The Cambridge Handbook of Language Learning (Cambridge Handbooks in Language and Linguistics)

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. This book: (1) Covers an exhaustive range of research and provides refreshing insights from top experts regarding new directions; (2) Puts specific focus on language learning in a wide range of settings, providing readers with a broad overview of multiple contexts; and (3) Addresses a growing need and interest to better understand theories of language learning and the instructional interventions that facilitate such learning. It includes the following chapters: Introduction (John W. Schwieter and Alessandro Benati); (1) Formal linguistic approaches to adult L2 acquisition and processing (Jason Rothman, Fatih Bayram, Ian Cunnings and Jorge González Alonso); (2) Cognitive approaches to second language acquisition (Nick C. Ellis and Stefanie Wulff); (3) The qualitative science of Vygotskian sociocultural psychology (Rémi A. Van Compernolle); (4) Theoretical frameworks in L2 acquisition (John Truscott and Michael Sharwood Smith); (5) Qualitative classroom methods (Peter I. De Costa, Wendy Li and Hima Rawal); (6) Experimental studies in L2 classrooms (Charlene Polio and Jongbong Lee); (7) Action research: developments, characteristics, and future directions (Anne Burns); (8) Classroom observational research (Nina Spada); (9) Psycholinguistic and neurolinguistic methods (Leah Roberts); (10) Interaction in L2 learning (Jaemyung Goo); (11) Speaking (Dustin Crowther and Susan M. Gass); (12) Second language listening: current ideas, current issues (John Field); (13) Contemporary perspectives on L2 upper-register text processing (Elizabeth B. Bernhardt and Cici Malik Leffell); (14) Language learning through writing: theoretical perspectives and empirical evidence (Rosa M. Manchón and Olena Vasylets); (15) Working memory in language learning and processing (Zhisheng Wen and Shaofeng Li); (16) Language aptitudes in L2 acquisition (Gisela Granena); (17) Language learner motivation: what motivates motivation researchers? (Stephen Ryan); (18) A new look at age: young and old L2 learners (Carmen Muñoz); (19) Identity (Ron Darvin and Bonny Norton); (20) Pedagogical interventions to L2 grammar instruction (Alessandro Benati and John W. Schwieter); (21) Task-based language learning (Michael H. Long, Jiyong Lee and Kyoko Kobayashi Hillman); (22) Task and syllabus design for morphologically-complex languages (Roger Gilabert and Joan Castellví); (23) Proficiency guidelines and frameworks (David Little); (24) Technology-mediated language learning (Carol Chapelle); (25) Content-based L2 teaching (Hossein Nassaji and Eva Kartchava); (26) Conceptions of L2 learning in critical language pedagogy (Graham Crookes); (27) Bilingual education and policy (Christine Hélot and Ofelia García); (28) Heritage language instruction (Kim Potowski and Sarah J. Shin); (29) Minority languages at home and abroad: education and acculturation (Aline Ferreira, Viola G. Miglio and John W. Schwieter); (30) Study abroad and immersion (Jane Jackson and John W. Schwieter); (31) Teacher education: past, present, and future (Peter Swanson); and (32) Future directions in language learning and teaching (Susan M. Gass) Front Matter Contents Figures Tables Contributors Acknowledgements Introduction 1 - Formal Linguistic Approaches to Adult L2 Acquisition and Processing 2 - Cognitive Approaches to Second Language Acquisition 3 - The Qualitative Science of Vygotskian Sociocultural Psychology and L2 Development 4 - Theoretical Frameworks in L2 Acquisition 5 - Qualitative Classroom Methods 6 - Experimental Studies in L2 Classrooms 7 - Action Research Developments, Characteristics, and Future Directions 8 - Classroom Observation Research 9 - Psycholinguistic and Neurolinguistic Methods 10 - Interaction in L2 Learning 11 - Speaking 12 - Second Language Listening Current Ideas, Current Issues 13 - Contemporary Perspectives on L2 Upper-Register Text Processing 14 - Language Learning Through Writing 15 - Working Memory in L2 Learning and Processing 16 - Language Aptitudes in L2 Acquisition 17 - Language Learner Motivation 18 - A New Look at “Age” Young and Old L2 Learners 19 - Identity 20 - Pedagogical Interventions to L2 Grammar Instruction 21 - Task-Based Language Learning 22 - Task and Syllabus Design for Morphologically Complex Languages 23 - Proficiency Guidelines and Frameworks 24 - Technology-Mediated Language Learning 25 - Content-Based L2 Teaching 26 - Conceptions of L2 Learning in Critical Language Pedagogy 27 - Bilingual Education and Policy 28 - Heritage Language Instruction 29 - Minority Languages at Home and Abroad Education and Acculturation 30 - Study Abroad and Immersion 31 - Teacher Education Past, Present, and Future 32 - Future Directions in Language Learning and Teaching Index A cutting-edge handbook that surveys the nature of second language learning and the implications for teaching. Contributors discuss prominent theories and methods in the field that are organized across thematic sections dealing with skill development, individual differences, pedagogical interventions and approaches, and context and environment. "The Cambridge Handbook of Language Learning, 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"-- Provided by publisher