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Second Language Learning and Teaching

Issues in Literature and Culture

Skweres A: Homo Viator in Contemporary
European Comedy Movies

Homo Viator in Contemporary European Comedy Movies

The book explores the theoretical and philosophical groundings of various frameworks of language acquisition, pedagogy and practices.&nbsp;Central to its inquiry are foundational questions such as:&nbsp;How do different theories look at the nature of language and its acquisition, and how do they generate a two-way process of influencing pedagogical practices in different socio-cultural contexts and receive information back from the practices for its theoretical reflections?&nbsp;Structured in five parts—(i) Linguistic structure, language use, and cognitive processes; (ii) Cultural embeddedness of linguistic structures; (iii) The acquisition-learning debate and contemporary language pedagogy; (iv) Multilingual contexts of language use and instruction; and (v) The socio-political epistemology of language use—the book engages in a socio-political and critical-historical analysis. It traces the evolution of linguistic concepts and their influence on educational practices, explores their transdisciplinary migration across linguistics, psychology, and education, and interrogates the conceptual tensions that continue to challenge and reshape the field of language learning and pedagogy.

Exploring Interactions Between Linguistic Theories, Language Learning and Pedagogy

Cultures, Narratives, and Concepts

Integrating Plain English into Writing Activities in the PhD Language Programme

The Impact of Multisensory Foreign Language Instruction on Self-efficacy in Students with Developmental Dyslexia

Linguistics, Language Education, and Language Contact

This book provides a groundbreaking exploration of how task-based language teaching (TBLT) can effectively develop second language (L2) pragmatic competence in young learners. Bridging the gap between TBLT and L2 pragmatics, this volume addresses critical issues in language education, offering insights into teaching key speech acts. Specifically, it compares the outcomes of TBLT with the traditional PPP framework in teaching L2 speech acts to Polish learners of L2 English aged 8 to 9. Chapter 1 deals with pragmatics and pragmatic competence, highlighting its importance in effective communication and language use in social contexts. It addresses L2 pragmatics, the development of L2 pragmatic competence, and the challenges in teaching and assessing this competence. Chapter 2 overviews TBLT, its theoretical foundations, practical implementation, and related empirical research. It discusses the cognitive-interactionist and sociocultural perspectives on L2 acquisition and the effectiveness of tasks. Chapter 3 reviews empirical research on using tasks in teaching L2 pragmatics, especially to young learners. Chapter 4 details the research methodology used in the study, including the context, participants, target speech acts, data elicitation instruments, and analysis procedures. Chapter 5 presents the results of the study. Chapter 6 discusses the findings, their pedagogical implications, and the limitations of the study. Chapter 7 offers conclusions. Rich with pedagogical implications, the volume is an essential resource for researchers and practitioners interested in task-based and task-supported teaching, L2 pragmatics, and innovative approaches to teaching young learners.&nbsp;

This book provides a groundbreaking exploration of how task-based language teaching (TBLT) can effectively develop second language (L2) pragmatic competence in young learners. Bridging the gap between TBLT and L2 pragmatics, this volume addresses critical issues in language education, offering insights into teaching key speech acts. Specifically, it compares the outcomes of TBLT with the traditional PPP framework in teaching L2 speech acts to Polish learners of L2 English aged 8 to 9. Chapter 1 deals with pragmatics and pragmatic competence, highlighting its importance in effective communication and language use in social contexts. It addresses L2 pragmatics, the development of L2 pragmatic competence, and the challenges in teaching and assessing this competence. Chapter 2 overviews TBLT, its theoretical foundations, practical implementation, and related empirical research. It discusses the cognitive-interactionist and sociocultural perspectives on L2 acquisition and the effectiveness of tasks. Chapter 3 reviews empirical research on using tasks in teaching L2 pragmatics, especially to young learners. Chapter 4 details the research methodology used in the study, including the context, participants, target speech acts, data elicitation instruments, and analysis procedures. Chapter 5 presents the results of the study. Chapter 6 discusses the findings, their pedagogical implications, and the limitations of the study. Chapter 7 offers conclusions. Rich with pedagogical implications, the volume is an essential resource for researchers and practitioners interested in task-based and task-supported teaching, L2 pragmatics, and innovative approaches to teaching young learners.

Task-based Language Teaching and Beyond: L2 Pragmatics Instruction for Young Learners

The teaching of the grammar of a second/foreign language has always been an issue that different teaching methods have considered. Studies in the field of second language acquisition (SLA) have shown that mere exposure to meaningful second language input is not enough for learners to reach proficiency in the target language. At beginner proficiency levels, learners tend to rely on lexical items instead of grammatical form to obtain meaning. Recent research has pointed out the need for effective grammar pedagogy in foreign language environments, in which the exposure to the language being learned is limited.

The present book presents a selection of eleven empirical papers dealing with children's attention to formal aspects of the language they are learning, and some of them consider the impact of individual differences on the learning process. Each of the studies reported in the individual chapters is based on a solid theoretical background and an overview of studies in the corresponding research area.&nbsp;

Investigating Attention to Form and Individual Differences:Research with EFL Children

This book offers an in-depth exploration of the causes and consequences of competition among language learners, with a particular focus on understanding the intricate relationships between competitiveness, beliefs about competition, and other psychological variables pertinent to language learning, such as motivation, anxiety, and mindsets. The initial chapters provide a comprehensive review of various competition theories and the latest empirical research on competition across diverse domains, including education and the workplace. Subsequently, the book qualitatively investigates the linguistic, psychological, educational, cultural, and contextual factors that contribute to competition in English language classrooms. It also delves into the potential psychological, educational, and personal outcomes of such competition in second language (L2) learning environments. Furthermore, this monograph scrutinizes the interplay between competition-related variables and the motivational and emotional dimensions of L2 learning. In its concluding sections, the book offers practical insights for language educators, guiding them on how to effectively manage competition among students to mitigate its adverse effects while leveraging its potential to enhance language learning and development.

Causes, Consequences, and Implications

Competition in Second Language Classrooms

This book Highlighting the crucial role of emotions in the foreign language (FL) learning process, this monograph reports the findings of a study investigating the relationship between foreign language enjoyment (FLE) and foreign language anxiety (FLA) in the context of Polish secondary school students learning English as a FL. The book provides a comprehensive overview of the theoretical issues and existing research in relation to the emotions that learners experience when learning and using a FL, highlighting the two emotions under investigation, enjoyment and anxiety, which are the focus of the empirical research reported later in the book. Chapter 1 conceptualizes emotions and introduces their different typologies. Chapter 2 looks at the constructs of FLE and FLA, while Chapter 3 presents findings from a selection of studies on FLE, FLA and the relationship between them. Chapter 4 describes the rationale for conducting the study and includes a detailed description of the analytical procedures. It goes on to present the results of the study, the discussion and the study limitations. Finally, Chapter 5 highlights the pedagogical implications of the study and suggests some directions for future research. The monograph will be of interest to specialists researching the role of emotions in SLA, as well as to FL teachers looking for realistic recommendations for their work with FL learners.

Theory and Practical Implications for Foreign Language Educators

Foreign Language Enjoyment and Anxiety Among Polish EFL Students

This book presents a collection of academic essays that take a fresh look at content and body transformation in the new media, highlighting how old hierarchies and canons of analysis must be revised. The movement of narratives and characterisations across forms, conventionally understood as adaptation, has commonly involved high-status classical forms (drama, epic, novel) being transformed into recorded and broadcast media (film, radio and television), or from the older recorded media to the newer ones. The advent of convergent digital platforms has further transformed hierarchies, and the formation of global conglomerates has created the commercial conditions for ever more lucrative exchanges between different media. Now source texts can move in any direction and take up any configuration, as emerging interacting fan bases drive innovation and new creative and commercial possibilities are deployed. Moreover, transformation may be not just a technology-driven creative practice and response, but at the very centre of the thematic worlds developed in those forms of story-telling which are currently popular: television series, video games, films and novels. The magic transformation of “your” money into “their” money is paralleled in contemporary media and culture by the centrality of transformation of one product to another as a media industry practice, as well as the transformation of bodies as a major theme both in the ensuing media products and in people’s identity practices in daily life.

This book presents a collection of academic essays that take a fresh look at content and body&nbsp; transformation in the new media, highlighting how old hierarchies and canons of analysis must be revised. The movement of narratives and characterisations across forms, conventionally understood as adaptation, has commonly involved high-status classical forms (drama, epic, novel) being transformed into recorded and broadcast media (film, radio and television), or from the older recorded media to the newer ones. The advent of convergent digital platforms has further transformed hierarchies, and the formation of global conglomerates has created the commercial conditions for ever more lucrative exchanges between different media. Now source texts can move in any direction and take up any configuration, as emerging interacting fan bases drive innovation and new creative and commercial possibilities are deployed. Moreover, transformation may be not just a technology-driven creative practice and response, but at the very centre of the thematic worlds developed in those forms of story-telling which are currently popular: television series, video games, films and novels. The magic transformation of “your” money into “their” money is paralleled in contemporary media and culture by the centrality of transformation of one product to another as a media industry practice, as well as the transformation of bodies as a major theme both in the ensuing media products and in people’s identity practices in daily life.

Body and Text: Cultural Transformations in New Media Environments

This book addresses eye movements and gestures as markers of language comprehension and production in interpreting as the "visible embodiment" of cognitive processing in simultaneous and consecutive interpreting. It discusses conference interpreting as a complex, multimodal activity where language processing is not restricted to auditory perception and oral production, highlighting the complexity of interpreting and exploring possible strategies that can be used by professional interpreters and students to make their work easier and more accurate.

This book addresses eye movements and gestures as markers of language comprehension and production in interpreting as the "visible embodiment" of cognitive processing in simultaneous and consecutive interpreting. It discusses conference interpreting as a complex, multimodal activity where language processing is not restricted to auditory perception and oral production, highlighting the complexity of interpreting and exploring possible strategies that can be used by professional interpreters and students to make their work easier and more accurate.

Eye Movements and Gestures in Simultaneous and Consecutive Interpreting

This book presents the latest research in various areas of cross-linguistic influence (CLI), providing educators with insights into how previously learned languages influence the learning of an additional language at different levels, such as phonetics/phonology, morphosyntax, vocabulary, pragmatics, writing style and learning context. While the majority of the chapters have English as the target language, one investigates the acquisition of French. The L1s of the learners include Arabic, Basque, Catalan, Chinese, Czech, Danish, Finnish, Galician, Georgian, German, Norwegian, Polish, Russian, Spanish and Swedish. Each chapter ends with a reflection on possible pedagogical implications of the findings and offers recommendations on how to make the most of cross-linguistic influence in the classroom.

This book presents the latest research in various areas of cross-linguistic influence (CLI), providing educators with insights into how previously learned languages influence the learning of an additional language at different levels, such as phonetics/phonology, morphosyntax, vocabulary, pragmatics, writing style and learning context. While the majority of the chapters have English as the target language, one investigates the acquisition of French. The L1s of the learners include Arabic, Basque, Catalan, Chinese, Czech, Danish, Finnish, Galician, Georgian, German, Norwegian, Polish, Russian, Spanish and Swedish. Each chapter ends with a reflection on possible pedagogical implications of the findings and offers recommendations on how to make the most of cross-linguistic influence in the classroom.

Cross-Linguistic Influence: From Empirical Evidence to Classroom Practice

Britain Between The Wars

Shellshocked

Mein Schulgeist Hanako

Nene hat ihre Erinnerungen zurückerlangt und erkannt, dass sie in einer neuen Gegenwart lebt. In dieser scheint das Glück allgegenwärtig zu sein, und weder Geister noch die sieben Legenden haben je existiert. In ihrer Verzweiflung sucht Nene ihre Freunde Teru und Akane auf - die Einzigen, die nicht dem Schleier des Vergessens erlegen sind.

Von Akane erfährt Nene, dass die Uhrenwächter die Vergangenheit manipuliert haben. Um das Rad der Zeit zurückzudrehen und Hanako wiederzusehen, muss sie sich erneut in deren Grenze wagen. Doch die Chancen, die Uhrenwächter zu überlisten, sind schwindend gering ...

Mein Schulgeist Hanako 23

Shikimori's Not Just a Cutie

Die letzten Monate der Oberschule sind oft die stressigsten. Schließlich spuken den Schülern Abschlussprüfungen, Abschiede und vor allem Zukunftspläne durch den Kopf. Doch während alle um Izumi herum zielstrebig ihre Träume verfolgen, grübelt er noch, wie es nach der Schule weitergehen soll. Als er sich ratsuchend an seinen besten Freund Inuzuka wendet, tut sich allerdings ein ganz neues Problem auf, denn Inuzuka scheint ihm etwas zu verheimlichen ...

Shikimori's not just a Cutie 16

Wie wir unser Haus kündigten, um ein Jahr mit unseren Kindern in Europas Küchen das wahre Leben zu suchen

Travel & Taste

Glee meets Heartstopper: das queere Jugendbuch-Debüt des Jahres von Comedy-Talent Harry Trevaldwyn | LGBTQ+ RomCom auf der Theaterbühne

Die romantischen Tragödien eines Drama Kings

I Think I Turned My Childhood Friend Into a Girl

Kaum hat Hiura seinen sozialen Akku aufgeladen und sich wieder in die Schule gewagt, da erwartet ihn der nächste Schock: Mido hat in der neuen Mitschülerin Milia Kaga offenbar eine echte Seelenverwandte gefunden! Die beiden verbindet ihre große Leidenschaft für Make-up, und das genügt, um bei Hiura sämtliche Alarmglocken schrillen zu lassen. Als wäre das noch nicht genug, ergreift die bildhübsche Kaga schon bald die Initiative - und bittet Mido um ein Date!

I think I turned my Childhood Friend into a Girl 07

Fabiniku

Fabiniku 13

Münchener Kommentar zur Zivilprozessordnung Bd. 3: §§ 946-1120, EGZPO, GVG, EGGVG, UKlaG, Internationales und Europäisches Zivilprozessrecht

Bald steht das langersehnte Volleyball-Qualifikationsturnier an! Nekozaki und Kamiya nutzen daher jede freie Minute zum Trainieren. Aber auch Shikimori und ihre Freunde haben eine nicht minder wichtige Aufgabe: Sie müssen ihre sportlichen Freunde mit aller Kraft anfeuern! Izumi würde sie liebend gern dabei unterstützen. Doch in der Vergangenheit haben stets die Teams verloren, für die der junge Unglücksrabe brannte ...

Shikimori's not just a Cutie 17

Anthem Impact in Music Business, Technology and Culture

When people develop technologies to distribute music, records act like it will destroy music. This book shows these narratives are about reconfiguring power.

Homo Viator in Contemporary European Comedy Movies

Bibliografische Angaben

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Bibliografische Angaben

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Weitere Titel der Reihe: Second Language Learning and Teaching

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