Corrective feedback is a vital pedagogical tool in language learning. This is the first volume to provide an in-depth analysis and discussion of the role of corrective feedback in second and foreign language learning and teaching. Written by leading scholars, it assembles cutting-edge research and state-of-the-art articles that address recent developments in core areas of corrective feedback including oral, written, computer-mediated, nonverbal, and peer feedback. The chapters are a combination of both theme-based and original empirical studies carried out in diverse second and foreign language contexts. Each chapter provides a concise review of its own topic, discusses theoretical and empirical issues not adequately addressed before, and identifies their implications for classroom instruction and future research. It will be an essential resource for all those interested in the role of corrective feedback in second and foreign language learning and how they can be used to enhance classroom teaching.
Language contact - the linguistic and social outcomes of two or more languages coming into contact with each other - has been pervasive in human history. However, where histories of language contact are comparable, experiences of migrant populations have been only similar, not identical. Given this, how does language contact work? With contributions from an international team of scholars, this Handbook - the first in a two-volume set - delves into this question from multiple perspectives and provides state-of-the-art research on population movement and language contact and change. It begins with an overview of how language contact as a research area has evolved since the late 19th century. The chapters then cover various processes and theoretical issues associated with population movement and language contact worldwide. It is essential reading for anybody interested in the dynamics of social interactions in diverse contact settings and how the changing ecologies influence the linguistic outcomes.
Task-based language teaching (TBLT) is an innovative approach to language teaching which emphasises the importance of engaging learners' natural abilities for acquiring language incidentally. The speed with which the field is expanding makes it difficult to keep up with recent developments, for novices and experienced researchers alike. This handbook meets that need, providing a comprehensive, up-to-date overview of the field, written by a stellar line-up of leading international experts. Chapters are divided into five thematic areas, and as well as covering theory, also contain case studies to show how TBLT can be implemented in practice, in a range of global contexts, as well as questions for discussion, and suggested further readings. Comprehensive in its coverage, and written in an accessible style, it will appeal to a wide readership, not only researchers and graduate students, but also classroom teachers working in a variety of educational and cultural contexts around the world.
Language standardization is the process by which conventional forms of a language are established and maintained. Bringing together internationally renowned experts, this Handbook provides a comprehensive overview of standardization, norms and standard languages. Chapters are grouped into five thematic areas: models and theories of standardization, questions of authority and legitimacy, literacy and education, borders and boundaries, and standardization in Late Modernity. Each chapter addresses a specific issue in detail, illustrating it with linguistic case studies and taking into account the particular political, social and cultural context. Showcasing cutting-edge research, it offers fresh perspectives that go beyond traditional accounts of the standardization of national European languages, and affords new insights into minoritized, indigenous and stateless languages. Surveying a wide range of languages and approaches, this Handbook is an essential resource for all those interested in language standards and standard languages.
Providing a comprehensive survey of cutting-edge work on second language learning, this Handbook, written by a team of leading experts, surveys the nature of second language learning and its implications for teaching. Prominent theories and methods from linguistics, psycholinguistics, processing-based, and cognitive approaches are covered and organised thematically across sections dealing with skill development, individual differences, pedagogical interventions and approaches, and context and environment. This state-of-the-art volume will interest researchers in second language studies and language education, and will also reach out to advanced undergraduate and graduate students in these and other related areas.
The exponential growth and development of modern technologies in all sectors has made it increasingly difficult for students, teachers and teacher educators to know which technologies to employ and how best to take advantage of them. The Routledge Handbook of Language Learning and Technology brings together experts in a number of key areas of development and change, and opens the field of language learning by exploring the pedagogical importance of technological innovation. The handbook is structured around six themes: historical and conceptual contexts core issues interactive and collaborative technologies for language learning corpora and data driven learning gaming and language learning purpose designed language learning resources. Led by fundamental concepts, theories and frameworks from language learning and teaching research rather than by specific technologies, this handbook is the essential reference for all students, teachers and researchers of Language Learning and TESOL. Those working in the areas of Applied Linguistics, Education and Media Studies will also find this a valuable book.
Bringing together cutting-edge research, this Handbook is the first comprehensive text to examine the pivotal role of working memory in first and second language acquisition, processing, impairments, and training. Authored by a stellar cast of distinguished scholars from around the world, the Handbook provides authoritative insights on work from diverse, multi-disciplinary perspectives, and introduces key models of working memory in relation to language. Following an introductory chapter by working memory pioneer Alan Baddeley, the collection is organized into thematic sections that discuss working memory in relation to: Theoretical models and measures; Linguistic theories and frameworks; First language processing; Bilingual acquisition and processing; and Language disorders, interventions, and instruction. The Handbook is sure to interest and benefit researchers, clinicians, speech therapists, and advanced undergraduate and postgraduate students in linguistics, psychology, education, speech therapy, cognitive science, and neuroscience, or anyone seeking to learn more about language, cognition and the human mind.
Task-based language teaching (TBLT) is an innovative approach to language teaching which emphasises the importance of engaging learners' natural abilities for acquiring language incidentally. The speed with which the field is expanding makes it difficult to keep up with recent developments, for novices and experienced researchers alike. This handbook meets that need, providing a comprehensive, up-to-date overview of the field, written by a stellar line-up of leading international experts. Chapters are divided into five thematic areas, and as well as covering theory, also contain case studies to show how TBLT can be implemented in practice, in a range of global contexts, as well as questions for discussion, and suggested further readings. Comprehensive in its coverage, and written in an accessible style, it will appeal to a wide readership, not only researchers and graduate students, but also classroom teachers working in a variety of educational and cultural contexts around the world.
The philosophy of language is central to the concerns of those working across semantics, pragmatics and cognition, as well as the philosophy of mind and ideas. Bringing together an international team of leading scholars, this handbook provides a comprehensive guide to contemporary investigations into the relationship between language, philosophy, and linguistics. Chapters are grouped into thematic areas and cover a wide range of topics, from key philosophical notions, such as meaning, truth, reference, names and propositions, to characteristics of the most recent research in the field, including logicality of language, vagueness in natural language, value judgments, slurs, deception, proximization in discourse, argumentation theory and linguistic relativity. It also includes chapters that explore selected linguistic theories and their philosophical implications, providing a much-needed interdisciplinary perspective. Showcasing the cutting-edge in research in the field, this book is essential reading for philosophers interested in language and linguistics, and linguists interested in philosophical analyses.
Heritage languages are minority languages learned in a bilingual environment. These include immigrant languages, aboriginal or indigenous languages and historical minority languages. In the last two decades, heritage languages have become central to many areas of linguistic research, from bilingual language acquisition, education and language policies, to theoretical linguistics. Bringing together contributions from a team of internationally renowned experts, this Handbook provides a state-of-the-art overview of this emerging area of study from a number of different perspectives, ranging from theoretical linguistics to language education and pedagogy. Presenting comprehensive data on heritage languages from around the world, it covers issues ranging from individual aspects of heritage language knowledge to broader societal, educational, and policy concerns in local, global and international contexts. Surveying the most current issues and trends in this exciting field, it is essential reading for graduate students and researchers, as well as language practitioners and other language professionals.
The Romance languages and dialects constitute a treasure trove of linguistic data of profound interest and significance. Data from the Romance languages have contributed extensively to our current empirical and theoretical understanding of phonetics, phonology, morphology, syntax, semantics, pragmatics, sociolinguistics, and historical linguistics. Written by a team of world-renowned scholars, this Handbook explores what we can learn about linguistics from the study of Romance languages, and how the body of comparative and historical data taken from them can be applied to linguistic study. It also offers insights into the diatopic and diachronic variation exhibited by the Romance family of languages, of a kind unparalleled for any other Western languages. By asking what Romance languages can do for linguistics, this Handbook is essential reading for all linguists interested in the insights that a knowledge of the Romance evidence can provide for general issues in linguistic theory.
Translation plays a vital role in society – it allows us to share knowledge and enrich our lives through access to other cultures. Translation studies is a rapidly evolving academic discipline, directly impacted by advances in technological aids, and with close connections between theory and practice. Bringing together contributions from internationally-renowned scholars, this Handbook offers an authoritative, up-to-date account of the many facets of this buoyant discipline. It covers different themes, areas of practice and developing trends, and provides an overview of the major sub-fields, and the connections between them. It is organised into six parts covering the nature of translation, its roles in society, its relationships with other disciplines, a selection of its factual genres, a selection of its art-related genres and, finally, its role in history. Comprehensive yet accessible, it is essential reading for students, teachers and scholars of translation studies, modern languages, linguistics, social studies and literary studies.
