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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