purposes can begin to successfully produce academic writing, they must have the foundations of language in place--the language tools (grammar and vocabulary) they need to build a text. 


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Second Language Writers Text (ESL and Applied Linguistics Professional Series)

This comprehensive and detailed analysis of second language writers' text identifies explicitly and quantifiably where their text differs from that of native speakers of English. The book is based on the results of a large-scale study of university-level native-speaker and non-native-speaker essays written in response to six prompts.

Specifically, the research investigates the frequencies of uses of 68 linguistic (syntactic and lexical) and rhetorical features in essays written by advanced non-native speakers compared with those in the essays of native speakers enrolled in first-year composition courses.

The selection of features for inclusion in this analysis is based on their textual functions and meanings, as identified in earlier research on English language grammar and lexis. Such analysis is valuable because it can inform the teaching of grammar and lexis, as well as discourse, and serve as a basis for second language curriculum and course design; and provide valuable insight for second language pedagogical applications of the study's findings.


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Researching Second Language Classrooms by Sandra Lee McKay (ESL and Applied Linguistics Professional Series)

This text introduces teachers to research methods they can use to examine their own classrooms in order to become more effective teachers. Becoming familiar with classroom-based research methods not only enables teachers to do research in their own classrooms, it also provides a basis for assessing the findings of existing research.

McKay emphasizes throughout that what a teacher chooses to examine will dictate which method is most effective. Each chapter includes activities to help readers apply the methods described in the chapter, often by analyzing research data.


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New Perspectives on Grammar Teaching in Second Language Classrooms (ESL and Applied Linguistics Professional Series)

New Perspectives on Grammar Teaching in Second Language Classrooms is intended for advanced undergraduate and masters levels students in L2 pedagogy courses....The strength of this book stems from the variety of issues that the authors treat as they pertain to the nature of grammar and grammar instruction.

Grouping all these issues and perspectives together in a single volume makes this a practical book to use in courses that examine grammar and the nature of explicit instruction. Instructors and instructors-in-training in particular will appreciate the pedagogical implications and teaching suggestions provided at the end of each chapter.


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Language Minority Students in American Schools An Education in English by H Douglas Adamson

This book addresses questions of language education in the United States, focusing on how to teach the 3.5 million students in American public schools who do not speak English as a native language. These students are at the center of a national debate about the right relationship among ESL, bilingual, and mainstream classes.

Bilingual education has been banned by constitutional amendment in California and Arizona, and similar amendments are being considered in other states. Language Minority Students in American Schools: An Education in English places this debate and related issues of teaching standard English to speakers of nonstandard dialects, such as black English, within the larger context of language acquisition theory and current methods of language teaching.

Adamson draws from the large body of sociolinguistic, psycholinguistic, and educational research, and on his own experience as an English teacher in the U.S. and overseas, to shed light on some of these controversies and on the cognitive, cultural, public policy, and practical issues involved in educating English language learners. Presenting all sides of the issues fairly, he offers a strong endorsement for bilingual and bidialectical education based on programs designed and administered according to the principles discussed in the book and supported by language acquisition theory and classroom research.

A strength of the book is the inclusion of original research conducted in a middle school enrolling a majority of Latino students. This research contributes to the field of language education by providing a detailed description of how English language learners study content subjects. Examples from the study are used to illustrate a discussion of Vygotskian learning principles and the relationship between the students' home and school cultures. Language Minority Students in American Schools: An Education in English is intended for students who are preparing to become teachers of English as a second language, and for teachers of other subjects who work with English language learners.


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Ideas and Options in English for Specific Purposes (ESL and Applied Linguistics Professional Series)

This volume presents a range of views about language, learning, and teaching in English for Specific Purposes (ESP). Its purpose is to go beyond individual cases and practices to examine the approaches and ideas on which they are based. The aim is for readers to adopt an analytical stance toward the field and to identify current perspectives in ESP and the ideas driving them.

Ideas and Options in English for Specific Purposes does not promote any one approach, but rather identifies and illustrates those in evidence today. The main emphasis is on the links between theory and ESP teaching and research. Ideas from linguistics, sociolinguistics, education, SLA, and social theories are described. Links are then made between these ideas and ESP course designs, instructional materials, and research projects. Thus the book moves back and forth between descriptions of theories, teaching practice, and research.

Part I introduces the book's approach to description of ESP and the framework used to investigate it. Part II examines ideas of language, learning, and teaching in ESP. Recognizing that ESP is taught in many different countries and contexts, the author draws on a wide range of examples of teaching practice and research from around the world and from different branches of ESP, including English for Academic Purposes, English for Professional Purposes, and English for Vocational Purposes. From Chapter 3 onward, each chapter includes Questions for Discussion and Projects, to encourage readers to research and analyze the practices of ESP in their own contexts and to consider the ideas they draw on in their own teaching. This text is geared toward graduate-level TESOL education courses.


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