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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 story of English in 100 words
An eye-opening tour of the English language through the ages from Britain's leading linguistics expert.
A Three-Body Problem: The effects of foreign language anxiety, enjoyment, and boredom on academic achievement
This study is part of a growing wave of interest in foreign language (FL) learners’ emotions, their sources, and their effects. Previous studies have confirmed that there is a clear relationship between the emotions of foreign language enjoyment (FLE), foreign language classroom anxiety (FLCA), foreign language boredom (FLB), and foreign language performance. However, the relative importance of each emotion as a predictor of FL performance has yet to be examined, and as different teaching and learning strategies can elicit different emotions, it is difficult to determine whether FL teachers and learners should prioritize a specific emotion in course design and study. We, therefore, utilized structural equation modeling and latent dominance analysis on a sample of 502 Moroccan EFL learners in order to examine the relative importance of each emotion in predicting FL performance. We argue that it is crucial to use sophisticated statistical analyses and to collect samples from outside Western, educated, industrialized, rich, and democratic (WEIRD) countries. The latent dominance analysis revealed that FLCA had the strongest (negative) effect on English test scores. FLB had a significant—but slightly weaker—negative effect and FLE had a significant—but weaker still—positive effect. As such, it is vital that FL teachers and learners not underestimate the impact of anxiety on language learning.
Journal Article
The Cambridge handbook of Japanese linguistics
\"The Cambridge Handbook of Japanese Linguistics The linguistic study of Japanese, with its rich syntactic and phonological structure, complex writing system, and diverse sociohistorical context, is a rapidly growing research area. It consists of five thematic parts including sound system and lexicon, grammatical foundation and constructions, and pragmatics/sociolinguistics topics, with chapters that survey critical discussions arising in Japanese linguistics-- will be welcomed by general linguists, and students and scholars working in linguistic typology, Japanese language, Japanese linguistics and Asian Studies\"-- Provided by publisher.
Book
The Effect of Perception of Teacher Characteristics on Spanish EFL Learners' Anxiety and Enjoyment
The present study explores the relationship between Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA) and a number of teacher-centered variables within the Spanish classroom context. Participants were 210 former and current learners of English as a foreign language (EFL) from all over Spain who filled out an online questionnaire with Likert scale items. A moderate negative relationship emerged between FLE and FLCA. Participants who had an L1 English speaker as a teacher reported more FLE and less FLCA than those with a foreign language user of English. Teacher characteristics predicted close to 20% of variance in FLE but only 8% of variance in FLCA. The strongest positive predictor of FLE was a teacher's friendliness while a teacher's foreign accent was a weaker negative predictor. Teacher-centered variables predicted much less variance for FLCA. Participants experienced more FLCA with younger teachers, very strict teachers, and teachers who did not use the foreign language much in class. The findings confirm earlier research that FLE seems to be more dependent on the teachers' pedagogical skills than FLCA.
Journal Article
The History of Grammar in Foreign Language Teaching
This volume traces the concept of grammar chronologically from Antiquity through contemporary language pedagogy.
eBook
Wadaiko : an introduction to the sounds and rhythms of Japanese
\"From the authors of the best-selling Japanese for Busy People series comes an innovative, engaging new way to learn Japanese. Based on a teaching approach which has been used successfully in the classroom by AJALT in Japan, Wadaiko immerses students in the sounds and rhythms of the Japanese language through songs, poetry, tongue twisters, and other word games. The purpose is to get learners to \"feel\" Japanese, to absorb it with the ears, without being expected to understand it all. The book is divided into two parts. Part 1 is made up of five lessons, and Part 2 of four \"seasons.\" Color illustrations and photographs appear on almost every page. Romanized Japanese is used as an aid for those who haven't learned the writing yet; English translations of the songs and poems are also shown, but otherwise the text is in Japanese. There are exercises and questions, quizzes, and other interactive features. A free CD contains audio of Japanese folk songs that students can sing along with. Wadaiko has been designed with the National Standards for Foreign Language Education in mind\"-- Provided by publisher.
Book
Grit and Foreign Language Enjoyment as Predictors of EFL Learners’ Online Engagement: The Mediating Role of Online Learning Self-efficacy
This study examined the relationship among foreign language enjoyment (FLE), second language L2 grit, online learning self-efficacy (OLSE), and online learning engagement among Iranian English as a foreign language (EFL) learners. The study involved 578 Iranian EFL learners who completed self-report measures of the four constructs. Confirmatory factor analysis and structural equation modeling were employed to confirm the validity of the scales and test the hypothesized model. The findings indicate that FLE positively affects online learning engagement and OLSE positively influences online learning engagement. Additionally, the study found that online self-efficacy mediates the relationship between L2 grit and online learning engagement. These results highlight the importance of FLE and OLSE in promoting online learning engagement, and the mediating role of online self-efficacy in the interplay between L2 grit and online learning engagement. This research sheds more light on the understanding of the factors that influence online learning engagement among EFL learners and has important implications for both theory and practice.
Journal Article