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Eye Tracking in Second Language Acquisition and Bilingualism provides foundational knowledge and hands-on advice for designing, conducting, and analysing eye-tracking research in applied linguistics. Godfroid's research synthesis and methodological guide introduces the reader to fundamental facts about eye movements, eye-tracking paradigms for language scientists, data analysis, and the practicalities of building a lab. This indispensable book will appeal to undergraduate students learning principles of experimental design, graduate students developing their theoretical and statistical repertoires, experienced scholars looking to expand their own research, and eye-tracking professionals.

This collection of papers brings together a diverse range of conceptualisations of the self in the domain of second language acquisition and foreign language learning. The volume attempts to unite a fragmented field and provides a thorough overview of the ways in which the self can be conceptualised in SLA contexts.

Embracing a sociocultural perspective on human cognition and employing an array of methodological tools for data collection and analysis, this volume documents the complexities of second language teachers’ professional development in diverse L2 teacher education programs around the world, including Asia, South America, Europe, and North America, and traces that development both over time and within the broader cultural, historical and institutional settings and circumstances of teachers’ work. This systematic examination of teacher professional development illuminates in multiple ways the discursive practices that shape teachers’ knowing, thinking, and doing and provides a window into how alternative mediational means can create opportunities for teachers to move toward more theoretically and pedagogically sound instructional practices within the settings and circumstances of their work. The chapters represent both native and nonnative English speaking pre-service and in-service L2 teachers at all levels from K-12 through higher education, and examine significant challenges that are present in L2 teacher education programs. Karen E. Johnson is Liberal Arts Research Professor of Applied Linguistics, The Pennsylvania State University. Paula R. Golombek is Clinical Associate Professor, Linguistics, University of Florida. 1. A Sociocultural Perspective on Teacher Professional Development Karen E. Johnson, Pennsylvania State University, US and Paula Golombek, University of Florida, US Part I: Promoting Cultural Diversity and Legitimating Teacher Identities 2. Becoming a Culturally Responsive Teacher Elizabeth Smolcic, Pennsylvania State University, US 3. I’m Not Alone\": Empowering Non-Native English Speaking Teachers Davi Schirmer Reis, Duquesne University, US 4. Working Toward Social Inclusion Through Concept Development in L2 Teacher Education William Dunn, University of Alberta, Canada Part II: Concept Development in L2 Teacher Education 5. ‘Seeing’ L2 Teacher Learning: The Power of Context on Conceptualizing Teaching Sharon Childs, Pennsylvania State University, US 6. Embracing Literacy-based Teaching Heather Willis Allen, University of Miami, US 7. Synthesizing the Academic and the Everyday Gretchen Nauman, Yanshan University, China Part III: Strategic Mediation in L2 Teacher Education 8. Dynamic Assessment in Teacher Education Paula Golombek, University of Florida, US 9. Moodle as a Mediational Space Tatsuhiro Yoshida, Hyoga University, Japan 10. The Reverse Move: Enriching Informal Knowledge in the Pedagogical Grammar Class Deryn P. Verity, Osaka Jogakuin College, Japan 11. Strategic Mediation in Learning to Teach Karen E. Johnson and Ekaterina Arshavskaya, Pennsylvania State University, US Part IV: Teacher Learning in Inquiry-Based Professional Development 12. Teacher Learning through Critical Friends Groups Priya Poehner, Lockhaven University, US 13. Teacher Learning through Lesson Study Thomas Tasker, Department of State, Kiev Part V: Navigating Educational Policies and Curricular Mandates 14. Ten Years of CLT Curricular Reform Efforts in South Korea Eun-Ju Kim, Hanyang Women's University, Korea 15. Learning to Teach under Curricular Reform Kyungja Ahn, Seoul National University, Korea

This is a state-of-the-art reference volume on contemporary computer-assisted language learning, including chapters on research and methodology by leading international figures in the field.

Language learning research aims to describe and fully explain how and why language learning takes place, but can fall short of its stated purpose. Systematic, rigorous research is needed if the growing field of language learning is to progress methodically. This book demonstrates and fully explains such a methodology. Given that research in language acquisition yields practical pedagogical implications, it is crucial that it is rigorous and accurate.This book offers a quantitative research methodology that relies on statistical analysis in order to make inferences and conclusions about language learning. Experimental research aims to understand differences between or within groups of learners under manipulated environments. It requires strict control of conditions, enabling interpretations with a low factor of error. Aek Phakiti provides step-by-step guidelines and underlying principles, epistemology and methodology, in a book that is essential for advanced students of language acquisition and language and education.

Experimental Methods in Language Acquisition Research provides students and researchers interested in language acquisition with comprehensible and practical information on the most frequently used methods in language acquisition research. It includes contributions on first and child/adult second language learners, language-impaired children, and on the acquisition of both spoken and signed language. Part I discusses specific experimental methods, explaining the rationale behind each one, and providing an overview of potential participants, the procedure and data-analysis, as well as advantages and disadvantages and dos and don'ts. Part II focuses on comparisons across groups, addressing the theoretical, applied and methodological issues involved in such comparative work. This book will not only be of use to advanced undergraduate and postgraduate students, but also to any scholars wishing to learn more about a particular research method. It is suitable as a textbook in postgraduate programs in the fields of linguistics, education and psychology.

This book is unique in bringing together studies on instructed second language acquisition that focus on a common question: \"What renders this research particularly relevant to classroom applications, and what are the advantages, challenges, and potential pitfalls of the methodology adopted?\".