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Explores how literature is used as a model of spoken language and to develop speaking skills in second language learning.
For millions of individuals all over the world, speaking in a second language is a daily activity. It is therefore important that research in applied linguistics should contribute empirically to the study of second language spoken interaction. The aim of this volume is to make such a contribution by providing research-based insights into current approaches to the teaching and learning of this skill. Two key dimensions define the papers included here−their novelty and scope. First, the book provides a novel approach to the study of speaking in a second language by combining recent findings in usage-based linguistics with current issues in teaching. Second, the chapters cover a range of theoretical perspectives, including sociolinguistic and interactional competence, gestures, dynamic systems theory and code-switching. The volume offers a contemporary analysis of research in second language speaking that will be of interest to researchers, graduate students, teachers and other professionals working in the fields of communication and applied linguistics.
This book unpacks recent changes in the landscape of literature and language teaching, and aims to find new explanations for the altered relationships between readers and writers, the democratisation of authorship, and the emergence of new ways of using language. By examining topics as various as literature and technology, multimodality, and new Englishes, the authors take a fresh look at the use of literature as a tool in the teaching of English to second-language speakers. More than simply a way of teaching aesthetic and ethical values and rhetorical skills, they argue that literature can also be used to help students to critically evaluate assumptions about society, culture and power which underpin the production and reception of texts. The book relates theories of language acquisition and literary criticism to examples of literary texts from a wide range of global literature in English, and discusses new ways of engaging with it, such as transmedia story telling, book blogs and slam poetry. It will be of interest to language teachers and teacher trainers, and to students and scholars of applied linguistics, TESOL, and digital literacies.
This Handbook is a comprehensive volume outlining the foremost issues regarding research and teaching of second language speaking, examining such diverse topics as cognitive processing, articulation, knowledge of pragmatics, instruction in sub-components of speaking (e.g., grammar, pronunciation, and vocabulary) and the attrition of the first language. Outstanding academics have contributed chapters to provide an integrated and inclusive perspective on oral language skills. Specialized contexts for speaking are also explored (e.g., English as a Lingua Franca, workplace, and interpreting). The Routledge Handbook of Second Language Acquisition and Speaking will be an indispensable resource for students and scholars in applied linguistics, cognitive psychology, linguistics, and education.
The Workshop on the Role of Language in School Learning: Implications for Closing the Achievement Gap was held to explore three questions: What is known about the conditions that affect language development? What are the effects of early language development on school achievement? What instructional approaches help students meet school demands for language and reading comprehension? Of particular interest was the degree to which group differences in school achievement might be attributed to language differences, and whether language-related instruction might help to close gaps in achievement by helping students cope with language-intensive subject matter especially after the 3rd grade. The workshop provided a forum for researchers and practitioners to review and discuss relevant research findings from varied perspectives. The disciplines and professions represented included: language development, child development, cognitive psychology, linguistics, reading, educationally disadvantaged student populations, literacy in content areas (math, science, social studies), and teacher education. The aim of the meeting was not to reach consensus or provide recommendations, but rather to offer expert insight into the issues that surround the study of language, academic learning, and achievement gaps, and to gather varied viewpoints on what available research findings might imply for future research and practice. This book summarizes and synthesizes two days of workshop presentations and discussion.
A high level of literacy in both print and digital media is required for negotiating most aspects of 21st-century life, including supporting a family, education, health, civic participation, and competitiveness in the global economy. Yet, more than 90 million U.S. adults lack adequate literacy. Furthermore, only 38 percent of U.S. 12th graders are at or above proficient in reading. Improving Adult Literacy Instruction synthesizes the research on literacy and learning to improve literacy instruction in the United States and to recommend a more systemic approach to research, practice, and policy. The book focuses on individuals ages 16 and older who are not in K-12 education. It identifies factors that affect literacy development in adolescence and adulthood in general, and examines their implications for strengthening literacy instruction for this population. It also discusses technologies for learning that can assist with multiple aspects of teaching, assessment,and accommodations for learning. There is inadequate knowledge about effective instructional practices and a need for better assessment and ongoing monitoring of adult students' proficiencies, weaknesses, instructional environments, and progress, which might guide instructional planning. Improving Adult Literacy Instruction recommends a program of research and innovation to validate, identify the boundaries of, and extend current knowledge to improve instruction for adults and adolescents outside school. The book is a valuable resource for curriculum developers, federal agencies such as the Department of Education, administrators, educators, and funding agencies.
The volume constitutes a state-of-the-art account of issues related to teaching, learning and testing speaking in a second language. It brings together contributions by Polish and international scholars which seek to create links between theory, research and classroom practice, report the findings of studies investigating the impact of linguistic, cognitive and affective factors on the development and use of speaking skills, and provide concrete pedagogic proposals for instruction and assessment in this area. As such, the book will be of interest not only to second language acquisition theorists and researchers, but also to foreign language teachers willing to enhance the quality of speaking instruction in their classrooms.
"Drawing on wide-ranging literature from a variety of relevant disciplines, as well as their own extensive experience in teaching spoken English, the authors give a fascinating, comprehensive, and insightful account of the nature of second language speaking skills. The research and theory they survey then serves as the basis for the principles, strategies, and procedures they propose for the teaching of spoken English. This book will, therefore, provide an invaluable resource for teachers, teachers in training, and researchers, providing both a state-of-the-art survey of the field as well as a source of practical ideas for those involved in planning, teaching, and evaluating courses and materials for the teaching of spoken English"--
