Deze serie duikt in de fascinerende wereld van het leren van een tweede taal. Het onderzoekt de verschillende theorieën, methoden en psychologische aspecten die het leerproces beïnvloeden. Het is ideaal voor studenten, docenten en iedereen die geïnteresseerd is in linguïstiek en interculturele communicatie. Ontdek de sleutels tot vloeiendheid en begrip.
Modern languages are taught to young learners at an increasingly early age, yet few studies focus on what is available to children in different contexts and classrooms. This book examines current research on young language learners and provides key insights into how young learners progress.
Focusing on the acquisition of languages beyond the second language, this book delves into four main areas: crosslinguistic influence, models of multilingual speech production, the structure of the multilingual lexicon, and the effects of bilingualism and multilingualism on cognitive development. It presents a comprehensive analysis of how additional languages are learned and processed, highlighting the complexities of multilingualism and its implications for cognitive growth.
The book discusses vocabulary learning strategies as an integral subgroup of language learning strategies. It attempts to integrate the approaches of theories of second language acquisition, the theory and practice of instructed foreign language learning, and the findings of current empirical research.
Measuring Second Language Vocabulary Acquisition describes the effect that word frequency and lexical coverage have on learning and communication in a foreign language. It examines the tools we have for assessing the various facets of vocabulary knowledge, the scores these produce, and the way these are tied to exam and communicative performance.
This book addresses specific learning difficulties in reading and spelling - developmental dyslexia. Set in the cross-linguistic context, it presents issues surrounding dyslexia from the perspective of a foreign language teacher. It is intended to serve as a reference book for those involved in foreign language teaching.
This book contributes to the study of Content and Language Integrated Learning (CLIL), an approach to second/foreign language learning that teaches content using the target language. It brings together critical analyses on theoretical and implementation issues of CLIL, and studies on the effectiveness of CLIL on learners' language competence.
With contributions by leading European, North American and Asian scholars, this volume offers a comprehensive anthology of conceptual and empirical papers describing the latest developments in L2 motivation research that involves the reframing of motivation in the context of contemporary notions of self and identity.
In this volume researchers from Asia, Europe, the Middle East, North America, and South America employ a variety of theoretical perspectives and methodological approaches in order to investigate the links between identity, motivation, and autonomy in language learning.
This book examines the various ways in which age affects the process and the product of foreign language learning in a school setting. It presents studies that cover a wide range of topics, from phonetics to learning strategies. It will be of interest to students and researchers working in SLA research, language planning and language teaching.
The book provides a comprehensive examination of the age debate in second language acquisition (SLA), focusing on the predictors of foreign accent. It employs both quantitative and qualitative analyses to reveal how cognitive, social, and psychological factors influence language attainment. Additionally, it emphasizes the importance of considering biological influences in conjunction with learners' experiences, offering a nuanced understanding of language learning dynamics.
Focusing on the development of pragmatic competence among L2 learners, this book uncovers patterns of growth in social language use over a year. It highlights the participants' experiences and individual traits that influenced their unique developmental paths, providing valuable insights into the complexities of language acquisition in social contexts.
This book represents the most comprehensive account to date of foreign language writing. Its basic aim is to reflect critically on where the field is now and where it needs to go next in the exploration of foreign language writing at the levels of theory, research, and pedagogy.