Description
Volume III of the Handbook of Research in Second Language Teaching and Learning, like Volumes I and II, is a comprehensive, state-of-the-art overview of current research into social contexts of second language (L2)/foreign language (FL) teaching and learning; language policy; curriculum; types of instruction; incremental language skills such as listening, speaking, reading, writing, vocabulary, and grammar; international communication; pragmatics; assessment and testing. It differs from earlier volumes in its main purpose窶杯o provide a more in-depth discussion and detailed focus on the development of the essential language skills required for any type of communication: speaking, listening, reading, vocabulary, grammar, and writing.
Volume III preserves continuity with previous volumes in its coverage of all the classical areas of research in L2/FL teaching and learning and applied linguistics, but rather than offering a historical review of disciplinary traditions, it explores innovations and new directions of research, acknowledges the enormous complexity of teaching and learning the essential language abilities, and offers a diversity of perspectives. Chapter authors are all leading authorities in their disciplinary areas.
What窶冱 new in Volume III?
- Updates the prominent areas of research, including the sub-disciplines addressed in Volumes I and II, and represents the disciplinary mainstays
- Considers and discusses perspectives held by different schools of thought on the what, the how, and the why of teaching foundational language skills, including theories, pedagogical principles, and their implementation in practice
- Captures new and ongoing developments and trends in the key areas of L2/FL teaching and learning, and innovative research topics that have gained substantial recognition in current publications, including the role of corpora, technology, and digital literacy in L2/FL teaching and learning
- Examines new trends in language pedagogy and research, such as an increased societal emphasis on teaching academic language for schooling, somewhat contradictory definitions of literacy, and the growing needs for instruction in intercultural communication.
Table of Contents
CONTENTS
Preface
Part I. Social Contexts, Language Policy, and Language Learners
Chapter 1. The Sociology of Language Teaching and Learning
John Edwards
Chapter 2. Language Policy/Planning & Language, and Learning
Robert B. Kaplan
Chapter 3. English as a Global Language
Sandra McKay
Chapter 4. English for Academic Purposes
Carmen Perez-Llantanda and John Swales
Chapter 5. English for Specific Purposes
Brian Paltridge and Sue Starfield
Chapter 6. Teaching English to Young Learners
David Nunan
Chapter 7. Academic Language in K-12 Contexts
Maria Brisk and Qianqian Zhang
Part II. Curriculum and Instruction
Chapter 8. SLA Research and Foreign Language Teaching
Patsy Lightbown
Chapter 9. Curriculum Approaches in Language Teaching
Jack Richards,
Chapter 10. Applications of Research to Materials Design
Penny Ur, Oranim
Chapter 11. Teaching the Language Skills from a Discourse Perspective
Elite Olshtain and Marianne Celce-Murcia
Chapter 12. Content-Based Language Teaching and Academic Language Development
Ann Snow
Chapter 13. Research in Corpora in Language Teaching and Learning
Michael McCarthy and Elaine Vaughan
Chapter 14. Technology in Language Teaching and Learning
Greg Kessler,
Part III. Listening and Speaking
Chapter 15. L2 Listening
Steven Brown
Chapter 16. Cognition, Metacognition, and L2 Listening
Christine C. M. Goh
Chapter 17. Learning-to-Speak and Speaking-to-Learn: Five Categories of Learning
Opportunity
Jonathan Newton
Chapter 18. Research and the Teaching of Speaking in the Second Language Classroom
Anne Burns
Chapter 19. Pronunciation
Donna Brinton
Part IV. Literacies, Reading, and Writing
Chapter 20. L2 Literacy K-12
Lee Gunderson and Reginald D'Silva
Chapter 21. Digital Literacies
Rodney Jones
Chapter 22. L2 Reading Comprehension and Development
William Grabe
Chapter 23. Reading and Technology
Thomas Cobb
Chapter 24. Teaching and Learning Second Language Writing
Dana Ferris,
Part V. Vocabulary and Grammar
Chapter 25. The Three "I"s of L2 Vocabulary Learning: Input, Instruction, Involvement
Batia Laufer
Chapter 26. Measuring Vocabulary Size
Paul Nation and Laurence Anthony
Chapter 27. Prioritizing Grammar to Teach or Not to Teach: A Research Perspective
Eli Hinkel,
Chapter 28. Systemic-functional Grammar, K-12
Mary Schleppegrell
Part VI. International Communication and Pragmatics
Chapter 29. Teaching and Learning Intercultural Communication: Research in Six
Approaches
Lixian Jin and Martin Cortazzi
Chapter 30. World Englishes and International Communication
Andy Kirkpatrick
Chapter 31. Teaching and Learning Second Language Pragmatics
Andrew Cohen
Part VII. Assessment and Testing
Chapter 32. Social Dimensions of Assessment and Testing
Bernard Spolsky
Chapter 33. The Practice of Language Assessment
Glenn Fulcher
Chapter 34. Large-scale Assessment
Antony Kunnan,
Chapter 35. Fifteen Ways to Improve Classroom Assessment
JD Brown and Jon Trace
List of Contributors
