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Second Language Writing

Research Insights for the Classroom

This text is a highly accessible and authoritative approach to the theory and practice of teaching writing to students of English.

7 Composing in English: effects of a first language on writing in English as a
second language Alexander Friedlander ... The belief is that if ESL writers do any
of their work in their first language, this will inhibit acquisition of the second ...

Artificial Intelligence in Second Language Learning

Raising Error Awareness

"The aim of this volume is to cater to a wide range of audiences associated with the field of Computer Assisted Language Learning (CALL). In a true cross-disciplinary fashion it brings together instances of research in second language acquisition, language awareness, computer assisted language learning, artificial intelligence and natural language processing. It is intended for language teachers, students of applied linguistics and language engineering as well as for applied linguists in general."--BOOK JACKET.

Background Occasionally one hears that so-and-so speaks five or seven
languages fluently, which seems like a truly remarkable achievement, except for
the fact that the speaker as a rule fails to deliver any accurate measure of so- and
-so's ...

Understanding Second Language Acquisition

Whether we grow up with one, two, or several languages during our early years of life, many of us will learn a second, foreign, or heritage language in later years. The field of Second language acquisition (SLA, for short) investigates the human capacity to learn additional languages in late childhood, adolescence, or adulthood, after the first language --in the case of monolinguals-- or languages --in the case of bilinguals-- have already been acquired. Understanding Second Language Acquisition offers a wide-encompassing survey of this burgeoning field, its accumulated findings and proposed theories, its developed research paradigms, and its pending questions for the future. The book zooms in and out of universal, individual, and social forces, in each case evaluating the research findings that have been generated across diverse naturalistic and formal contexts for second language acquisition. It assumes no background in SLA and provides helpful chapter-by-chapter summaries and suggestions for further reading. Ideal as a textbook for students of applied linguistics, foreign language education, TESOL, and education, it is also recommended for students of linguistics, developmental psycholinguistics, psychology, and cognitive science. Supporting resources for tutors are available free at www.hodderplus.co.uk/linguistics (registration required).

SLA scholars who investigate learner language seek to explain L2 competence
and L2 development.Competenceis defined as the nature of the mental
representations comprising the internal grammar of learners and development
refers to ...

Contemporary Approaches to Second Language Acquisition

Second language acquisition (SLA) is a field of inquiry that has increased in importance since the 1960s. Currently, researchers adopt multiple perspectives in the analysis of learner language, all of them providing different but complementary answers to the understanding of oral and written data produced by young and older learners in different settings. The main goal of this volume is to provide the reader with updated reviews of the major contemporary approaches to SLA, the research carried out within them and, wherever appropriate, the implications and/or applications for theory, research and pedagogy that might derive from the available empirical evidence. The book is intended for SLA researchers as well as for graduate (MA, Ph.D.) students in SLA research, applied linguistics and linguistics, as the different chapters will be a guide in their research within the approaches presented. The volume will also be of interest to professionals from other fields interested in the SLA process and the different explanations that have been put forward to account for it.

Spoken language structures differ in fundamental ways from those of written
language and require to be analysed on their own terms. The chapter outlines
the principles underlying qualitative research into native spoken syntax, including
a ...

The Acquisition of Japanese as a Second Language

This text aims to broaden the field of second language acquisition, focusing on Japanese rather than on more commonly studied European languages. Chapters include studies on input and interaction, research into the evaluation of proficiency, and grammatical investigations.

CHAPTER 8 Gapping and Coordination in Second Language Acquisition William
O'Grady University of Hawai 'i at Manoa 1. Introduction The study of second
language acquisition is by now firmly established as an important branch of ...

The Routledge Handbook of Second Language Acquisition

The Routledge Handbook of Second Language Acquisition brings together fifty leading international figures in the field to produce a state-of-the-art overview of Second Language Acquisition. The Handbook covers a wide range of topics related to Second Language Acquisition: language in context, linguistic, psycholinguistic, and neurolinguistic theories and perspectives, skill learning, individual differences, L2 learning settings, and language assessment. All chapters introduce the reader to the topic, outline the core issues, then explore the pedagogical application of research in the area and possible future development. The Routledge Handbook of Second Language Acquisition is an essential resource for all those studying and researching Second Language Acquisition.

Language Teaching Research, 3, 215– 247. Foster, P. and Skehan, P. (2009).
The influence of planning and task type on second language performance. In K.
Van den Branden, M. Bygate, and J. Norris (Eds.), Taskbased language teaching:
 ...

Memory, Psychology and Second Language Learning

This book explores the contributions that cognitive linguistics and psychology, including neuropsychology, have made to the understanding of the way that second languages are processed and learnt. It examines areas of phonology, word recognition and semantics, examining 'bottom-up' decoding processes as compared with 'top-down' processes as they affect memory. It also discusses second language learning from the acquisition/learning and nativist/connectionist perspectives. These ideas are then related to the methods that are used to teach second languages, primarily English, in formal classroom situations. This examination involves both 'mainstream' communicative approaches, and more traditional methods widely used to teach EFL throughout the world. The book is intended to act both as a textbook for students who are studying second language teaching and as an exploration of issues for the interested teacher who would like to further extend their understanding of the cognitive processes underlying their teaching.Mick Randall is currently Senior Lecturer in TESOL and Head of the Institute of Education at the British University in Dubai. He has taught courses in second language learning and teaching, applied linguistics and psychology in a number of different contexts. He has a special interest in the cognitive processing of language and in the psycholinguistics of word recognition, spelling and reading.

Modular and non-modular approaches Acquisition versus learning Implicit and
explicit learning Automaticity Symbolic versus connectionist views of language
The changing paradigms in psychology, linguistics and SLL methodologies have
 ...

Planning and Task Performance in a Second Language

The last decade has seen a growing body of research investigating various aspects of L2 learners' performance of tasks. This book focuses on one task implementation variable: planning. It considers theories of how opportunities to plan a task affect performance and tests claims derived from these theories in a series of empirical studies. The book examines different types of planning (i.e. task rehearsal, pre-task planning and within-task planning), addressing both what learners do when they plan and the effects of the different types of planning on L2 production. The choice of planning as the variable for investigation in this book is motivated both by its importance for current theorizing about L2 acquisition (in particular with regard to cognitive theories that view acquisition in terms of information processing) and its utility to language teachers and language testers, for unlike many other constructs in SLA 'planning' lends itself to external manipulation. The study of planning, then, provides a suitable forum for demonstrating the interconnectedness of theory, research and pedagogy in SLA.

language. testing. Whereas the previous studies have all examined the effects of
planning on task performance in either a classroom or a laboratory setting, the
two studies in this section examine its effects on L2 learners' performance of
tasks ...

Unlocking the Enigma of the Second Language Learner

AboutBook: This resource guide focuses on the dissemination of accurate information and best practices concerning the educational support of second language learners. It not only documents the author's professional experiences but seeks to use them to bolster the research regarding best practices for second language learner and bilingual children. Parents will find the resource guide useful as it contains situations many of them may have experienced while raising second language children. The book focuses on appropriate solutions and answers to questions they may have regarding their children's needs educationally. There are case studies and guidelines that educators will find useful in their quest for appropriate and accurate knowledge about this growing student population. Authorbio: Deborah Jill Chitester received her Masters of Science in Speech-Language Pathology from Adelphi University in New York and was granted her Certificate of Clinical Competence (C.C.C) by the American Speech and Hearing Association (ASHA). She has 14+ years experience working with all age levels whose first language is other than English, having received special certification by the State of New York as a Bilingual (English/Spanish) Speech Language Pathologist. In her practice, Second Language, Literacy and Learning Connection LLC, located in New Jersey, she treats clients of all ages and disabilities both monolingual and those whose first language is not English. Due to the use of her "linguistic features" approach, her client mix is increasingly more culturally and linguistically diverse, presently comprising Asians, Arabs, Pakistani, etc. Deborah has also given informative presentations on effectiveevaluation of CLD children to help identify and recognize language difference vs. true speech delay for school districts and other professional audiences. Lastly, she provides specialized language services for internationally adopted children and consulting services for parents concerning the importance of distinguishing second language difficulties from true speech and language disorders.

I advise parents that therapy for a disorder needs to occur in the child's primary
language to be effective. If the pathology exists in the primary language, how can
it improve if therapy is provided in the second language? How can one receive ...

Cognitive Linguistics, Second Language Acquisition, and Foreign Language Teaching

This collection of twelve papers demonstrates that the concepts developed within the Cognitive Linguistics movement afford an insightful perspective on several important areas of second language acquisition and pedagogy. In the first part of the book, three papers show how three Cognitive Linguistics constructs provide a useful theoretical frame within which second language acquisition data can be analyzed. First, Talmy's typology of motion events is argued to constitute the base relative to which acquisition discrepancies in motion events are most valuably investigated. Secondly, the notion of "construction" is invoked in order to account for systematic differences between the native and non-native speakers' use of the English verb get. Finally, frequency and similarity effects are shown to play a crucial part in the learning of prepositions in a second language. The second part of the book shows that the key concepts commonly invoked in Cognitive Linguistics analyses allow language teachers to insightfully structure the presentation of problematic material in the foreign language classroom. These concepts include among others polysemy, the figure/ground gestalt, the usage-based conception of grammar, the radial organization of categories, metaphors, and cultural scripts. The Cognitive Linguistics paradigm has already shown its viability to analyze a wide array of linguistic phenomena. This book establishes its relevance in the areas of second language acquisition and language pedagogy. Its intended public is composed of Cognitive Linguists, Second Language Acquisition specialists, as well as foreign language pedagogy researchers, instructors, and students.

Introduction The question of how adult second language learners come to
express spatial relations in a second language is a rather neglected area within
second language acquisition research (but see Becker and Carrol 1997 for an ...