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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