Psykolingvistik

This book is an authoritative text that explores best classroom practices for engaging adult learners in beginner-level foreign language courses.Built around a diverse range of international research studies and conceptual articles, the book covers four key issues in teaching language to novice students: development of linguistic skills, communicative and intercultural competence, evaluation and assessment, and the use of technology. Each chapter includes teaching insights that are supported by critical research and can be practically applied across languages to enhance instructional strategies and curriculum designs. The text also aims to build intercultural competence, harness technology, and design assessment to stimulate effective learning in formal instructional settings, including colleges, universities, and specialist language schools.With its broad coverage of language pedagogy at the novice level, this book is a must read for graduate students, scholars, researchers, and practitioners in the fields of language education, second language acquisition, language teaching and learning, and applied linguistics.

Metaphern und Metonymien sind Phänomene, die unser Denken, Sprechen und Handeln bestimmen und sich u.a. sprachlich manifestieren.Im Hinblick auf die Analyse von Metaphern und Metonymien sind gegenwärtig Tendenzen zu beobachten, die die Phänomene nicht mehr ausschließlich aus kognitiver Perspektive betrachten, da eine ausschließlich kognitive Beschreibung von Metaphern und Metonymien zu kurz greift. Stattdessen werden integrative und interdisziplinäre Ansätze verfolgt, die empirisch orientiert sind und neben kognitiven vor allem soziopragmatische, historische oder sprachvergleichende Aspekte in die Analyse integrieren. Der Sammelband greift diese aktuellen Tendenzen auf. Auf der Basis empirischer Untersuchungen von Metaphern und Metonymien sowohl aus einzelsprachlicher, sprachvergleichender und interdisziplinärer Perspektive werden in den einzelnen Beiträgen theoretische und methodische Fragestellungen diskutiert sowie neue Perspektiven der Forschung eröffnet. Open Access:Die freie Verfügbarkeit der E-Book-Ausgabe dieser Publikation wurde im Juli 2019 nachträglich ermöglicht durch den Fachinformationsdienst Linguistik.https://www.linguistik.de/

This edited volume examines how transnational English language assessment practices are envisioned, enacted and justified by different stakeholders including students, teachers and universities in different geographical contexts, and what would be the multi-level consequences of such practices.

Foundational and comprehensive, this volume provides a theoretical and practical overview of the current issues that dominate the field of teaching and learning Arabic grammar. Bringing together authorities on Arabic grammar from around the world, the book covers both historical contexts and current practices, and provides principles, strategies, and examples of current Arabic grammar instruction across educational settings. Chapter authors offer a range of perspectives on teaching approaches, implementing research findings in the classroom, and future challenges.A much-needed volume to help students, teachers, and teacher educators develop their knowledge and skills, it addresses the most salient and controversial issues in the field, including: what grammar to teach, how much grammar to teach, how to address grammar in content-based or communication-based classroom, and how to teach variation in grammar. This resource is ideal for preservice Arabic language teachers as well as Arabic language professors and researchers.

The Routledge Handbook of Second Language Acquisition and Psycholinguistics provides a comprehensive survey of the latest research at the intersection of linguistics, cognitive psychology, and applied linguistics, for those seeking to understand the processes that shape the acquisition of additional languages.

Reading in Chinese as an Additional Language focuses on Chinese literacy acquisition, which has been considered most difficult by both learners and teachers of Chinese as an additional language (CAL).¿¿Three major areas are covered: (1) acquisition of Chinese characters; (2)¿reading comprehension subskills and reader's identity; (3) reading instruction and assessment. The first part¿delves into the foundation of Chinese literacy development-how to learn and teach Chinese characters. The second part examines various learners' reading comprehension subskills, as well as the evolution of learners' literacy identity. The third part explores effective instructional methods and assessment practices for CAL reading development.¿Theoretically, this book provides frameworks and evidence from both cognitive and sociocultural perspectives on the nature of CAL reading development. Pedagogically, the book showcases how to teach and assess CAL reading skills. Methodologically, this book includes empirical studies using both qualitative and quantitative methods. In terms of scope, the book covers a much broader spectrum of issues about CAL reading research and classroom teaching than has previously been available. Writing is also discussed in several chapters. In terms of technology, the book includes discussion on how the use of computers, the Internet, and social media impacts students' Chinese literacy acquisition.¿This book will help CAL researchers and educators better understand the nature of CAL reading development and become well informed about CAL classroom teaching and assessment, including the application of interactive approaches to teaching and assessing diverse reading skills.

This book maps out the pedagogical implications of the global spread and diversification of pluricentric languages for language education and showcases new approaches that can take account of linguistic diversity.

Linguistic Morphology is a unique collection of cutting-edge research in the psycholinguistics of morphology, offering a comprehensive overview of this interdisciplinary field.

Linguistic Morphology is a unique collection of cutting-edge research in the psycholinguistics of morphology, offering a comprehensive overview of this interdisciplinary field.This book brings together world-leading experts from linguisics, experimental psychology and cognitive neuroscience to examine morphology research from different disciplines. It provides an overview of how the brain deals with complex words; examining how they are easier to read, how they affect our brain dynamics and eye movements, how they mould the acquisition of language and literacy, and how they inform computational models of the linguistic brain. Chapters discuss topics ranging from subconscious visual identification to the high-level processing of sentences, how children make their first steps with complex words through to how proficient adults make lexical identification in less than 40 milliseconds.As a state-of-the-art resource in morphology research, this book will be highly relevant reading for students and researchers of linguistics, psychology and cognitive neuroscience. It will also act as a one-stop shop for experts in the field.

This collection critically reflects on the state-of-the-art research on Korean-as-a-heritage-language (KHL) teaching and learning, centering KHL as an object of empirical inquiry by offering multiple perspectives on its practices and directions for further research.

This book presents unique insights into the development of L2 interactional competence through the lens of complaining, demonstrating how closer study of complaining as a social activity can enhance our understanding of certain aspects of language learning with implications for future L2 research.

This book features case studies that address dual language bilingual education (DLBE) programs, which offer content instruction in two languages to help youth develop fluent bilingualism/biliteracy, high academic achievement, and sociocultural competence. While increasingly popular, the DLBE model is a framework that comes with unique hurdles and challenges.Applying a pioneering critical consciousness approach, the volume provides readers with narratives, awareness, and tools to support culturally and linguistically diverse students and their families. Organized around four major areas-policy, leadership, family and community engagement, teaching and teacher learning-the volume's case studies bring together stories from policymakers, educational leaders, family and community members, and teachers. The case studies spotlight examples in which power imbalances have been identified and shifted through critically conscious actions and offer insight into how to ensure all DLBE programs are nurturing, empowering, multilingual environments for all students, particularly racialized, immigrant, and transnational students. Accessible and varied, the case studies address important topics such as anti-Black racism, digital access, disability, school-district relations, working with undocumented families, and more. Each chapter includes a case narrative, teaching notes, discussion questions, and/or teaching activities to support stakeholders who wish to develop and enact equity in their DLBE policies, classrooms, and professional development.A key resource for supporting student needs and transformative inquiry in the classroom, this book is ideal for graduate students, professors, leaders, educators, and other stakeholders in bilingual education and language education.

This book features case studies that address dual language bilingual education (DLBE) programs, which offer content instruction in two languages to help youth develop fluent bilingualism/biliteracy, high academic achievement, and sociocultural competence.

This book studies the origins of language. It presents language as the product of a unique non-linguistic cognitive feature (i.e., metacognition) that emerged late in human evolution.