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Foreign Accent: The Ontogeny and Phylogeny of Second Language Phonology (Second Language Acquisition Research Series)
by Roy C. MajorEven though second-language learners may master the grammar and vocabulary of the new languages, they almost never achieve a native phonology (accent). Scholars and professionals dealing with second-language learners would agree that this is one of the most persistent challenges they face. Now, for the first time, Roy Major's Foreign Accent covers the exploding scholarship in this area and lays out the issues specifically for audiences in the second language acquisition and applied linguistics community.
Foreign Accent: The Ontogeny and Phylogeny of Second Language Phonology (Second Language Acquisition Research Series)
by Roy C. MajorEven though second-language learners may master the grammar and vocabulary of the new languages, they almost never achieve a native phonology (accent). Scholars and professionals dealing with second-language learners would agree that this is one of the most persistent challenges they face. Now, for the first time, Roy Major's Foreign Accent covers the exploding scholarship in this area and lays out the issues specifically for audiences in the second language acquisition and applied linguistics community.
Foreign Language and Mother Tongue
by Istvan Kecskes Tnde PappThis is the first book that discusses the effect of foreign language learning on first language processing. The authors argue that multilingual development is a dynamic and cumulative process characterized by transfer of different nature, and results in a common underlying conceptual base with two or more language channels that constantly interact with each other. Language representation and processing are discussed from a cognitive-pragmatic rather than a lexical-syntactic perspective. This required the review of several crucial issues of L2 acquisition, such as transfer, vocabulary development, conceptual fluency, and pragmatic skills. The authors also reviewed a large body of literature touching on cognitive psychology, linguistics, psycholinguistics, SLA, philosophy, and education in order to explain multilingual development and the positive effect of foreign language learning on the first language. An important read for linguists and language educators alike, this volume: * attempts to explain multilingual development from a cognitive-pragmatic perspective, * argues that foreign language learning has a positive effect on the development and use of mother tongue skills, * relies on research findings of several different disciplines, * builds on the results of quantitative research conducted by the authors, and touches on a wide range of literature.
Foreign Language and Mother Tongue
by Istvan Kecskes Tnde PappThis is the first book that discusses the effect of foreign language learning on first language processing. The authors argue that multilingual development is a dynamic and cumulative process characterized by transfer of different nature, and results in a common underlying conceptual base with two or more language channels that constantly interact with each other. Language representation and processing are discussed from a cognitive-pragmatic rather than a lexical-syntactic perspective. This required the review of several crucial issues of L2 acquisition, such as transfer, vocabulary development, conceptual fluency, and pragmatic skills. The authors also reviewed a large body of literature touching on cognitive psychology, linguistics, psycholinguistics, SLA, philosophy, and education in order to explain multilingual development and the positive effect of foreign language learning on the first language. An important read for linguists and language educators alike, this volume: * attempts to explain multilingual development from a cognitive-pragmatic perspective, * argues that foreign language learning has a positive effect on the development and use of mother tongue skills, * relies on research findings of several different disciplines, * builds on the results of quantitative research conducted by the authors, and touches on a wide range of literature.
The Foreign Language Classroom: Bridging Theory and Practice (Source Books on Education)
by Margaret A. Haggstrom Leslie Z. Morgan Joseph A. WieczorekFirst published in 1995. Routledge is an imprint of Taylor & Francis, an informa company.
The Foreign Language Classroom: Bridging Theory and Practice (Source Books on Education #Vol. 928)
by Margaret Austin Haggstrom Leslie Zarker Morgan Joseph A. WieczorekFirst published in 1995. Routledge is an imprint of Taylor & Francis, an informa company.
Foreign Language Education in America: Perspectives from K-12, University, Government, and International Learning
by Steven BerbecoForeign language teaching in America today falls into three distinct fields of influence and interest: public and private schools, college and other post-secondary programs, and courses for adult learners. At a time when academics and instructors in each of these fields seek to answer similar questions, too few published resources recognize and address the parallels among them.In response, Foreign Language Education in America is an edited book with contributions that represent the diversity in foreign language education today, including perspectives from elementary, middle schools, high schools, university-level courses, summer programs, federal government, and international learning. This is a practical guide to the state of the field that fills a much-needed gap for scholars, researchers, administrators, and practitioners who are looking for a resource that describes effective practices across the field.
Foreign Language Education in Japan: Exploring Qualitative Approaches (Critical New Literacies: The Praxis of English Language Teaching and Learning (PELT))
by Lea Hagoel Devorah Kalekin-Fishman Sachiko Horiguchi Yuki Imoto Gregory S. PooleLanguage education is a highly contested arena within any nation and one that arouses an array of sentiments and identity conflicts. What languages, or what varieties of a language, are to be taught and learned, and how? By whom, for whom, for what purposes and in what contexts? Such questions concern not only policy makers but also teachers, parents, students, as well as businesspeople, politicians, and other social actors. For Japan, a nation state with ideologies of national identity strongly tied to language, these issues have long been of particular concern. This volume presents the cacophony of voices in the field of language education in contemporary Japan, with its focus on English language education. It explores the complex and intricate relationships between the “local” and the “global,” and more specifically the links between the levels of policy, educational institutions, classrooms, and the individual. In the much-contested field of foreign language teaching in Japan, this book takes the reader directly to the places that really matter. With the help of expert guides in the fields of anthropology, sociology and linguistics, we are invited to join a vital discussion about the potentially revolutionary implications of the Japanese government’s policy of teaching Japanese citizens to not only passively engage with written English texts but to actually use English as a means of global communication.” – Robert Aspinall, PhD (Oxford), Professor, Faculty of Economics, Department of Social Systems, Shiga University, Japan This insightful book about language education involves different disciplines using ethnographic methods. Both ‘native’ and ‘non-native’ speakers of Japanese (or English) collaboratively examine two different types of qualitative approaches in Japan – the positivistic and the processual. This is a must-have book for researchers and educators of language who are interested in not only Japan but also language education generally.” – Shinji Sato, PhD (Columbia), Director of the Japanese Language Program, Department of East Asian Studies, Princeton University, USA.
The Foreign Language Educator in Society: Toward A Critical Pedagogy
by Timothy G. Reagan Terry A. OsbornThis text brings together two significant domains of educational practice: foreign language education and critical pedagogy--linking them in a way that can help foreign language educators develop a critical awareness of the nature, purposes, and challenges facing foreign language pedagogy. Unique among texts in the field, this is the first to deal explicitly with the social, political, ideological, and economic aspects of language, language learning, and language teaching in our society and to connect the practice of foreign language education with these critical, and crucial, aspects of language and language use. The Foreign Language Educator in Society: Toward A Critical Pedagogy: *emphasizes what teachers and future teachers of foreign languages in this country ought to know and understand about language-- language attitudes, practices, rights, and policy-- and related issues; *focuses on helping students to move beyond pragmatic pedagogical concerns to the social and political concerns relevant to their teaching; and *provides students with the opportunity to develop critical perspectives on the central facets of the language education process. Intended for foreign language education programs at both basic and advanced levels, as well as courses in critical pedagogy, critical language awareness, sociolinguistics, and social and cultural foundations of education, the text provides helpful pedagogical features to direct the reader in applying the content of each chapter to his or her own context.
The Foreign Language Educator in Society: Toward A Critical Pedagogy
by Timothy G. Reagan Terry A. OsbornThis text brings together two significant domains of educational practice: foreign language education and critical pedagogy--linking them in a way that can help foreign language educators develop a critical awareness of the nature, purposes, and challenges facing foreign language pedagogy. Unique among texts in the field, this is the first to deal explicitly with the social, political, ideological, and economic aspects of language, language learning, and language teaching in our society and to connect the practice of foreign language education with these critical, and crucial, aspects of language and language use. The Foreign Language Educator in Society: Toward A Critical Pedagogy: *emphasizes what teachers and future teachers of foreign languages in this country ought to know and understand about language-- language attitudes, practices, rights, and policy-- and related issues; *focuses on helping students to move beyond pragmatic pedagogical concerns to the social and political concerns relevant to their teaching; and *provides students with the opportunity to develop critical perspectives on the central facets of the language education process. Intended for foreign language education programs at both basic and advanced levels, as well as courses in critical pedagogy, critical language awareness, sociolinguistics, and social and cultural foundations of education, the text provides helpful pedagogical features to direct the reader in applying the content of each chapter to his or her own context.
Foreign Language Learning and Use: Interaction in Informal Social Networks
by Naomi KurataIt is commonly believed that foreign language skills improve through social interaction with speakers of the language. However, there is little research addressing the issue of access to such interaction. This book explores this issue, examining longitudinal case studies of interaction between language learners and speakers of the target language within their informal social networks. It looks at the complex social and personal factors that influence language choice. Kurata reveals that even for motivated learners opportunities to use the target language are limited, and suggests factors that promote language use and opportunities for learning. She proposes ways around obstacles to opportunities for second language use and second language learning and sets out important implications for language learning in and outside classrooms. A central implication is the necessity for educators to increase their awareness about their students' self-image as an L2 user.The book features Japanese as the target language under discussion but the results are widely applicable in other language contexts, particularly in English-speaking countries.
Foreign Language Learning Anxiety in China: Theories and Applications in English Language Teaching
by Deyuan HeAlready the focus of much interest for 50 years, the study of foreign language learning anxiety (FLLA) still remains a popular research topic among scholars in Western countries. FLLA is believed to be an important cause of students’ “dumb English”. Considering the paucity of monographs on FLLA in China, this book represents an important step towards filling this gap. The author uses his PhD dissertation as a foundation for reviewing and discussing previous literature, as well as the current status of and major issues concerning FLLA worldwide. The book explores FLLA in China by using innovative triangulated research methodology, combining both quantitative and qualitative methods, namely surveys, focused interviews, and classroom observations. It also highlights the significance and implications of the research results and predicts the future of global FLLA research with a particular focus on China. Readers will discover the latest developments and issues concerning FLLA, causes of FLLA, and verified, effective strategies for alleviating such anxiety.
Foreign Language Learning in the Digital Age: Theory and Pedagogy for Developing Literacies (Perspectives on Education in the Digital Age)
by Christiane LütgeForeign Language Learning in the Digital Age addresses the growing significance of diversifying media in contemporary society and expands on current discourses that have formulated media and a multitude of literacies as integral objectives in 21st-century education. The book engages with epistemological and critical foundations of multiliteracies and related pedagogies for foreign language-learning contexts. It includes a discussion of how multimodal and digital media impact meaning-making practices in learning, the inherent potentials and challenges that are foregrounded in the use of multimodal and digital media and the contribution that (foreign) language education can provide in developing multiliteracies. The volume additionally addresses foreign language education across the formal educational spectrum: from primary education to adult and teacher education. This multifaceted volume presents the scope of media and literacies for foreign language education in the digital age and examples of best practice for working with media in formal language learning contexts. This book will be of great interest to academics, researchers, and post-graduate students in the fields of language teaching and learning, digital education, media education, applied linguistics and TESOL.
Foreign Language Learning in the Digital Age: Theory and Pedagogy for Developing Literacies (Perspectives on Education in the Digital Age)
by Christiane LütgeForeign Language Learning in the Digital Age addresses the growing significance of diversifying media in contemporary society and expands on current discourses that have formulated media and a multitude of literacies as integral objectives in 21st-century education. The book engages with epistemological and critical foundations of multiliteracies and related pedagogies for foreign language-learning contexts. It includes a discussion of how multimodal and digital media impact meaning-making practices in learning, the inherent potentials and challenges that are foregrounded in the use of multimodal and digital media and the contribution that (foreign) language education can provide in developing multiliteracies. The volume additionally addresses foreign language education across the formal educational spectrum: from primary education to adult and teacher education. This multifaceted volume presents the scope of media and literacies for foreign language education in the digital age and examples of best practice for working with media in formal language learning contexts. This book will be of great interest to academics, researchers, and post-graduate students in the fields of language teaching and learning, digital education, media education, applied linguistics and TESOL.
Foreign Language Learning, Today and Tomorrow: Essays in Honor of Emma M. Birkmaier
by Jermaine D. Arendt Dale L. Lange Pamela J. MyersForeign Language Learning, Today and Tomorrow is a collection of papers that attempts to shed lights into the concerns and issues that will be encountered by foreign language instructors. The title first deals with the futurism in foreign language learning, and then proceeds to humanism in learning foreign languages. Next, the selection presents a thematic approach in learning a second language. The text then covers the individualization of foreign language learning. Chapter 5 cites some studies, which claim that children can learn to read far earlier. The selection also covers the system for evaluation of a foreign language program, along with the sequence of learning activities that work well in the classroom. Chapter 8 talks about possibility of language learning thrive as an elective in American schools, while Chapter 9 deals with individualizing and sequencing training for inter-cultural communication. The last two chapters detail the alternatives in education and suggestions for the continuing development of pre- and in-service programs for teachers of second languages. The book will be of great use to foreign language instructors. Individuals who are involved in the design and implementation of school curriculum will also benefit from the text.
Foreign Language Learning with Digital Technology (Education and Digital Technology)
by Michael Evans Sue BrindleyWhile digital technology is endlessly innovating and improving itself as a tool to support teaching and learning, the cognitive process of language learning itself remains perennially the same. However, digital technology has created new learning opportunities and introduces new elements into the cognitive process of foreign language learning. The contributors of this well-edited collection examine foreign language learning primarily from a user perspective and explore these underlying questions:How does digital technology support existing foreign language learning needs and processes?What new learning experiences does it entail for the learner? The book situates new insights into the value of digital technology for foreign language learning within the context of evidence from prior research and of educational policy-making and examines key pedagogical uses of digital technology in relation to effective foreign language learning by pupils. It provides an in-depth description of the use of a range of digital media and combines practical ideas for teaching and learning with critical analysis of evidence drawing on an analysis of technology-focused language learning across different sectors and in different anglophone contexts.
Foreign Language Proficiency in Higher Education (Educational Linguistics #37)
by Susan M. Gass Paula WinkeThis volume comprises of chapters that deal with language proficiency relating to a wide range of language program issues including curriculum, assessment, learners and instructors, and skill development. The chapters cover various aspects of a broad-based proficiency initiative, focusing on numerous aspects of foreign language learning, including how skills develop, how assessments can inform curriculum, how learners and instructors view proficiency and proficiency assessment, and how individual use of technology furthers language learning. The concluding chapter points the way forward for issues and questions that need to be addressed.
Foreign Language Teaching in Romanian Higher Education: Teaching Methods, Learning Outcomes (Multilingual Education #27)
by Lucia-Mihaela Grosu-RădulescuThis volume gathers recent research findings in the field of foreign language (FL) teaching in Romanian higher education dwelling on both methodology and students’ learning outcomes. The book satisfies the need for an up-to-date overview of FL teaching in Romanian universities in the European context as well as from a global international perspective. This book confers visibility to Romanian foreign language scholars’ research and it opens new paths for debate and collaboration worldwide. The scholars included in this volume have extensive expertise in the field of foreign language teaching and research in higher education which is supported by their international recognition as specialists in their specific areas.The contributing authors approach their respective chapters relying on both qualitative and quantitative research. Their experience and conclusions will prove helpful for any foreign language professional working in tertiary education.
Forensic Human Factors and Ergonomics: Case Studies and Analyses (Human Factors and Ergonomics)
by Michael S. WogalterThis book has 18 case study chapters investigating various injury scenarios through the use of a Human Factors and Ergonomics (HFE) analysis. Each injury scenario derives from one or more similar lawsuits (but names, places and some of the details are fictionalized). The scenarios describe a ‘slice of life’ of people interacting with products, equipment, tasks, and environments before they are seriously hurt. The forensic analysis that follows each scenario gives a background of prior similar events and systematically examines potential causes leading to the injury event. There is emphasis on the person-machine interface, human error, hazard analysis, hazard control and a model of communication-human information processing (C-HIP). Chapters are authored by highly experienced expert witnesses in HFE. The methods used are general techniques that can be applied to other injury scenarios, but would be better if employed earlier in a product’s life cycle to prevent or limit injury. The first three chapters introduce concepts useful for the analyses in the case study chapters. The last chapter offers some broad take-away points that cut across several of the case studies. Features contributions by persons who have extensive experience in HFE and who have served professionally in the role of an expert witness in various legal cases mostly in product liability Gives a broad range of situations to illustrate where HFE considerations could improve product or environmental safety. There is an emphasis on children/caregivers, and adult activities such as driving Uses mitigation strategies to reduce the likelihood of occurrence and severity of adverse events Includes a first-person scenario at the beginning of each chapter Allows the lessons learned to be adaptable to other domains where people interact with products and environments
Forensic Human Factors and Ergonomics: Case Studies and Analyses (Human Factors and Ergonomics)
by Michael S. WogalterThis book has 18 case study chapters investigating various injury scenarios through the use of a Human Factors and Ergonomics (HFE) analysis. Each injury scenario derives from one or more similar lawsuits (but names, places and some of the details are fictionalized). The scenarios describe a ‘slice of life’ of people interacting with products, equipment, tasks, and environments before they are seriously hurt. The forensic analysis that follows each scenario gives a background of prior similar events and systematically examines potential causes leading to the injury event. There is emphasis on the person-machine interface, human error, hazard analysis, hazard control and a model of communication-human information processing (C-HIP). Chapters are authored by highly experienced expert witnesses in HFE. The methods used are general techniques that can be applied to other injury scenarios, but would be better if employed earlier in a product’s life cycle to prevent or limit injury. The first three chapters introduce concepts useful for the analyses in the case study chapters. The last chapter offers some broad take-away points that cut across several of the case studies. Features contributions by persons who have extensive experience in HFE and who have served professionally in the role of an expert witness in various legal cases mostly in product liability Gives a broad range of situations to illustrate where HFE considerations could improve product or environmental safety. There is an emphasis on children/caregivers, and adult activities such as driving Uses mitigation strategies to reduce the likelihood of occurrence and severity of adverse events Includes a first-person scenario at the beginning of each chapter Allows the lessons learned to be adaptable to other domains where people interact with products and environments
Forensic Psychologists: Prisons, Power, and Vulnerability
by Jason WarrThis book explores how forensic psychology has come to inhabit a central unifying discursive presence in the life world of modern carceral institutions. Providing a sociological and qualitative account of forensic practitioner psychologists, the author looks both in, and alongside, the work of such practitioners to explore how they simultaneously occupy positions of power and vulnerability. Focusing not only on how practitioners themselves come to embody a pervasive system of disciplinary expertise, but also on how they experience other forms of penal control, the book offers a novel and complete exploration of forensic psychology, the modern prison, and power. This is an accessible text for prison practitioners, criminological and sociological researchers and forensic psychologists on the nature and reality of forensic psychological practice in the contemporary prisons of England and Wales.
Forensic Psychologists: Prisons, Power, and Vulnerability
by Jason WarrThis book explores how forensic psychology has come to inhabit a central unifying discursive presence in the life world of modern carceral institutions. Providing a sociological and qualitative account of forensic practitioner psychologists, the author looks both in, and alongside, the work of such practitioners to explore how they simultaneously occupy positions of power and vulnerability. Focusing not only on how practitioners themselves come to embody a pervasive system of disciplinary expertise, but also on how they experience other forms of penal control, the book offers a novel and complete exploration of forensic psychology, the modern prison, and power. This is an accessible text for prison practitioners, criminological and sociological researchers and forensic psychologists on the nature and reality of forensic psychological practice in the contemporary prisons of England and Wales.
Forest School and Autism: A Practical Guide
by Michael JamesForest School's innovative outdoor approach offers specific benefits to learners with autism, including increased social skills, raised self-esteem and improved sensory function. This guide raises autism awareness amongst practitioners by providing practical and easy-to-follow advice for adapting Forest School activities for those with autism. For those coming from a mainstream Forest School background, the author offers an introduction to autism and shows what Forest School can offer people with autism - both children and adults - with first-person accounts that highlight its success with this group. The guide gives advice on the social and sensory benefits, offers practical advice on safety and on how to set up a Forest School and finally presents specific activities to be incorporated into practitioners' routines.
Forest School and Encouraging Positive Behaviour: Outdoor Education Skills for Pupils with Additional or Complex Needs
by Dave RylanceThis innovative approach to managing Forest School, with a focus on children with additional or complex needs, helps children to explore, increase their confidence, take measured risks, improve their self-esteem and become more resilient.Offering a behavioural toolbox and techniques you can put in place immediately within your own practice, this hands-on guide supports positive behaviour with a full range of learners. The book provides you with the tips, suggestions and philosophy to utilise outdoor skills and activities that children can benefit from, regardless of many additional needs they may have.
Forest School and Outdoor Learning in the Early Years
by Mrs Sara KnightOutdoor learning continues to play an essential role in early years education, and this new edition of a bestselling book explores how the Forest School approach can be easily and effectively incorporated into early years practice. Expanding on aspects of Forest School teaching, and drawing on new developments and policy changes within the field, this new edition also includes: - a new chapter on working with parents - greater coverage of the 0-2 age range - new case studies to aid learning - coverage of international approaches to Forest School Yet again Sara Knight delivers an inspirational text for all those working in or studying early years education and care. Sara Knight is an experienced early years educator and Senior Lecturer at Anglia Ruskin University. She is a trained Forest School practitioner and author of Forest Schools For All and Risk and Adventure in Early Years Outdoor Play (both published by SAGE).