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Pronunciation fundamentals : evidence-based perspectives for L2 teaching and research
The emergence of empirical approaches to L2 pronunciation research and teaching is a powerful fourth wave in the history of the field. Authored by two leading proponents of evidence-based instruction, this volume surveys both foundational and cutting-edge empirical work and pinpoints its ramifications for pedagogy. The authors begin by tracing the history of pronunciation instruction and explicating L2 phonetic learning processes. Subsequent chapters explore the themes, strengths, and ethical problems of the field through the lens of the intelligibility principle. The importance of error gravity, and the need for assessment and individualized instruction are highlighted, and the role of L2 accents in social contexts is probed. Material readily available elsewhere has been omitted in favour of an emphasis on the how, why, and when of pronunciation instruction. Anyone with an interest in L2 pronunciation-especially graduate students, language teachers, and experienced researchers-will find much value in this indispensible resource.
eBook
The Think-Aloud Controversy in Second Language Research
The Think-Aloud Controversy in Second Language Research aims to answer key questions about the validity and uses of think-alouds, verbal reports completed by research participants while they perform a task. It offers an overview of how think-alouds have been used in language research and presents a quantitative meta-analysis of findings from studies involving verbal tasks and think-alouds. The book begins by presenting the theoretical background and empirical research that has examined the reactivity of think-alouds, then offers guidance regarding the practical issues of data collection and analysis, and concludes with implications for the use of think-alouds in language research. With its focus on a much-discussed and somewhat controversial data elicitation method in language research, this timely work is relevant to students and researchers from all theoretical perspectives who collect first or second language data. It serves as a valuable guide for any language researcher who is considering using think-alouds.
Melissa A. Bowles is Assistant Professor of Spanish, Linguistics, and SLATE (Second Language Acquisition and Teacher Education) at the University of Illinois at Urbana-Champaign. Her main research interests are instructed second/heritage language acquisition and research methods.
Chapter 1 : The use of verbal reports in language research. Chapter 2 : Controversy over the use of think-alouds. Chapter 3 : Features that Make a Task Amenable to Think-Aloud: A Meta-analysis of Studies Investigating the Validity of Think-Alouds on Verbal Tasks. Chapter 4 : Data Collection Considerations. Chapter 5 : Data Analysis Considerations. Chapter 6 : Conclusion. Appendix A : Studies Included in the Meta-Analysis. Appendix B : Summary of Unique Sample Studies.
eBook
Teaching Grammar in Second Language Classrooms
Recent SLA research recognizes the necessity of attention to grammar and demonstrates that form-focused instruction is especially effective when it is incorporated into a meaningful communicative context. Designed specifically for second-language teachers, this text identifies and explores the various options for integrating a focus on grammar and a focus on communication in classroom contexts and offers concrete examples of teaching activities for each option. Each chapter includes a description of the option, its theoretical and empirical background, examples of activities illustrating in a non-technical manner how it can be implemented in the classroom, questions for reflection, and a list of useful resources that teachers can consult for further information.
Hossein Nassaji is Professor of Applied Linguistics in the Department of Linguistics at the University of Victoria, British Columbia, Canada.
Sandra Fotos , retired Professor of English and Applied Linguistics, Senshu University, Tokyo, Japan, is currently an adjunct at the University of Victoria, Canada.
'This is a concise book of nine chapters nested in three sections. The heart of the book is three chapters dealing with input-based approaches to teaching with a focus on form (FonF), and three chapters with output-orientated FonF. Each of these chapters provides a clear introduction and summary of relevant theoretical positions and up-to-date research findings. The authors write in an accessible non-technical style which should appeal to language teachers.' - Stephen H. Moore, System Journal
Preface
Introduction
1: The Changing View of Grammar Instruction
Part 1: Input-based Options in Focus on Grammar
2: Focus on Grammar Through Processing Instruction
3: Focus on Grammar through Textual Enhancement
4: Focus on Grammar through Discourse
Part 2: Interaction- and Output-based Options in Focus on Grammar
5: Focus on Grammar through Interactional Feedback
6: Focus on Grammar through Structured Grammar Focused Tasks
7: Focus on Grammar through Collaborative Output Tasks
Part 3: Instructional Contexts and Focus on Grammar
8: The Role of Context in Focus on Grammar
Conclusion
9: Focus on Grammar in L2 Classrooms: Concluding Remarks
References
Index
eBook
English as an international language
The rapid global spread of the English language has serious linguistic, ideological, socio-cultural, political, and pedagogical implications as it creates both positive interactions and negative tensions between global and local forces. Accordingly, debate about issues such as the native/non-native divide, the politics of an international language, communication in a Lingua Franca, the choice of a model for ELT, and the link between English and identity(ies) has stimulated scholarly inquiry in an unprecedented way. The chapters in this volume revisit, challenge, and expand upon established arguments and positions regarding the politics, policies, pedagogies, and practices of English as an international language, as well as its sociolinguistic and socio-psychological complexities.
eBook
Sociocultural Theory in Second Language Education
In this accessible introduction to Vygotskian sociocultural
theory, narratives illuminate key concepts of the theory. These
key concepts include mediation; Zone of Proximal Development;
collaborative dialogue and private speech; everyday and
scientific concepts; the interrelatedness of cognition and
emotion; activity theory; and assessment. A final chapter
provides readers with an opportunity to consider two additional
narratives and apply the SCT concepts that they have become
familiar with. We hear from learners, teachers and researchers
in a variety of languages, contexts, ages and proficiencies.
Intended for graduate and undergraduate audiences, this new
edition of the textbook includes controversies in the field,
improved questions for collaborative discussion and provides
updated references to important work in the literature of
second language teaching, learning and research.
eBook