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This is the first edited volume dedicated specifically to interlanguage request modification. It is a collection of empirical studies carried out by an international array of scholars which provides insights for researchers, graduate students and language teachers on patterns of interlanguage request modification in a range of research contexts and linguistic/cultural settings. The research in this volume takes the reader from a consideration of interlanguage request modification in naturally-occurring e-mail data, through to elicited data from e-DCT questionnaires on cyber-consultations, to the interactive oral discourse of requests in open role-plays. As a whole, the contributions incorporate research with learners from a range of proficiency levels and from diverse linguistic/cultural backgrounds while the chapters individually examine developmental aspects of interlanguage request modification, requests in electronic contexts, comparative learner/native speaker requests, and instructional effects on mitigation. The book will undoubtedly become an important reference for researchers and teachers not only in the field of pragmatics but also in second language acquisition, language teaching, (socio-)linguistics and discourse analysis.
As a field of inquiry, interlanguage pragmatics reflects the growing interest in recent years in understanding the social and pragmatic aspects of second language acquisition. Interlanguage Pragmatics offers an up-to-date synthesis of current research in the field, documenting from diverse perspectives the development, comprehension, and production of pragmatic knowledge in a second language. The book consists of three sections. The first concerns cognitive approaches to interlanguage pragmatic development; the second, interlanguage speech act realization of a variety of speech acts; and the third, discoursal perspectives on interlanguage. Each section is prefaced by an introduction by the editors which provides relevant theoretical and methodological background. The editors' general introduction offers a critical overview of the issues currently debated. This book is the first to exclusively address the pragmatic dimension in second language acquistion, presenting a state-of-the-art view of the field and outlining directions for future research.
This book provides an overview of current research on the age factor in foreign language learning, addressing issues, which are critical for language planning. It presents new research on foreign language learning within bilingual communities in formal instruction settings focussing on syntax, phonology, writing, oral skills and learning strategies.
In this book H.D. Adamson reviews scholarship in sociolinguistics and second language acquisition, comparing theories of variation in first and second-language speech, with special attention to the psychological underpinnings of variation theory. Interlanguage is what second language learners speak. It contains syntactic, morphological and phonological patterns that are not those of either the first or the second language, and which can be analyzed using the principles and techniques of variation theory. Interlanguage Variation in Theoretical and Pedagogical Perspective: relates the emerging field of variation in second language learners’ speech (interlanguage) to the established field of variation in native speakers’ speech relates the theory of linguistic variation with psycholinguistic models of language processing relates sociolinguistic variation theory to the theory of Cognitive Grammar suggests teaching applications that follow from the theoretical discussion At the forefront of scholarship in the fields of interlanguage and variation theory scholarship, this book is directed to graduate students and researchers in applied English linguistics and second language acquisition, especially those with a background in sociolinguistics.
Diese Einführung in englischer Sprache präsentiert in 14 Kapiteln die grundlegenden Themen und Gegenstandsbereiche der Englischdidaktik. Gleichermaßen praxisnah wie theoretisch fundiert, behandelt der Band zentrale Prinzipien und Kompetenzbereiche eines modernen Fremdsprachenunterrichts. Ausgehend von den zentralen Akteur/innen (Lehrende und Lernende) und mit Blick auf die Teilbereiche der Sprach-, Literatur- und Kulturdidaktik werden zudem Vorschläge für den Einsatz unterschiedlicher Materialien und Medien diskutiert. Weitere Kapitel widmen sich den institutionellen Organisationsstrukturen und dem Bereich Assessment/Diagnose. Der Band erscheint in zweifarbiger Gestaltung, mit Definitionen und Beispielen sowie mit zahlreichen Abbildungen. This comprehensive introduction presents the fundamental topics and issues of TEFL (Teaching English as a Foreign Language) in 14 chapters. Integrating both profound theoretical and creative practical considerations, the central principles and competence domains of modern foreign language teaching are discussed. Starting with the main classroom agents (teachers and learners), the chapters outline a variety of content areas (language, literature, cultural issues) and thoroughly review materials, media and methods. Additional chapters are concerned with the historical development of English language teaching, its current institutional organisation as well as assessment and evaluation.
Recent work in applied linguistics has expanded our understanding of the rule governed nature of language. The concept of an idealized speaker -hearer whose linguistic competence is abstract and separate from reality has been enriched by the notion of an actual interlocutor who possesses communicative compe tence, a knowledge of language which accounts for its use in real-world con texts. Areas of variation previously relegated to idiosyncratic differences in performance have been found to be dynamic yet consistent and lend themselves to study and systematic description. Because language acquisition involves the development of communicative competence, by its very nature it incorporates variation and systematicity. Sec ond-language acquisition is similarly variable, since interlanguage is subject to the same universal and language-specific conventions. In addition, aspects of the second language have been found to be unevenly acquired and are differ entially reflected in particular contexts or settings. Yet, despite our expanding knowledge, this variability is only beginning to be treated in much of the sec ond-language acquisition literature. This volume presents the work of some researchers and methodologists who have taken on the challenge of including variation in their research designs and pedagogical recommendations. Variation is shown to be relevant to lin guistic, social, and psychological aspects of language. It is apparent in the registers and dialects of the target language and in the inter language of learners.
This book addresses the question of how knowledge is currently documented, and may soon be documented in the context of what it calls 'semantic publishing'. This takes two forms: a more narrowly and technically defined 'semantic web'; as well as a broader notion of semantic publishing. This book examines the ways in which knowledge is represented in journal articles and books. By contrast, it goes on to explore the potential impacts of semantic publishing on academic research and authorship. It sets this in the context of changing knowledge ecologies: the way research is done; the way knowledge is represented and; the modes of knowledge access used by researchers, students and the general public.
This book is the first comprehensive investigation of interlanguage pragmatic issues in a primary school context that is based on both primary school teachers’ statements on their own teaching realities, views and preferences, and a thorough investigation of materials used by teachers and recommended by teacher educators in the state the primary schools are located in. It offers a contrastive analysis of primary school learners acquiring English in a typical English as a foreign language school context and their age peers in the same state that are exposed to English in a school immersion context. This book will be of interest to scholars, researchers, educators in higher education that focus on English language teaching, second language acquisition and applied linguistics. It is also intended for students who are planning to become primary school teachers of English as a foreign language.
"In this study the child's interaction with different interlocutors was audio- and video-recorded. These recorded data are supplemented by diary entries that supply information on how the child perceived her second language learning and how she became able to join in interactions as an accepted user of Australian English." "This book will appeal widely to professionals and students in the fields of pragmatics, second language acquisition, bilingualism, child language, applied linguistics, psycholinguistics and socio-linguistics, as well as to language teachers."--Jacket.
This is the first textbook to give equal attention to the intellectual, conceptual, and practical aspects of learning disabilities. Topical coverage is both comprehensive and thorough, and the information presented is up-to-date.Provides a balanced focus on both the conceptual and practical aspects of learning disabilities (LD)**The research covered is far more comprehensive and of greater depth than any other LD textbook**The work is distinctive in its treatment of such important areas as consultation skills and service delivery