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Conference AAAL 2020

Location, date Denver, CO, March 28-31 March, 2020

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❑ Aalberse, Suzanne, Ad Backus and Pieter Muysken: Heritage Languages: A language contact approach. 2019. xix, 302 pp.

SiBiL 58 PB 978 90 272 0470 7 54.00 37.80

❑ Angermuller, Johannes, Dominique Maingueneau and Ruth Wodak (eds.): The Discourse Studies Reader: Main currents in theory and analysis. 2014. ix, 417 pp.

Z 184 PB 978 90 272 1211 5 49.95 34.97

❑ Arntzen, Ragnar, Gisela Håkansson, Arnstein Hjelde and Jörg-U. Keßler (eds.): Teachability and Learnability across Languages. 2019. vii, 263 pp.

PALART 6 HB 978 90 272 0312 0 149.00 104.30

❑ Barcroft, Joe: Lexical Input Processing and Vocabulary Learning. 2015. xi, 194 pp.

LL&LT 43 PB 978 90 272 1329 7 49.95 34.97

❑ Beger, Anke and Thomas H. Smith (eds.): How Metaphors Guide, Teach and Popularize Science. 2020. vi, 318 pp. + index

FTL 6 HB 978 90 272 0507 0 149.00 104.30

❑ Bialystok, Ellen and Margot D. Sullivan (eds.): Growing Old with Two Languages: Effects of Bilingualism on Cognitive Aging. 2017. vi, 304 pp.

SiBiL 53 PB 978 90 272 4196 2 54.00 37.80

❑ Biber, Douglas: University Language: A corpus-based study of spoken and written registers. 2006. viii, 261 pp.

SCL 23 PB 978 90 272 2296 1 54.00 37.80

❑ Blom, Elma and Sharon Unsworth (eds.): Experimental Methods in Language Acquisition Research. 2010. vii, 292 pp.

LL&LT 27 PB 978 90 272 1997 8 54.00 37.80

❑ Brehmer, Bernhard and Jeanine Treffers-Daller (eds.): Lost in Transmission: The role of attrition and input in heritage language development. 2020. vii, 269 pp. + index

SiBiL 59 HB 978 90 272 0539 1 149.00 104.30

❑ Bygate, Martin (ed.): Domains and Directions in the Development of TBLT: A decade of plenaries from the international conference. 2015. xxiv, 325 pp.

TBLT 8 PB 978 90 272 0732 6 49.95 34.97

❑ Bygate, Martin (ed.): Learning Language through Task Repetition. 2018. x, 334 pp. TBLT 11 PB 978 90 272 0114 0 54.00 37.80

❑ Byrnes, Heidi and Rosa M. Manchón (eds.): Task-Based Language Learning – Insights from and for L2 Writing. 2014. xi, 312 pp.

TBLT 7 PB 978 90 272 0730 2 49.95 34.97

❑ Compernolle, Rémi A. van: Interaction and Second Language Development: A Vygotskian perspective. 2015. xi, 215 pp.

LL&LT 44 PB 978 90 272 1331 0 49.95 34.97

❑ Crosthwaite, Peter and Lisa Cheung: Learning the Language of Dentistry: Disciplinary corpora in the teaching of English for Specific Academic Purposes. 2019. xiv, 222 pp.

SCL 93 HB 978 90 272 0427 1 149.00 104.30

❑ DeKeyser, Robert M. and Goretti Prieto Botana (eds.): Doing SLA Research with Implications for the Classroom: Reconciling methodological demands and pedagogical applicability. 2019. vi, 219 pp.

LL&LT 52 PB 978 90 272 0307 6 49.95 34.97

❑ Dervin, Fred and Anthony J. Liddicoat (eds.): Linguistics for Intercultural Education. 2013. vi, 201 pp.

LL&LT 33 PB 978 90 272 1308 2 49.95 34.97

❑ Derwing, Tracey M. and Murray J. Munro: Pronunciation Fundamentals: Evidence-based perspectives for L2 teaching and research. 2015. xiii, 208 pp.

LL&LT 42 PB 978 90 272 1327 3 49.95 34.97

❑ Deshors, Sandra C. (ed.): Modeling World Englishes: Assessing the interplay of emancipation and globalization of ESL varieties. 2018. x, 297 pp.

VEAW G61 HB 978 90 272 0123 2 149.00 104.30

❑ Ellis, Rod (ed.): Becoming and Being an Applied Linguist: The life histories of some applied linguists. 2016. vi, 373 pp.

Z 203 PB 978 90 272 1238 2 54.00 37.80

❑ Fanego, Teresa and Paula Rodríguez-Puente (eds.): Corpus-based Research on Variation in English Legal Discourse. 2019. vii, 294 pp.

SCL 91 HB 978 90 272 0235 2 149.00 104.30

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❑ Fogal, Gary G. and Marjolijn H. Verspoor (eds.): Complex Dynamic Systems Theory and L2 Writing Development. 2020. xvii, 296 pp. + index

LL&LT 54 PB 978 90 272 0558 2 49.95 34.97

❑ García Mayo, María del Pilar, María Juncal Gutiérrez Mangado and María Martínez-Adrián (eds.): Contemporary Approaches to Second Language Acquisition. 2013. xiii, 265 pp.

AALS 9 PB 978 90 272 0528 5 54.00 37.80

❑ González-Lloret, Marta and Lourdes Ortega (eds.): Technology-mediated TBLT: Researching Technology and Tasks. 2014. vi, 336 pp.

TBLT 6 PB 978 90 272 0728 9 49.95 34.97

❑ Götz, Sandra and Joybrato Mukherjee (eds.): Learner Corpora and Language Teaching. 2019. vi, 267 pp.

SCL 92 HB 978 90 272 0236 9 149.00 104.30

❑ Granena, Gisela and Mike Long (eds.): Sensitive periods, language aptitude, and ultimate L2 attainment. 2013. xv, 295 pp.

LL&LT 35 PB 978 90 272 1312 9 54.00 37.80

❑ Gudmestad, Aarnes and Amanda Edmonds (eds.): Critical Reflections on Data in Second Language Acquisition. 2018. ix, 231 pp.

LL&LT 51 PB 978 90 272 0143 0 49.95 34.97

❑ Gurzynski-Weiss, Laura (ed.): Cross-theoretical Explorations of Interlocutors and their Individual Differences. 2020. xii, 270 pp.

LL&LT 53 PB 978 90 272 0488 2 49.95 34.97

❑ Han, ZhaoHong and Elaine Tarone (eds.): Interlanguage: Forty years later. 2014. vii, 255 pp.

LL&LT 39 PB 978 90 272 1320 4 54.00 37.80

❑ Housen, Alex, Folkert Kuiken and Ineke Vedder (eds.): Dimensions of L2 Performance and Proficiency: Complexity, Accuracy and Fluency in SLA. 2012. xii, 305 pp.

LL&LT 32 PB 978 90 272 1306 8 54.00 37.80

❑ Hulstijn, Jan H.: Language Proficiency in Native and Non-native Speakers: Theory and research. 2015. xi, 195 pp.

LL&LT 41 PB 978 90 272 1325 9 49.95 34.97

❑ Ionin, Tania and Matthew Rispoli (eds.): Three Streams of Generative Language Acquisition Research: Selected papers from the 7th Meeting of Generative Approaches to Language Acquisition – North America, University of Illinois at Urbana-Champaign. 2019. vi, 358 pp.

LALD 63 HB 978 90 272 0224 6 149.00 104.30

❑ Jenks, Christopher: Transcribing Talk and Interaction: Issues in the representation of communication data. 2011. xi, 120 pp.

Z 165 PB 978 90 272 1184 2 49.95 34.97

❑ Keck, Casey and YouJin Kim: Pedagogical Grammar. 2014. ix, 245 pp. Z 190 PB 978 90 272 1218 4 49.95 34.97

❑ Kimura, Goro Christoph and Lisa Fairbrother (eds.): A Language Management Approach to Language Problems: Integrating macro and micro dimensions. 2020. vii, 267 pp. + index

WLP 7 HB 978 90 272 0547 6 149.00 104.30

❑ Kinginger, Celeste (ed.): Social and Cultural Aspects of Language Learning in Study Abroad. 2013. ix, 344 pp.

LL&LT 37 PB 978 90 272 1316 7 54.00 37.80

❑ Lasagabaster, David, Aintzane Doiz and Juan Manuel Sierra (eds.): Motivation and Foreign Language Learning: From theory to practice. 2014. viii, 190 pp.

LL&LT 40 PB 978 90 272 1323 5 49.95 34.97

❑ Lenzing, Anke, Howard Nicholas and Jana Roos (eds.): Widening Contexts for Processability Theory: Theories and issues. 2019. ix, 404 pp.

PALART 7 HB 978 90 272 0398 4 149.00 104.30

❑ Levshina, Natalia: How to do Linguistics with R: Data exploration and statistical analysis. 2015. xi, 443 pp.

Z 195 PB 978 90 272 1225 2 54.00 37.80

❑ Lipski, John M.: Palenquero and Spanish in Contact: Exploring the interface. 2020. xvii, 311 pp. + index

CoLL 56 HB 978 90 272 0486 8 158.00 110.60

❑ Llinares, Ana and Tom Morton (eds.): Applied Linguistics Perspectives on CLIL. 2017. vi, 317 pp.

LL&LT 47 PB 978 90 272 1337 2 54.00 37.80

❑ Manchón, Rosa M. (ed.): Learning-to-Write and Writing-to-Learn in an Additional Language. 2011. xii, 263 pp.

LL&LT 31 PB 978 90 272 1304 4 54.00 37.80

❑ Martínez-Flor, Alicia and Esther Usó-Juan (eds.): Speech Act Performance: Theoretical, empirical and methodological issues. 2010. xiv, 277 pp.

LL&LT 26 PB 978 90 272 1990 9 54.00 37.80

❑ McDonough, Kim and Alison Mackey (eds.): Second Language Interaction in Diverse Educational Contexts. 2013. xiv, 318 pp.

LL&LT 34 PB 978 90 272 1310 5 54.00 37.80

❑ Miller, David, Fatih Bayram, Jason Rothman and Ludovica Serratrice (eds.): Bilingual Cognition and Language: The state of the science across its subfields. 2018. vi, 403 pp.

SiBiL 54 PB 978 90 272 0016 7 54.00 37.80

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❑ Molsing, Karina Veronica, Cristina Becker Lopes Perna and Ana Maria Tramunt Ibaños (eds.): Linguistic Approaches to Portuguese as an Additional Language. 2020. x, 297 pp. + index

iHLL 24 HB 978 90 272 0500 1 158.00 110.60

❑ Morgan, Gary (ed.): Understanding Deafness, Language and Cognitive Development: Essays in honour of Bencie Woll. 2020. xv, 214 pp.

TiLAR 25 HB 978 90 272 0449 3 143.00 100.10

❑ Nation, I.S.P.: Making and Using Word Lists for Language Learning and Testing. 2016. xiv, 210 pp.

Z 208 PB 978 90 272 1245 0 49.95 34.97

❑ Ockey, Gary J. and Elvis Wagner: Assessing L2 Listening: Moving towards authenticity. 2018. xvii, 278 pp.

LL&LT 50 PB 978 90 272 0126 3 54.00 37.80

❑ Ortega, Lourdes and ZhaoHong Han (eds.): Complexity Theory and Language Development: In celebration of Diane Larsen-Freeman. 2017. xv, 234 pp.

LL&LT 48 PB 978 90 272 1339 6 49.95 34.97

❑ Ortiz López, Luis A., Rosa E. Guzzardo Tamargo and Melvin González-Rivera (eds.): Hispanic Contact Linguistics: Theoretical, methodological and empirical perspectives. 2020. vii, 336 pp.

iHLL 22 HB 978 90 272 0475 2 158.00 110.60

❑ Porte, Graeme Keith: Appraising Research in Second Language Learning: A practical approach to critical analysis of quantitative research. Second edition. 2010. xxv, 307 pp.

LL&LT 28 PB 978 90 272 1995 4 49.95 34.97

❑ Renkema, Jan and Christoph Schubert: Introduction to Discourse Studies: New edition. 2018. xv, 453 pp.

Z 219 PB 978 90 272 0196 6 54.00 37.80

❑ Römer, Ute, Viviana Cortes and Eric Friginal (eds.): Advances in Corpus-based Research on Academic Writing: Effects of discipline, register, and writer expertise. 2020. vi, 358 pp.

SCL 95 HB 978 90 272 0506 3 149.00 104.30

❑ Roulston, Kathryn (ed.): Interactional Studies of Qualitative Research Interviews. 2019. xviii, 330 pp.

Z 220 HB 978 90 272 0222 2 149.00 104.30

❑ Samuda, Virginia, Kris Van den Branden and Martin Bygate (eds.): TBLT as a Researched Pedagogy. 2018. viii, 292 pp.

TBLT 12 PB 978 90 272 0120 1 54.00 37.80

❑ Sato, Masatoshi and Susan Ballinger (eds.): Peer Interaction and Second Language Learning: Pedagogical potential and research agenda. 2016. vii, 399 pp.

LL&LT 45 PB 978 90 272 1333 4 54.00 37.80

❑ Schilk, Marco: Language Processing in Advanced Learners of English: A multi-method approach to collocation based on corpus linguistic and experimental data. 2020. xvii, 290 pp. + index

BPA 9 HB 978 90 272 0540 7 149.00 104.30

❑ Schwieter, John W. (ed.): Innovative Research and Practices in Second Language Acquisition and Bilingualism. 2013. xiii, 335 pp.

LL&LT 38 PB 978 90 272 1318 1 54.00 37.80

❑ Sekerina, Irina A., Lauren Spradlin and Virginia Valian (eds.): Bilingualism, Executive Function, and Beyond: Questions and insights. 2019. viii, 377 pp.

SiBiL 57 PB 978 90 272 0242 0 54.00 37.80

❑ Shintani, Natsuko: Input-based Tasks in Foreign Language Instruction for Young Learners. 2016. xi, 199 pp.

TBLT 9 PB 978 90 272 0734 0 49.95 34.97

❑ Sinclair, John McH. (ed.): How to Use Corpora in Language Teaching. 2004. viii, 308 pp.

SCL 12 PB 978 1 58811 491 4 54.00 37.80

❑ Taguchi, Naoko and YouJin Kim (eds.): Task-Based Approaches to Teaching and Assessing Pragmatics. 2018. x, 312 pp.

TBLT 10 PB 978 90 272 0090 7 49.95 34.97

❑ Taguchi, Naoko and Julie M. Sykes (eds.): Technology in Interlanguage Pragmatics Research and Teaching. 2013. viii, 276 pp.

LL&LT 36 PB 978 90 272 1321 1 54.00 37.80

❑ Trofimovich, Pavel and Kim McDonough (eds.): Applying priming methods to L2 learning, teaching and research: Insights from Psycholinguistics. 2011. ix, 254 pp.

LL&LT 30 PB 978 90 272 1302 0 54.00 37.80

❑ Truscott, John and Michael Sharwood Smith: The Internal Context of Bilingual Processing. 2019. xv, 327 pp.

BPA 8 HB 978 90 272 0400 4 149.00 104.30

❑ Tyler, Andrea E., Lourdes Ortega, Mariko Uno and Hae In Park (eds.): Usage-inspired L2 Instruction: Researched pedagogy. 2018. xvii, 324 pp.

LL&LT 49 PB 978 90 272 0025 9 54.00 37.80

❑ Usanova, Irina: Biscriptuality: Writing skills among German-Russian adolescents. 2019. xvi, 257 pp.

HSLD 8 HB 978 90 272 0203 1 113.00 79.10

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iv AAAL 2020 iv AAAL 2020 JOURNALS iv Order form: AAAL 2020 ✂



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❑ Van den Branden, Kris, Martin Bygate and John M. Norris (eds.): Task-Based Language Teaching: A reader. 2009. ix, 512 pp.

TBLT 1 PB 978 90 272 0718 0 54.00 37.80

❑ Vandergriff, Ilona: Second-language Discourse in the Digital World: Linguistic and social practices in and beyond the networked classroom. 2016. xiii, 270 pp.

LL&LT 46 PB 978 90 272 1335 8 54.00 37.80

❑ Veneziano, Edy and Ageliki Nicolopoulou (eds.): Narrative, Literacy and Other Skills: Studies in intervention. 2019. xix, 318 pp.

Sin 25 HB 978 90 272 0221 5 149.00 104.30

❑ Verspoor, Marjolijn H., Kees de Bot and Wander Lowie (eds.): A Dynamic Approach to Second Language Development: Methods and techniques. 2011. ix, 211 pp.

LL&LT 29 PB 978 90 272 1999 2 49.95 34.97

❑ Wen, Zhisheng (Edward) and Mohammad Javad Ahmadian (eds.): Researching L2 Task Performance and Pedagogy: In honour of Peter Skehan. 2019. xxiii, 328 pp.

TBLT 13 PB 978 90 272 0336 6 54.00 37.80

❑ Wilczewski, Michał: Intercultural Experience in Narrative: Expatriate stories from a multicultural workplace. 2019. xix, 325 pp.

Sin 26 HB 978 90 272 0452 3 149.00 104.30

❑ Winters, Margaret E.: Historical Linguistics: A cognitive grammar introduction. 2020. xvii, 235 pp. + index

Z 227 PB 978 90 272 0551 3 54.00 37.80

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iv AAAL 2020 iv AAAL 2020 JOURNALS ✂

oPEn ACCESS

new book series

Research Methods in Applied Linguistics (RMAL)Series Editor: Rosa M. Manchón, University of Murcia (Spain)

ISSN: 2590-096X

The Research Methods in Applied Linguistics (RMAL) series publishes authoritative general guides and in-depth explorations of central research methodology concerns in the entire field of Applied Lin-guistics. The hallmark of the series is the contribution to stimu-lating and advancing professional methodological debates in the domain. Books published in the series (both authored and edited volumes) will be key resources for applied linguists (including established researchers and newcomers to the field) and an invalu-able source for research methodology courses.

Main directions for the volumes in the series include (but are not limited to):

• Comprehensive introductions to research methods in Applied Linguistics (authoritative, introductions to domain-non specific methodologies).

• In-depth explorations of central methodological considerations and developments in specific areas of Applied Linguistics (au-thoritative treatments of domain-specific methodologies).

• Critical analyses that develop, expand, or challenge existing and/or novel methodological frameworks.

• In-depth reflections on central considerations in employing specific methodologies and/or addressing specific questions and problems in Applied Linguistics research.

• Authoritative accounts that foster improved understandings of the behind the scenes, inside story of the research process in Applied Linguistics.

Editorial Board

David Britain, University of Bern

Gloria Corpas Pastor, University of Malaga

Marta González-Lloret, University of Hawai’i

Laura Gurzynski-Weiss, Indiana University Bloomington

Juan Manuel Hernández-Campoy, University of Murcia

Ute Knoch, University of Melbourne

Anthony J. Liddicoat, University of Warwick

Brian Paltridge, University of Sydney

Diane Pecorari, City University of Hong Kong

Luke Plonsky, Northern Arizona University

Li Wei, University College London

Forthcoming books in the series:

Research Methods in Vocabulary Studies

Philip Durrant, Anna Siyanova-Chanturia, Suhad Sonbul

& Benjamin Kremmel

Corpus Linguistics for Language Learning Research

Pascual Pérez-Paredes, Anne O´Keeffe & Geraldine Mark

Ethnographies of Academic Writing Research:

Theory, Methods, and Interpretation

Ignacio Guillén-Galve & Ana Bocanegra-Valle

Call for proposals Book proposal should be submitted as attachments by e-mail, either directly to the RMAL Series Editor:

Rosa M. Manchón, [email protected]

or to John Benjamins Acquisition Editor: Kees Vaes, [email protected]

1 AAAL 2020 NEW BOOK SERIES

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2 AAAL 2020 AAAL 2020 3

Advances in Corpus-based Research on Academic WritingEffects of discipline, register, and writer expertise

Edited by Ute Römer, Viviana Cortes and Eric FriginalGeorgia State University

This volume showcases some of the latest research on academic writing by leading and up-and-com-ing corpus linguists. The studies included in the volume are based on a wide range of corpora span-ning first and second language academic writing at different levels of writing expertise, containing texts from a variety of academic disciplines (and sub-disciplines) and of different academic registers. Particularly novel aspects of the collection are the inclusion of research that combines rhetorical moves with multi-dimensional analysis, studies that cover both fixed and variable phraseological items (lexical bundles, phrase-frames, construc-

tions), and work that is based on corpora of English as an academic lingua franca. Going beyond merely summarizing their findings, the authors also dis-cuss what their research means for academic writing practice and pedagogical settings. The volume will be of interest to researchers, students, and teachers who would like to expand their knowledge of how academic writing functions and what it looks like in a variety of contexts.

Contributions by: K. Becker & H. Feng; E. Csomay; S.M. Doolan; D.P. Dutra, J.M.S. Queiroz, L.D. de Macedo, D.D. Costa & E. Mattos; B. Gray, E. Cotos & J. Smith; W.M. Lake & V. Cortes; N.B. Mbodj & S.A. Crossley; Y. Nam; T. Nekrasova-Beker & A. Becker; R. Reppen & S.B. Olson; U. Römer, V. Cortes & E. Friginal; H.R. Wright; S. Yilmaz & U. Römer; J. Yoon & J.E. Casal; M.C. Zuppardi & T. Berber Sardinha.

[Studies in Corpus Linguistics, 95] 2020. vi, 358 pp.Hb 978 90 272 0506 3 eur 99.00 / usd 149.00e-book 978 90 272 6145 8 eur 99.00 / usd 149.00EEEEEEEE EEEEEEEE EEEEEEEEE EEEE

Applied Linguistics Perspectives on CLILEdited by Ana Llinares and Tom MortonAutonomous University of Madrid / Birkbeck, University of London

This book represents the first collection of studies on Content and Language Integrated Learning (CLIL) which brings together a range of perspec-tives through which CLIL has been investigated within Applied Linguistics. The book aims to show how the four perspectives of Second Language Acquisition (SLA), Systemic Functional Linguistics (SFL), Discourse Analysis, and Sociolinguistics highlight different important aspects of CLIL as a context for second language development. Each of the four sections in the book opens with an overview of one of the perspectives written by a leading scholar in the field, and is then followed by

three empirical studies which focus on specific aspects of CLIL seen from this perspective. Topics covered include motivation, the use of tasks, pragmatic de-velopment, speech functions in spoken interaction, the use of evaluative lan-guage in expressing content knowledge in writing, multimodal interaction, assessment for learning, L1 use in the classroom, English-medium instruction in universities, and CLIL teachers’ professional identities.

Contributions by: A. Bonnet & S. Breidbach; J. Cenoz; C. Coffin; E. Dafouz & U. Smit; C. Dalton-Puffer; C. Escobar Urmeneta & S. Walsh; N. Evnitskaya & T. Jakonen; G. Forey & J. Polias; M.d.P. García Mayo & M. Basterrechea; D. Lasagabaster; A. Llinares & T. Morton; R. Lyster; A. McCabe & R. Whittaker; T. Morton & A. Llinares; T. Nikula; I. Pascual & R. Basse; N.N. Sobhy; L.K. Sylvén.

[Language Learning & Language Teaching, 47] 2017. vi, 317 pp.Hb 978 90 272 1336 5 eur 99.00 / usd 149.00e-inst 978 90 272 6610 1 eur 99.00 / usd 149.00pb 978 90 272 1337 2 eur 36.00 / usd 54.00e-priv 978 90 272 6610 1 eur 99.00 / usd 54.00EEEEEEE EEEE

Applying priming methods to L2 learning, teaching and researchInsights from Psycholinguistics

Edited by Pavel Trofimovich and Kim McDonoughConcordia University

This volume features a collection of empirical stud-ies which use priming methods to explore the com-prehension, production, and acquisition of second language (L2) phonology, syntax, and lexicon. The term priming refers to the phenomenon in which prior exposure to specific language forms or mean-ings influences a speaker’s subsequent language comprehension or production. This book brings together the various strands of priming research into a single volume that specifically addresses the interests of researchers, teachers, and students interested in L2 teaching and learning. Chapters by internationally known scholars feature a variety of

priming techniques, describe various psycholinguistic tasks, and focus on dif-ferent domains of language knowledge and skills. The book is conceptualized with a wide audience in mind, including researchers not familiar with prim-ing methods and their application to L2 research, graduate students in second language acquisition and related disciplines, and instructors who require readings for use in their courses.

Contributions by: J. Altarriba & H. Knickerbocker; J. Barcroft, M.S. Sommers & G.L. Sunderman; Guiling Hu, & N. Jiang; M.J. Leeser, A. Brandl & C. Weissglass; K. McDonough; K. McDonough & P. Trofimovich; N. Segalowitz, G. Lacroix & J. Job; G.L. Sunderman; P. Trofimovich & P. John; P. Trofimovich & K. McDonough; J.N. Williams & A. Cheung.

[Language Learning & Language Teaching, 30] 2011. ix, 254 pp.Hb 978 90 272 1301 3 eur 105.00 / usd 158.00e-inst 978 90 272 8692 5 eur 105.00 / usd 158.00pb 978 90 272 1302 0 eur 36.00 / usd 54.00e-priv 978 90 272 8692 5 eur 105.00 / usd 54.00EEEEEEE EEEE

Appraising Research in Second Language LearningA practical approach to critical analysis of quantitative research

Second edition

Graeme Keith PorteUniversity of Granada

Designed for students of applied linguistics and second language acquisition on research training courses, practising language teachers, and those in training, this combination textbook/work-book is a set or recommended textbook on more than a hundred undergraduate and postgraduate courses worldwide. Now in its second edition, it remains the only book to provide specific advice and support to those wishing to learn a methodical approach to the critical analysis of a research paper. It seeks to answer a current need in the literature for a set of procedures that can be applied to the independent reading of quantitative research.

Innovative features of the workbook include awareness-raising reading tasks and guided exercises to help develop and practise the critical skills required to appraise papers independently. Through informed and constructive appraisal of others’ work, readers themselves are shown how to become more research literate, to discover new areas for investigation, and to organise and present their own work more effectively for publication and peer evaluation. This revised second edition sees a closer integration of the text-and workbook and a number of additions to the text itself, as well as further guided and unguided research appraisal exercises.

[Language Learning & Language Teaching, 28] 2010. xxv, 307 pp.Hb 978 90 272 1991 6 eur 105.00 / usd 158.00e-inst 978 90 272 8796 0 eur 105.00 / usd 158.00pb 978 90 272 1995 4 eur 33.00 / usd 49.95e-priv 978 90 272 8796 0 eur 105.00 / usd 49.95EEEEEEE EEEE

E-books marked ‘E-INST / E-PRIV’ are available under two different license types: E-INST rates allow for unlimited simultaneous use within an IP range; E-PRIV rates are intended for private purchase and allow for one user after password login.

New

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Applying priming methods to L2 learning, teaching and researchInsights from Psycholinguistics

Edited by Pavel Trofimovich and Kim McDonoughConcordia University

This volume features a collection of empirical stud-ies which use priming methods to explore the com-prehension, production, and acquisition of second language (L2) phonology, syntax, and lexicon. The term priming refers to the phenomenon in which prior exposure to specific language forms or mean-ings influences a speaker’s subsequent language comprehension or production. This book brings together the various strands of priming research into a single volume that specifically addresses the interests of researchers, teachers, and students interested in L2 teaching and learning. Chapters by internationally known scholars feature a variety of

priming techniques, describe various psycholinguistic tasks, and focus on dif-ferent domains of language knowledge and skills. The book is conceptualized with a wide audience in mind, including researchers not familiar with prim-ing methods and their application to L2 research, graduate students in second language acquisition and related disciplines, and instructors who require readings for use in their courses.

Contributions by: J. Altarriba & H. Knickerbocker; J. Barcroft, M.S. Sommers & G.L. Sunderman; Guiling Hu, & N. Jiang; M.J. Leeser, A. Brandl & C. Weissglass; K. McDonough; K. McDonough & P. Trofimovich; N. Segalowitz, G. Lacroix & J. Job; G.L. Sunderman; P. Trofimovich & P. John; P. Trofimovich & K. McDonough; J.N. Williams & A. Cheung.


Appraising Research in Second Language LearningA practical approach to critical analysis of quantitative research

Second edition

Graeme Keith PorteUniversity of Granada

Designed for students of applied linguistics and second language acquisition on research training courses, practising language teachers, and those in training, this combination textbook/work-book is a set or recommended textbook on more than a hundred undergraduate and postgraduate courses worldwide. Now in its second edition, it remains the only book to provide specific advice and support to those wishing to learn a methodical approach to the critical analysis of a research paper. It seeks to answer a current need in the literature for a set of procedures that can be applied to the independent reading of quantitative research.

Innovative features of the workbook include awareness-raising reading tasks and guided exercises to help develop and practise the critical skills required to appraise papers independently. Through informed and constructive appraisal of others’ work, readers themselves are shown how to become more research literate, to discover new areas for investigation, and to organise and present their own work more effectively for publication and peer evaluation. This revised second edition sees a closer integration of the text-and workbook and a number of additions to the text itself, as well as further guided and unguided research appraisal exercises.

[Language Learning & Language Teaching, 28] 2010. xxv, 307 pp.Hb 978 90 272 1991 6 eur 105.00 / usd 158.00e-inst 978 90 272 8796 0 eur 105.00 / usd 158.00pb 978 90 272 1995 4 eur 33.00 / usd 49.95e-priv 978 90 272 8796 0 eur 105.00 / usd 49.95EEEEEEE EEEE

Assessing L2 ListeningMoving towards authenticity

Gary J. Ockey and Elvis WagnerIowa State University / Temple University

This book is relevant for language testers, listening researchers, and oral proficiency teachers, in that it explores four broad themes related to the assessment of L2 listening ability: the use of authentic, real-world spoken texts; the effects of different speech varieties of listening inputs; the use of audio-visual texts; and assessing listening as part of an interactive speaking/listening construct. Each theme is introduced with a review of the relevant literature, and then is examined through either two or three empirical studies. The

notion of authenticity underlies each of these four themes. By creat-ing more authentic test tasks that are similar to real world language tasks, test developers can create listening assessments that not only more effectively assess test takers’ communicative competence, but can also have a positive washback effect on educational systems.

Contributions by: A.O. Batty; J.D. Brown & J. Trace; I. Choi & Y. So; L. Harding; O. Kang & M. Moran Wilson; F. Nakatsuhara; G.J. Ockey; R. Suvorov; E. Wagner.

[Language Learning & Language Teaching, 50] 2018. xvii, 278 pp.Hb 978 90 272 0127 0 eur 99.00 / usd 149.00e-inst 978 90 272 6363 6 eur 99.00 / usd 149.00pb 978 90 272 0126 3 eur 36.00 / usd 54.00e-priv 978 90 272 6363 6 eur 99.00 / usd 54.00EEEEEEE EEEE

Becoming and Being an Applied LinguistThe life histories of some applied linguists

Edited by Rod EllisCurtin University, Perth, Australia

Becoming and Being an Applied Linguist contains narrative accounts of the lives of thirteen well-established applied linguists. Their professional autobiog-raphies document the development of some of the key areas of applied lin-guistics – second, language acquisition, motivation, grammar, vocabulary, testing, second language writing, second language classroom research, practitioner research, English as a lingua franca, teacher cogni-tion, and computer-assisted language learning. The book tells how these applied

linguists grew into their areas of specialization. It will be of interest to any would-be applied linguist. The book also provides a readable overview of the whole field that will be of value to students of applied linguistics.

Contributions by: J.C. Alderson; S. Borg; A. Burns; C.A. Chapelle; Z. Dörnyei; R. Ellis; D. Ferris; S.M. Gass; K. Hyland; A. Kirkpatrick; P.M. Lightbown; I.S.P. Nation; P. Skehan.

2016. vi, 373 pp.Hb 978 90 272 1237 5 eur 99.00 / usd 149.00e-inst 978 90 272 6678 1 eur 99.00 / usd 149.00pb 978 90 272 1238 2 eur 36.00 / usd 54.00e-priv 978 90 272 6678 1 eur 99.00 / usd 54.00EEE EEEEE

Bilingual Cognition and LanguageThe state of the science across its subfields

Edited by David Miller, Fatih Bayram, Jason Rothman and Ludovica SerratriceUniversity of Reading / University of Reading / University of Reading & UiT the Arctic University of Norway / University of Reading & ESRC Centre for Language and Communicative Development (LuCiD)

This collection brings together leading names in the field of bilingualism research to celebrate the 25th anniversary of the Studies in Bilingualism series. Over the last 25 years the study of bilingualism has received a tremendous amount of attention from linguists, psychologists, cognitive scientists, and neuroscientists. The breadth of coverage in this volume is a testament to the many different aspects of bilingual-ism that continue to generate phenomenal interest in the scholarly community. The bilingual experience is captured through a multifaceted prism that includes aspects of language and literacy development in child bilinguals with and without developmental language disorders, language

processing and mental representations in adult bilinguals across the lifespan, and the cognitive and neurological basis of bilingualism. Different theoretical approaches – from generative UG-based models to constructivist usage-based models – are brought to bear on the nature of bilingual linguistic knowledge. The end result is a compen-dium of the state-of-the-art of a field that is in constant evolution and that is on an upward trajectory of discovery.

Contributions by: F. Bayram, D. Miller, J. Rothman & L. Serratrice; S. Bernolet & R.J. Hartsuiker; E. Bialystok; S.C. Bobb & J.F. Kroll; V. Chondrogianni; L. Cornips; A. De Houwer; S. Kiran & T. Gray; N.D. Maschio & J. Abutalebi; V.A. Murphy; E. Nicoladis; J. Paradis & K. Govindarajan; M.T. Putnam, T. Kupisch & D. Pascual y Cabo; L. White; S. Wulff & N.C. Ellis; V. Yip, Z. Mai & S. Matthews; G. Yılmaz & M.S. Schmid.

[Studies in Bilingualism, 54] 2018. vi, 403 pp.Hb 978 90 272 0015 0 eur 99.00 / usd 149.00e-inst 978 90 272 6454 1 eur 99.00 / usd 149.00pb 978 90 272 0016 7 eur 36.00 / usd 54.00e-priv 978 90 272 6454 1 eur 99.00 / usd 54.00EEEEEEE EEEE

Bilingualism, Executive Function, and BeyondQuestions and insights

Edited by Irina A. Sekerina, Lauren Spradlin and Virginia ValianCollege of Staten Island, City University of New York / The Graduate Center of the City University of New York / Hunter College, City University of New York, The Graduate Center of the City Univer-sity of New York

The study of bilingualism has charted a dramatically new, important, and exciting course in the 21st century, benefit-ing from the integration in cognitive science of theoretical linguistics, psycholinguistics, and cognitive psychology (especially work on the higher-level cognitive processes of-ten called executive function or executive control). Current research, as exemplified in this book, advances the study of the effects of bilingualism on executive function by iden-tifying many different ways of being bilingual, exploring the multiple facets of executive function, and developing and analyzing tasks that measure executive function. The papers in this volume (21 chapters), by leading researchers in bilingualism and cognition, investigate the mechanisms

underlying the effects (or lack thereof) of bilingualism on cognition in children, adults, and the elderly. They take us beyond the standard, classical, black-and-white approach to the interplay between bilingualism and cognition by presenting new methods, new findings, and new interpretations.

Contributions by: T.H. Bak; A.L. Beatty-Martínez & P.E. Dussias; E. Bialystok; H. Clahsen & J. Veríssimo; N.P. Friedman; V.C.M. Gathercole, E. Thomas, N. Viñas Guasch, I. Kennedy, C. Prys, N. Young, E.J. Roberts, E.K. Hughes & L. Jones; J. Hofweber, T. Marinis & J. Treffers-Daller; J. Kim, K. Marton & L.K. Obler; R.M. Klein; K. Marton; K. Marton & Z. Gazman; A. Nadig & A.M. Gonzalez-Barrero; G. Poarch & J.G. van Hell; I.A. Sekerina, L. Spradlin & V. Valian; A. Sorace; V. Valian; C.W. Watson, J.J. Manly & L.B. Zahodne; V. Whitford & G. Luk; A. Wolleb, A. Sorace & M. Westergaard; M. Zirnstein, K. Bice & J.F. Kroll.

[Studies in Bilingualism, 57] 2019. viii, 377 pp.Hb 978 90 272 0243 7 eur 99.00 / usd 149.00e-inst 978 90 272 6274 5 eur 99.00 / usd 149.00pb 978 90 272 0242 0 eur 36.00 / usd 54.00e-priv 978 90 272 6274 5 eur 99.00 / usd 54.00EEEEEEE EEEE

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Complexity Theory and Language DevelopmentIn celebration of Diane Larsen-Freeman

Edited by Lourdes Ortega and ZhaoHong HanGeorgetown University / Teachers College, Columbia University

This volume is both a state-of-the-art display of current thinking on second language development as a complex system. It is also a tribute to Diane Larsen-Freeman for her decades of intellectual leadership in the academic disciplines of applied linguistics and second language acquisition. The chapters therein range from theoretical expositions to methodological analyses, pedagogical proposals, and conceptual frameworks for future research. In a balanced and in-depth manner, the authors provide a comprehensive and interdisciplinary understanding of second language development, with a wealth of insights that promise to break the status-quo of current research and take it to exciting new territory. The book will appeal to both seasoned and novice research-ers in applied linguistics, second language acquisition, bilingualism, cognitive psychology, and education, as well as to practitioners in second or foreign language teaching of any language.

Contributions by: K. de Bot; Z. Dörnyei; Z. Han, G. Bao & P. Wiita; B. Köpke; D. Larsen-Freeman; W. Lowie; P.D. MacIntyre, E. MacKay, J. Ross & E. Abel; C. Opitz; L. Ortega & Z. Han; J.H. Schumann; M. Verspoor.

[Language Learning & Language Teaching, 48] 2017. xv, 234 pp.Hb 978 90 272 1338 9 eur 95.00 / usd 143.00e-inst 978 90 272 6496 1 eur 95.00 / usd 143.00pb 978 90 272 1339 6 eur 33.00 / usd 49.95e-priv 978 90 272 6496 1 eur 95.00 / usd 49.95EEEEEEE EEEE

Contemporary Approaches to Second Language AcquisitionEdited by María del Pilar García Mayo, María Juncal Gutiérrez Mangado and María Martínez-AdriánUniversidad del País Vasco (UPV/EHU)

Second language acquisition (SLA) is a field of inquiry that has increased in importance since the 1960s. Currently, researchers adopt multiple perspectives in the analysis of learner language, all of them providing different but complementary answers to the understand-ing of oral and written data produced by young and older learners in different settings. The main goal of this volume is to provide the reader with updated reviews of the major contemporary approaches to SLA, the research carried out within them and, wherever appropriate, the implications and/or applications for theory, research and pedagogy that might derive from the available empirical evidence. The book is intended for SLA researchers as well as for graduate (MA, Ph.D.) students in SLA research, applied linguistics and linguistics, as the different chapters will be a guide in their research within the approaches presented. The volume will also be of interest to professionals from other fields interested in the SLA process and the different explanations that have been put forward to account for it.

Recipient of the Spanish Association of Applied Linguistics 2014 Book Award.

Contributions by: A. Benati; K. de Bot, W. Lowie, S.L. Thorne & M.H. Verspoor; M.d.P. García Mayo, M.J. Gutiérrez Mangado & M. Martínez-Adrián; A.L. García; G.A. Gánem-Gutiérrez; G. Håkansson; P. Li & X. Zhao; R. Lyster & M. Sato; F. Myles; T. Pica; J. Rothman & B. VanPatten; L.L. Sabourin, C. Brien & M. Tremblay; R. Slabakova; R. Weinert, M. Basterrechea & M.d.P. García Mayo.

[AILA Applied Linguistics Series, 9] 2013. xiii, 265 pp.Hb 978 90 272 0525 4 eur 95.00 / usd 143.00e-inst 978 90 272 7222 5 eur 95.00 / usd 143.00pb 978 90 272 0528 5 eur 36.00 / usd 54.00e-priv 978 90 272 7222 5 eur 95.00 / usd 54.00EEEEEE EEE

Corpus-based Research on Variation in English Legal DiscourseEdited by Teresa Fanego and Paula Rodríguez-PuenteUniversity of Santiago de Compostela / University of Oviedo

This volume provides a comprehensive overview of the research carried out over the past thirty years in the vast field of legal discourse. The fo-cus is on how such research has been influenced and shaped by develop-ments in corpus linguistics and register analysis, and by the emergence from the mid 1990s of historical pragmatics as a branch of pragmatics concerned with the scrutiny of historical texts in their context of writ-ing. The five chapters in Part I (together with the introductory chapter) offer a wide spectrum of the latest approaches to the synchronic analysis of cross-genre and cross-linguistic variation in legal discourse. Part II addresses diachronic variation, illustrating how a diversity of methods, such as multi-dimensional analysis, move analysis, collocation analysis, and Darwinian models of language evolution can uncover new understandings of diachronic linguistic phenomena.

Contributions by: D. Biber & B. Gray; R. Breeze; C. Claridge; G. Diani; T. Fanego & P. Rodríguez-Puente; S. Gozdz-Roszkowski; N. Groom & J. Grieve; C. Lastres-López; A. Lehto; R. Reppen & M. Chen; P. Rodríguez-Puente.

[Studies in Corpus Linguistics, 91] 2019. vii, 294 pp.Hb 978 90 272 0235 2 eur 99.00 / usd 149.00e-book 978 90 272 6283 7 eur 99.00 / usd 149.00EEEEE EEEE

BiscriptualityWriting skills among German-Russian adolescents

Irina UsanovaUniversity of Hamburg

In the context of constantly increasing linguistic diversity in many parts of the world, oppor-tunities and challenges arise for the acquisition of literacy skills. The successful development of literacy skills becomes a crucial prerequisite for educational attainment determining future career prospects of migrant students. Multilingual settings reveal the diversification of lan-

guages and scripts prompted in the context of migration. This monograph explores the phenomenon of biscriptu-ality and aims to provide an approach for investigating the development of biliteracy in the context of divergent scripts. This interdisciplinary mixed-methods study bridges intercultural education science, education research and applied linguistics for gaining a complex view on the role of biscriptuality in students’ biliteracy. It considers the extent of students’ biscriptual skills, specifies language dimensions in which the influence on biliteracy may occur, and differentiates between the effects of biscriptuality on the development of writing skills in two different genres, narrative and expository.

[Hamburg Studies on Linguistic Diversity, 8] 2019. xvi, 257 pp.Hb 978 90 272 0203 1 eur 75.00 / usd 113.00e-book 978 90 272 6301 8 eur 75.00 / usd 113.00EEEEEE EEE

Complex Dynamic Systems Theory and L2 Writing DevelopmentEdited by Gary G. Fogal and Marjolijn H. VerspoorSophia University / University of Groningen & University of Pannonia

This volume integrates complex dynamic systems theory (CDST) and L2 writing scholarship through a collection of in-depth studies and commentary across a range of writing constructs, learning contexts, and second and foreign languages. The text is arranged thematically across four topics: (i) perspec-tives on complexity, accuracy, and fluency, (ii) new constructs, approaches, and domains of

L2-writing scholarship, (iii) methodological issues, and finally (iv) curricular perspectives. This work should ap-peal to graduate students and academics interested in expanded discussions on CDST, highlighting its utility for theorizing and researching language change, and to L2 writing scholars curious about how this fresh approach to researching L2 development can inform understandings of how L2 writing develops. As a CDST approach to language change has matured and taken a place among the dominant epistemologies in the field, students and researchers of L2 development alike will benefit from this volume.

Contributions by: K. Baba; B. Bulté & A. Housen; H. Byrnes; G.G. Fogal; G.G. Fogal & M.H. Verspoor; A. Gilmore & G.A. Gánem-Gutiérrez; E. Hepford; J. Hou, H. Loerts & M.H. Verspoor; D. Larsen-Freeman; S. Macqueen & U. Knoch; R. Nitta; R. Rosmawati; Y. Wang & S. Tao.

[Language Learning & Language Teaching, 54] 2020. xvii, 296 pp. + indexHb 978 90 272 0557 5 usd 143.00e-inst 978 90 272 6114 4 usd 143.00pb 978 90 272 0558 2 usd 49.95e-priv 978 90 272 6114 4 usd 49.95EEEEEEEE EEEE EEEEEEEEEEE EEEE

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Complexity Theory and Language DevelopmentIn celebration of Diane Larsen-Freeman

Edited by Lourdes Ortega and ZhaoHong HanGeorgetown University / Teachers College, Columbia University

This volume is both a state-of-the-art display of current thinking on second language development as a complex system. It is also a tribute to Diane Larsen-Freeman for her decades of intellectual leadership in the academic disciplines of applied linguistics and second language acquisition. The chapters therein range from theoretical expositions to methodological analyses, pedagogical proposals, and conceptual frameworks for future research. In a balanced and in-depth manner, the authors provide a comprehensive and interdisciplinary understanding of second language development, with a wealth of insights that promise to break the status-quo of current research and take it to exciting new territory. The book will appeal to both seasoned and novice research-ers in applied linguistics, second language acquisition, bilingualism, cognitive psychology, and education, as well as to practitioners in second or foreign language teaching of any language.

Contributions by: K. de Bot; Z. Dörnyei; Z. Han, G. Bao & P. Wiita; B. Köpke; D. Larsen-Freeman; W. Lowie; P.D. MacIntyre, E. MacKay, J. Ross & E. Abel; C. Opitz; L. Ortega & Z. Han; J.H. Schumann; M. Verspoor.


Contemporary Approaches to Second Language AcquisitionEdited by María del Pilar García Mayo, María Juncal Gutiérrez Mangado and María Martínez-AdriánUniversidad del País Vasco (UPV/EHU)

Second language acquisition (SLA) is a field of inquiry that has increased in importance since the 1960s. Currently, researchers adopt multiple perspectives in the analysis of learner language, all of them providing different but complementary answers to the understand-ing of oral and written data produced by young and older learners in different settings. The main goal of this volume is to provide the reader with updated reviews of the major contemporary approaches to SLA, the research carried out within them and, wherever appropriate, the implications and/or applications for theory, research and pedagogy that might derive from the available empirical evidence. The book is intended for SLA researchers as well as for graduate (MA, Ph.D.) students in SLA research, applied linguistics and linguistics, as the different chapters will be a guide in their research within the approaches presented. The volume will also be of interest to professionals from other fields interested in the SLA process and the different explanations that have been put forward to account for it.

Recipient of the Spanish Association of Applied Linguistics 2014 Book Award.

Contributions by: A. Benati; K. de Bot, W. Lowie, S.L. Thorne & M.H. Verspoor; M.d.P. García Mayo, M.J. Gutiérrez Mangado & M. Martínez-Adrián; A.L. García; G.A. Gánem-Gutiérrez; G. Håkansson; P. Li & X. Zhao; R. Lyster & M. Sato; F. Myles; T. Pica; J. Rothman & B. VanPatten; L.L. Sabourin, C. Brien & M. Tremblay; R. Slabakova; R. Weinert, M. Basterrechea & M.d.P. García Mayo.

[AILA Applied Linguistics Series, 9] 2013. xiii, 265 pp.Hb 978 90 272 0525 4 eur 95.00 / usd 143.00e-inst 978 90 272 7222 5 eur 95.00 / usd 143.00pb 978 90 272 0528 5 eur 36.00 / usd 54.00e-priv 978 90 272 7222 5 eur 95.00 / usd 54.00EEEEEE EEE

Corpus-based Research on Variation in English Legal DiscourseEdited by Teresa Fanego and Paula Rodríguez-PuenteUniversity of Santiago de Compostela / University of Oviedo

This volume provides a comprehensive overview of the research carried out over the past thirty years in the vast field of legal discourse. The fo-cus is on how such research has been influenced and shaped by develop-ments in corpus linguistics and register analysis, and by the emergence from the mid 1990s of historical pragmatics as a branch of pragmatics concerned with the scrutiny of historical texts in their context of writ-ing. The five chapters in Part I (together with the introductory chapter) offer a wide spectrum of the latest approaches to the synchronic analysis of cross-genre and cross-linguistic variation in legal discourse. Part II addresses diachronic variation, illustrating how a diversity of methods, such as multi-dimensional analysis, move analysis, collocation analysis, and Darwinian models of language evolution can uncover new understandings of diachronic linguistic phenomena.

Contributions by: D. Biber & B. Gray; R. Breeze; C. Claridge; G. Diani; T. Fanego & P. Rodríguez-Puente; S. Gozdz-Roszkowski; N. Groom & J. Grieve; C. Lastres-López; A. Lehto; R. Reppen & M. Chen; P. Rodríguez-Puente.

[Studies in Corpus Linguistics, 91] 2019. vii, 294 pp.Hb 978 90 272 0235 2 eur 99.00 / usd 149.00e-book 978 90 272 6283 7 eur 99.00 / usd 149.00EEEEE EEEE

Critical Reflections on Data in Second Language AcquisitionEdited by Aarnes Gudmestad and Amanda EdmondsVirginia Polytechnic Institute and State University / Université Paul Valéry Montpellier 3

This edited volume offers critical reflections on an essential component of research method in the field of second language acquisition – data. Scholars working on diverse areas (e.g., pragmatics, corrective feedback, phonology) and approaches (e.g., corpus linguistics, concept-oriented analyses, variationism) have come together to identify challenges researchers face when collecting, coding, and analyzing data and to provide guidance for making advancements regarding these aspects of research method. This volume also showcases three types of critical reflection. One involves building a relevant corpus of published investigations and using that database to identify methodological issues in exist-

ing research. Another consists of recoding and reanalyzing published work, before reflecting on the impact that these decisions have on observations made about interlanguage. The third begins with a particular area of or approach to second language acquisition and then offers a critical examination on the challenges that characterize the selected area or approach. Researchers and graduate students alike will benefit from an open discussion on methodological issues that are in need of improvement.

Contributions by: K. Bardovi-Harlig; A. Edmonds & A. Gudmestad; A. Gudmestad & A. Edmonds; T. Leal; S. Li; E. Marsden & L. Plonsky; R.L. Shively; M. Solon; N. Taguchi; N. Tracy-Ventura & A. Huensch.


Cross-theoretical Explorations of Interlocutors and their Individual DifferencesEdited by Laura Gurzynski-WeissIndiana University

This book examines the role of inter-locutors and their individual differences (IDs) in second language (L2) development from four theoretical lenses: the cognitive-interactionist approach, sociocul-tural theory, the variationist approach, and complex dynamic systems theory. A theoretical overview to each approach is written by a preeminent scholar in the framework, and each overview is followed by an em-pirical study that demonstrates how interlocutor IDs can be fruitfully researched within that framework. To maximize readability and impact, the chapters follow common organizing questions, inviting the engage-ment of L2 researchers, students, and teachers alike.

Collectively, the chapters in the current volume initiate a cohesive discussion of the theoretical roles of the interlocutor within these four popular approaches to SLA; illustrate how interlocutor IDs influence L2 opportu-nities and/or development; present innovative, original empirical research on in-terlocutors and their IDs within each approach; and provide theoretical, empirical, and methodological guidance for future research on interlocutors and their IDs. A powerful contribution of this volume, highlighted in the concluding chapter’s synthesis, is the common call across all four approaches for the irrefutable role and need for research on interlocutors and their IDs. The volume also demonstrates how, despite theoretical and methodological differences, the four approaches are advancing congruently toward a more robust understanding of the multifaceted and dynamic nature of all interlocutors and their IDs, and thus toward a more complete and accurate picture of their influence on L2 development.

Contributions by: M. Back; K.L. Geeslin; L. Gurzynski-Weiss; J.P. Lantolf; D. Larsen-Freeman; A.Y. Long & K.L. Geeslin; M. Pawlak; J. Philp & L. Gurzynski-Weiss; E.J. Serafini.

[Language Learning & Language Teaching, 53] 2020. xii, 270 pp.Hb 978 90 272 0489 9 eur 95.00 / usd 143.00e-inst 978 90 272 6161 8 eur 95.00 / usd 143.00pb 978 90 272 0488 2 eur 33.00 / usd 49.95e-priv 978 90 272 6161 8 eur 95.00 / usd 49.95EEEEEEE EEEE

Dimensions of L2 Performance and ProficiencyComplexity, Accuracy and Fluency in SLA

Edited by Alex Housen, Folkert Kuiken and Ineke VedderUniversity of Brussels / University of Amsterdam

Research into complexity, accuracy and fluency (CAF) as basic dimensions of second language performance, proficiency and development has received increased attention in SLA. However, the larger picture in this field of research is often obscured by the breadth of scope, mul-tiple objectives and lack of clarity as to how complexity, accuracy and fluency should be defined, operationalized and measured. The present volume showcases current research on CAF by bringing together eleven contribu-tions from renowned international researchers in the field. These contributions not only add

to the body of empirical knowledge about L2 use and L2 development by bringing new research findings to light but they also address fundamen-tal theoretical and methodological issues by responding to questions about the nature, manifestation, development and assessment of CAF as multifaceted constructs. Collectively, the chapters in this book illustrate the converging and sometimes diverging approaches that different disci-plines bring to CAF research.

Contributions by: B. Bulté & A. Housen; S. Ferraris; C. Gunnarsson-Largy; A. Housen, F. Kuiken & I. Vedder; N. de Jong, M.P. Steinel, A.F. Florijn, R. Schoonen & J.H. Hulstijn; F. Kuiken & I. Vedder; M. Levkina & R. Gilabert; F. Myles; P. Skehan & P. Foster; A.P. Tonkyn; R.J. Towell; M. Ågren, J. Granfeldt & S. Schlyter.


The Discourse Studies ReaderMain currents in theory and analysis

Edited by Johannes Angermuller, Dominique Maingueneau and Ruth WodakUniversity of Warwick / École des Hautes Études en Sciences Sociales, Paris / University of Paris-Sorbonne / Lancaster University

Discourse Studies is an interdisciplinary field studying the social production of meaning across the entire spectrum of the social sciences and humanities. The Discourse Studies Reader brings together 40 key readings from discourse researchers in Europe and North America, some of which are now translated into English for the first time. Divided into seven sections – ‘Theoretical Inspirations: Structuralism versus Pragmatics’, ‘From Structuralism to Poststructuralism’, ‘Enunciative Pragmatics’, ‘Interactionism’, ‘Sociopragmatics’, ‘Historical

Knowledge’ and ‘Critical Approaches’ – The Discourse Studies Reader offers a comprehensive overview of the main currents in discourse studies, both discourse theory and discourse analysis. With short introductions elaborating the broader context, the sections present key selections from a variety of disciplinary backgrounds by placing them into their respective epistemological traditions. The Discourse Studies Reader is an indispensable textbook for students and scholars alike who are interested in discourse theoretical questions and working with discourse analytical methods.

Contributions by: L. Althusser; R. Amossy; J. Angermuller; J. Angermuller, D. Maingueneau & R. Wodak; J.L. Austin; J. Authier-Revuz; M. Bakhtin; &. Benveniste; J. Blommaert & J. Verschueren; D. Busse & W. Teubert; J. Butler; P. Charaudeau; A.V. Cicourel; T.A. van Dijk; O. Ducrot; K. Ehlich; N. Fairclough; M. Foucault; J.P. Gee; E. Goffman; H.P. Grice; J.J. Gumperz; J. Habermas; S. Hall; M.A.K. Halliday; Z.S. Harris; R. Koselleck; J. Lacan; E. Laclau; T. van Leeuwen; T. Luckmann; D. Maingueneau; G.H. Mead; J. Potter; M. Pêcheux & C. Fuchs; R. Robin; H. Sacks; J.M. Swales; L. Wittgenstein; R. Wodak; F. de Saussure.

2014. ix, 417 pp.Hb 978 90 272 1210 8 eur 105.00 / usd 158.00e-inst 978 90 272 7018 4 eur 105.00 / usd 158.00pb 978 90 272 1211 5 eur 33.00 / usd 49.95e-priv 978 90 272 7018 4 eur 105.00 / usd 49.95EEE EEEEE

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Doing SLA Research with Implications for the ClassroomReconciling methodological demands and pedagogical applicability

Edited by Robert M. DeKeyser and Goretti Prieto BotanaUniversity of Maryland / University of Southern California

This book is unique in bringing together studies on instructed second language acquisition that focus on a common question: “What renders this research particu-

larly relevant to classroom applications, and what are the advantages, challenges, and potential pitfalls of the methodology adopted?” The empirical studies feature experimental, quasi-experimental and observational research in settings ranging from the classroom to the laboratory and CALL contexts. All contributors were asked to discuss issues of cost, ethics, participant avail-ability, experimental control, teacher collaboration, and student motivation, as well as the generalizability of findings to different kinds of educational contexts, languages, and structures.

This volume should be of interest to graduate students in second language research, practicing teachers who want some guidance to navigate the sometimes overwhelming array of publications, and to researchers who are planning studies on instructed second language learning or teaching and are looking to make principled decisions on which of the existing methodologies to adopt.

Contributions by: K. Bardovi-Harlig, S. Mossman & Y. Su; L. Collins & J. White; R.M. DeKeyser & G. Prieto Botana; A. Juffs; R.P. Leow, L. Cerezo, A. Caras & G. Cruz; H. Nassaji; G. Prieto Botana & R.M. DeKeyser; M. Sato & S. Loewen; N. Shintani; N. Spada.


Domains and Directions in the Development of TBLTA decade of plenaries from the international conference

Edited by Martin BygateLancaster University

This volume brings together contemporary position statements and research reviews which were originally presented as Plenary Addresses to the Biennial International Conference on Task-Based Language Teaching, between 2005 and 2013. It thus assembles up-to-date reflections, critiques, and recommendations from influential researchers working within the TBLT paradigm over the last 30 years, thereby also highlighting most of the major theoretical perspectives so far developed. While the ple-narists structured their chapters around their original presentations, they have been invited to update their thinking as they feel appropriate and in response to recent developments in the field. The collection thus offers representative and accessible coverage of a range

of approaches to the overall philosophy of TBLT, to the relationship between TBLT and the study of second language acquisition, and to the development and implementation of TBLT as a comprehensive approach to language education, curriculum, and pedagogy.

Contributions by: M. Bygate; H. Byrnes; R. Ellis; M. Long; K. McDonough; B.A. Mohan, T. Slater, G.H. Beckett & E. Tong; J.M. Norris; L. Ortega & M. González-Lloret; P. Robinson; V. Samuda; P. Skehan; K. Van den Branden.

[Task-Based Language Teaching, 8] 2015. xxiv, 325 pp.Hb 978 90 272 0731 9 eur 99.00 / usd 149.00e-inst 978 90 272 6782 5 eur 99.00 / usd 149.00pb 978 90 272 0732 6 eur 33.00 / usd 49.95e-priv 978 90 272 6782 5 eur 99.00 / usd 49.95

A Dynamic Approach to Second Language DevelopmentMethods and techniques

Edited by Marjolijn H. Verspoor, Kees de Bot and Wander LowieUniversity of Groningen

Dynamic systems theory, a general theory of change and development, offers a new way to study first and second language development and requires a new set of tools for analysis of empirical data. After a brief introduction to the theory, this book, co-authored by several lead-ing scholars in the field, concentrates on tools and techniques recently developed to analyze language data from a dynamic perspective. The chapters deal with the general thoughts and reasoning behind coding data, analyzing vari-ability, discovering interacting variables and

modeling. The accompanying How to sections give step-by-step instruc-tions to using macros to speed up the coding, creating a dedicated lexical profile, making min-max graphs, testing for significance in single case studies by running simulations, and modeling. Example files and data sets are available on the accompanying website (http://dx.doi.org/10.1075/lllt.29.website ). Although the focus is on second language development, the tools are applicable to a wide range of phenomena in applied linguis-tics.

Contributions by: K. de Bot; K. de Bot & D. Larsen-Freeman; K. de Bot, W. Lowie & M.H. Verspoor; M. van Dijk, M. Verspoor & W. Lowie; W. Lowie, T. Caspi, P. van Geert & H. Steenbeek; M.S. Schmid, M. Verspoor & B. MacWhinney; M. Verspoor & H. Behrens; M. Verspoor & M. van Dijk; M. Verspoor, W. Lowie, P. van Geert, M. van Dijk & M.S. Schmid.


Experimental Methods in Language Acquisition ResearchEdited by Elma Blom and Sharon UnsworthUniversity of Amsterdam / Utrecht University

Experimental Methods in Language Acquisition Research provides students and research-ers interested in language acquisition with comprehensible and practical information on the most frequently used methods in language acquisition research. It includes contributions on first and child/adult second language learn-ers, language-impaired children, and on the ac-quisition of both spoken and signed language. Part I discusses specific experimental methods, explaining the rationale behind each one, and providing an overview of potential participants,

the procedure and data-analysis, as well as advantages and disadvan-tages and dos and don’ts. Part II focuses on comparisons across groups, addressing the theoretical, applied and methodological issues involved in such comparative work. This book will not only be of use to advanced undergraduate and postgraduate students, but also to any scholars wish-ing to learn more about a particular research method. It is suitable as a textbook in postgraduate programs in the fields of linguistics, education and psychology.

Contributions by: A. Baker & B. van den Bogaerde; S. Eisenbeiss; J.H. Hulstijn; E.K. Johnson & T.S. Zamuner; T. Marinis; J. Paradis; L. Pearl; H. Quene; J. Rispens & E. Krikhaar; C. Schmitt & K. Miller; J. Sedivy; A. Sorace; S. Unsworth & E. Blom.

[Language Learning & Language Teaching, 27] 2010. vii, 292 pp.Hb 978 90 272 1996 1 eur 105.00 / usd 158.00e-inst 978 90 272 8795 3 eur 105.00 / usd 158.00pb 978 90 272 1997 8 eur 36.00 / usd 54.00e-priv 978 90 272 8795 3 eur 105.00 / usd 54.00EEEEEEE EEEE

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A Dynamic Approach to Second Language DevelopmentMethods and techniques

Edited by Marjolijn H. Verspoor, Kees de Bot and Wander LowieUniversity of Groningen

Dynamic systems theory, a general theory of change and development, offers a new way to study first and second language development and requires a new set of tools for analysis of empirical data. After a brief introduction to the theory, this book, co-authored by several lead-ing scholars in the field, concentrates on tools and techniques recently developed to analyze language data from a dynamic perspective. The chapters deal with the general thoughts and reasoning behind coding data, analyzing vari-ability, discovering interacting variables and

modeling. The accompanying How to sections give step-by-step instruc-tions to using macros to speed up the coding, creating a dedicated lexical profile, making min-max graphs, testing for significance in single case studies by running simulations, and modeling. Example files and data sets are available on the accompanying website (http://dx.doi.org/10.1075/lllt.29.website ). Although the focus is on second language development, the tools are applicable to a wide range of phenomena in applied linguis-tics.

Contributions by: K. de Bot; K. de Bot & D. Larsen-Freeman; K. de Bot, W. Lowie & M.H. Verspoor; M. van Dijk, M. Verspoor & W. Lowie; W. Lowie, T. Caspi, P. van Geert & H. Steenbeek; M.S. Schmid, M. Verspoor & B. MacWhinney; M. Verspoor & H. Behrens; M. Verspoor & M. van Dijk; M. Verspoor, W. Lowie, P. van Geert, M. van Dijk & M.S. Schmid.


Experimental Methods in Language Acquisition ResearchEdited by Elma Blom and Sharon UnsworthUniversity of Amsterdam / Utrecht University

Experimental Methods in Language Acquisition Research provides students and research-ers interested in language acquisition with comprehensible and practical information on the most frequently used methods in language acquisition research. It includes contributions on first and child/adult second language learn-ers, language-impaired children, and on the ac-quisition of both spoken and signed language. Part I discusses specific experimental methods, explaining the rationale behind each one, and providing an overview of potential participants,

the procedure and data-analysis, as well as advantages and disadvan-tages and dos and don’ts. Part II focuses on comparisons across groups, addressing the theoretical, applied and methodological issues involved in such comparative work. This book will not only be of use to advanced undergraduate and postgraduate students, but also to any scholars wish-ing to learn more about a particular research method. It is suitable as a textbook in postgraduate programs in the fields of linguistics, education and psychology.

Contributions by: A. Baker & B. van den Bogaerde; S. Eisenbeiss; J.H. Hulstijn; E.K. Johnson & T.S. Zamuner; T. Marinis; J. Paradis; L. Pearl; H. Quene; J. Rispens & E. Krikhaar; C. Schmitt & K. Miller; J. Sedivy; A. Sorace; S. Unsworth & E. Blom.


Growing Old with Two LanguagesEffects of Bilingualism on Cognitive Aging

Edited by Ellen Bialystok and Margot D. SullivanYork University, Toronto

This collection brings together two areas of research that are currently receiving great attention in both scientific and public spheres: cogni-tive aging and bilingualism. With ongoing media focus on the aging population and the need for activities to forestall cognitive decline, experiences that appear effective in maintaining functioning are of great interest. One such experience is lifelong bilingualism. Moreover, research into the cognitive effects of bilingualism has increased dramatically in the past decade, making it an exciting area of study. This volume combines these issues and presents the most recent research and thinking into the effects of bilingualism on cognitive decline in aging. The contributors are all leading scholars in their field. The result is a state-of-the art collection on the effect of bilingualism on cognition in older populations for both healthy aging and aging with dementia. The papers will be of interest to researchers, students, and health professionals.

Contributions by: T.H. Bak; H.K. Blumenfeld, S.R. Schroeder, S.C. Bobb, M.R. Freeman & V. Marian; A. Chauvin, H.D. Duncan & N.A. Phillips; F.I.M. Craik; B.T. Gold; E. Higby & L.K. Obler; I. Ivanova, M. Murillo, R.I. Montoya & T.H. Gollan; M. Keijzer & M.S. Schmid; J.K. Ljungberg, P. Hansson, R. Adolfsson & L. Nilsson; E. Rossi & M. Diaz; M.D. Sullivan & E. Bialystok; M.D. Sullivan, Y. Prescott, D. Goldberg & E. Bialystok; D. Titone, J. Gullifer, S. Subramaniapillai, N. Rajah & S. Baum.

[Studies in Bilingualism, 53] 2017. vi, 304 pp.Hb 978 90 272 4195 5 eur 99.00 / usd 149.00e-inst 978 90 272 6539 5 eur 99.00 / usd 149.00pb 978 90 272 4196 2 eur 36.00 / usd 54.00e-priv 978 90 272 6539 5 eur 99.00 / usd 54.00EEEEEEE EEEE

Heritage LanguagesA language contact approach

Suzanne Aalberse, Ad Backus and Pieter MuyskenUniversity of Amsterdam / Tilburg University / Radboud University Nijmegen

Heritage languages, such as the Turkish varieties spoken in Berlin or the Spanish used in Los Angeles, are non-dominant languages, often with little prestige. Their speakers also speak the dominant language of the country they live in. Often heritage languages undergo changes due to their special status. They have received a lot of scholarly atten-tion and provide a link between academic concerns and educational issues. This book takes a lan-guage contact perspective: we consider heritage languages from the perspective of their history, their structural properties, and their interaction with other surrounding languages.

[Studies in Bilingualism, 58] 2019. xix, 302 pp.Hb 978 90 272 0471 4 eur 99.00 / usd 149.00e-inst 978 90 272 6176 2 eur 99.00 / usd 149.00pb 978 90 272 0470 7 eur 36.00 / usd 54.00e-priv 978 90 272 6176 2 eur 99.00 / usd 54.00EEEEEEE EEEE

Hispanic Contact LinguisticsTheoretical, methodological and empirical perspectives

Edited by Luis A. Ortiz López, Rosa E. Guzzardo Tamargo and Melvin González-RiveraUniversity of Puerto Rico

This volume comprises cutting edge research on language contact and change. The chapters present a wide scope of settings in which Span-ish is in contact with other languages, such as Catalan, English, and Quechua; a large breadth of geographical areas (e.g., United States, Puerto Rico, Colombia, Brazil, Argentina); and varied participant groups, ranging from dialect contacts, second-language learners and heritage speakers to balanced bilinguals and code-switchers. Taken together, the chapters provide rich empirical descriptions of data pertaining to different levels of language, diverse – naturalistic and experi-mental – methodological approaches to data collection, as well as theoretical implications of the findings. The interdisciplinary perspective adopted by the authors contributes to the linguistic analysis and offers important insights into theoretical linguistics in general, and into theories of sociolinguistics, language variation, bilingualism, and second language acquisition.

Contributions by: C. Corbett, J. Reyes & L. Sayahi; A. Enrique-Arias & B.M. Guerrero; A. Jiménez-Gaspar, A. Pires & P. Guijarro-Fuentes; J.M. Lipski; J.C. López Otero & A. Cuza-Blanco; Z. McManmon; J. Michnowicz & A. Hyler; L.A. Ortiz López, R.E. Guzzardo Tamargo & M. González-Rivera; L.A. Ortiz López & C. Martínez Pedraza; A. de Prada Pérez; B.M.A. Rogers & C.A. Klee; D. Salcedo Arnaiz; S. Sessarego; D. Winford.

[Issues in Hispanic and Lusophone Linguistics, 22] 2020. vii, 336 pp.Hb 978 90 272 0475 2 eur 105.00 / usd 158.00e-book 978 90 272 6171 7 eur 105.00 / usd 158.00EEEEEEEE EEEEEEEE EEEEEEEEEE EEEE

How Metaphors Guide, Teach and Popularize ScienceEdited by Anke Beger and Thomas H. SmithEuropa-Universität Flensburg / Independent Researcher

Metaphors are essential to sci-entists themselves and strongly influence science communica-tion. Through careful analyses of metaphors actually used in science texts, recordings, and videos, this book explores the essential func-tions of conceptual metaphor in the conduct of science, teaching of science, and how scientific ideas are promoted and popularized. With an accessible introduction to theory and method this book prepares scientists, science teachers, and science writers to take advantage of recent shifts in metaphor theories and methods. Metaphor specialists will find theoretical issues explored in studies of bacteriology, cell reproduction, marine biology, physics, brain function and social psychology. We see the degree of conscious or intentional use of metaphor in shaping our conceptual systems and constraining inferences. Metaphor sources include social structure, embodied experi-ence, abstract or mathematical formulations. The results are sometimes innovative hypotheses and robust conclusions; other times pedagogically useful, if inaccurate, stepping stones or, at worst, misleading fictions.

Contributions by: T.G. Amin; A. Beger; A. Beger & T.H. Smith; T.L. Brown; T.H. Smith; T.H. Smith & A. Beger; J.M. Ureña Gómez-Moreno; J.T. Williams Camus; B.B. von Wülfingen.

[Figurative Thought and Language, 6] 2020. vi, 318 pp. + indexHb 978 90 272 0507 0 eur 99.00 / usd 149.00e-book 978 90 272 6144 1 eur 99.00 / usd 149.00EEEEEEEE EEEE EEEEEEEEE EEE

How to do Linguistics with RData exploration and statistical analysis

Natalia LevshinaUniversité catholique de Louvain

This book provides a linguist with a statistical toolkit for exploration and analysis of linguistic data. It employs R, a free software environment for statistical computing, which is increasingly popular among linguists. How to do Linguistics with R: Data exploration and statistical analysis is unique in its scope, as it covers a wide range of classical and cutting-edge statistical methods, including different flavours of regression analysis and ANOVA, random forests and conditional inference trees, as well as specific linguistic approaches, among which are Behavioural Profiles, Vector Space Models and various measures of association between words and constructions. The statistical topics are presented comprehensively, but without too much technical detail, and illustrated with linguistic case studies that answer non-trivial research questions. The book also demonstrates how to visualize linguistic data with the help of attractive informative graphs, including the popular ggplot2 system and Google visualization tools.

This book has a companion website: http://doi.org/10.1075/z.195.website

2015. xi, 443 pp.Hb 978 90 272 1224 5 eur 105.00 / usd 158.00e-inst 978 90 272 6845 7 eur 105.00 / usd 158.00pb 978 90 272 1225 2 eur 36.00 / usd 54.00e-priv 978 90 272 6845 7 eur 105.00 / usd 54.00EEE EEEEE

New

New

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How to Use Corpora in Language TeachingEdited by John McH. Sinclair

After decades of being overlooked, corpus evidence is becoming an important component of the teach-ing and learning of languages. Above all, the profession needs guidance in the practicalities of using corpora, interpreting the results and applying them to the problems and opportu-nities of the classroom. This book is intensely practical, written mainly by a new generation of language teach-ers who are acknowledged experts in central aspects of the discipline. It

offers advice on what to do in the classroom, how to cope with teachers’ queries about language, what corpora to use includ-ing learner corpora and spoken corpora and how to handle the variability of language; it reports on some current research and explains how the access software is constructed, including an opportunity for the practitioner to write small but useful pro-grams; and it takes a look into the future of corpora in language teaching.

Contributions by: M. Barlow; S. Bernardini; S. Conrad; P. Danielsson; A. Mauranen; N. Nesselhauf; L.A.S. Pereira; P. Pérez-Paredes; U. Römer; J.M. Sinclair; G. Tankó; A.B.M. Tsui.

[Studies in Corpus Linguistics, 12] 2004. viii, 308 pp.Hb 978 1 58811 490 7 usd 143.00e-inst 978 90 272 9557 6 eur 95.00 / usd 143.00pb 978 1 58811 491 4 usd 54.00e-priv 978 90 272 9557 6 eur 95.00 / usd 54.00EEEEE EEEE

Innovative Research and Practices in Second Language Acquisition and BilingualismEdited by John W. SchwieterWilfrid Laurier University

This volume brings together theo-retical perspectives and empirical studies in second language (L2) acquisition and bilingualism and discusses their implications for L2 pedagogy. The book is organized into three sections that focus on prominent linguistic and cogni-tive theories and together provide a compelling set of state-of-the-art works. Part I consists of studies that give rise to innovative applications

for second language teaching and learning and Part II discusses how findings from cognitive research can inform practices for L2 teaching and learning. Following these two sections, Part III provides a summative commentary of the theories explored in the volume along with suggestions for future research direc-tions. The book is intended to act as a valuable reference for scholars, applied linguists, specialists in pedagogy, language educators, and anyone wishing to gain an overview of current issues in SLA and bilingualism.

Contributions by: J. Barcroft; J. Behney & S.M. Gass; J. Bruhn de Garavito; A. Cuza-Blanco, R. Pérez-Tattam, E. Barajas, L. Miller & C. Sadowski; D.C. Friesen & E. Bialystok; S. Jarvis, M. O’Malley, L. Jing, J. Zhang, J. Hill, C. Chan & N. Sevostyanova; J. Lee; D. Long & J. Rothman; S. Perpiñán; N. Presson, C. Davy & B. MacWhinney; J.W. Schwieter & A. Ferreira; J.W. Schwieter & G. Klassen; G.L. Sunderman & E. Fancher; B. VanPatten; W. Wong.

[Language Learning & Language Teaching, 38] 2013. xiii, 335 pp.Hb 978 90 272 1317 4 eur 99.00 / usd 149.00e-inst 978 90 272 7166 2 eur 99.00 / usd 149.00pb 978 90 272 1318 1 eur 36.00 / usd 54.00e-priv 978 90 272 7166 2 eur 99.00 / usd 54.00EEEEEEE EEEE

Input-based Tasks in Foreign Language Instruction for Young LearnersNatsuko ShintaniUniversity of Auckland

The book examines how task-based language teaching (TBLT) can be carried out with young beginner learners in a foreign language context. It addresses how TBLT can be introduced and implemented in a difficult instructional context where tradition-al teaching approaches are entrenched. The book reports a study that examined how TBLT can be made to work in such a context. The study compares the effectiveness of TBLT and the traditional “present-practice-produce” (PPP) approach for teaching English to young beginner learn-ers in Japan. The TBLT researched in this study is unique as it employed input-based tasks rather than oral production tasks. The study shows that such tasks constitute an ideal means of inducting beginner learners into listening and processing English. It also shows that such tasks lead naturally to the learners trying to use the L2 in communication. It provides evidence to support the claim that TBLT promotes the kind of naturalistic interaction which is beneficial for the development of both interactional and linguistic competence. The book concludes with suggestions for how to implement TBLT in Japanese school contexts.

[Task-Based Language Teaching, 9] 2016. xi, 199 pp.Hb 978 90 272 0733 3 eur 95.00 / usd 143.00e-inst 978 90 272 6730 6 eur 95.00 / usd 143.00pb 978 90 272 0734 0 eur 33.00 / usd 49.95e-priv 978 90 272 6730 6 eur 95.00 / usd 49.95EEEEEE EEE

Interaction and Second Language DevelopmentA Vygotskian perspective

Rémi A. van CompernolleCarnegie Mellon University

This volume addresses the role of communicative interaction in driving various dimensions of second language development from the perspective of Vygotskian sociocultural psychology. Emphasiz-ing the dialectical relationship between the external-social world and individual mental functioning, the chapters delve into a wide range of topics illustrating how the social and the individual are united in interaction. Themes include psychological and human mediation, joint action, negotiation for meaning, the role of first language use, embodied and nonverbal behaviors, and interactional competencies. Theoreti-cal discussions and key concepts are reinforced and illustrated with detailed qualitative analyses of interaction in a variety of second language contexts. Each chapter also includes pedagogical recommendations. Supplemental materials or ‘data sessions’ that engage the readers with the themes presented in the book through sample analytic exercises are includ-ed, while videos have been made available online at: http://dx.doi.org/10.1075/lllt.44.video .

[Language Learning & Language Teaching, 44] 2015. xi, 215 pp.Hb 978 90 272 1330 3 eur 95.00 / usd 143.00e-inst 978 90 272 6769 6 eur 95.00 / usd 143.00pb 978 90 272 1331 0 eur 33.00 / usd 49.95e-priv 978 90 272 6769 6 eur 95.00 / usd 49.95EEEEEEE EEEE

Interactional Studies of Qualitative Research InterviewsEdited by Kathryn RoulstonUniversity of Georgia

Methodological accounts of research interviews find that how re-searchers use this tool in their work varies widely: there are many “ways” of interviewing. This edited collection unpacks the inter-actional dynamics of qualitative research interviews from studies conducted in education, second language acquisition, applied lin-guistics and disability studies from scholars in the UK, USA, Italy, Portugal and Korea. These studies explore the interactional details of how the identities of researchers and their participants matter for the generation of interview data, as well as the kinds of dis-cursive resources and social actions that occur in tandem with the production of data for research projects. Given the widespread use of qualitative interviews for social research, this book provides a robust contribution to what Tim Rapley has called the “social studies of interviewing.” This book is relevant to audiences across disciplines who use the interview as a primary research method.

Contributions by: B.A. Herron; H. Jung; E.M. Pope; T. Rapley; C.A. Rodrigues de Almeida; K. Roulston; S.A. Shelton; R.A. Smith; A. Snyder Ohta & M.T. Prior; D. Veronesi; V. Williams.

2019. xviii, 330 pp.Hb 978 90 272 0222 2 eur 99.00 / usd 149.00e-book 978 90 272 6290 5 eur 99.00 / usd 149.00EEE EEEEE

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Input-based Tasks in Foreign Language Instruction for Young LearnersNatsuko ShintaniUniversity of Auckland

The book examines how task-based language teaching (TBLT) can be carried out with young beginner learners in a foreign language context. It addresses how TBLT can be introduced and implemented in a difficult instructional context where tradition-al teaching approaches are entrenched. The book reports a study that examined how TBLT can be made to work in such a context. The study compares the effectiveness of TBLT and the traditional “present-practice-produce” (PPP) approach for teaching English to young beginner learn-ers in Japan. The TBLT researched in this study is unique as it employed input-based tasks rather than oral production tasks. The study shows that such tasks constitute an ideal means of inducting beginner learners into listening and processing English. It also shows that such tasks lead naturally to the learners trying to use the L2 in communication. It provides evidence to support the claim that TBLT promotes the kind of naturalistic interaction which is beneficial for the development of both interactional and linguistic competence. The book concludes with suggestions for how to implement TBLT in Japanese school contexts.


Interaction and Second Language DevelopmentA Vygotskian perspective

Rémi A. van CompernolleCarnegie Mellon University

This volume addresses the role of communicative interaction in driving various dimensions of second language development from the perspective of Vygotskian sociocultural psychology. Emphasiz-ing the dialectical relationship between the external-social world and individual mental functioning, the chapters delve into a wide range of topics illustrating how the social and the individual are united in interaction. Themes include psychological and human mediation, joint action, negotiation for meaning, the role of first language use, embodied and nonverbal behaviors, and interactional competencies. Theoreti-cal discussions and key concepts are reinforced and illustrated with detailed qualitative analyses of interaction in a variety of second language contexts. Each chapter also includes pedagogical recommendations. Supplemental materials or ‘data sessions’ that engage the readers with the themes presented in the book through sample analytic exercises are includ-ed, while videos have been made available online at: http://dx.doi.org/10.1075/lllt.44.video .


Interactional Studies of Qualitative Research InterviewsEdited by Kathryn RoulstonUniversity of Georgia

Methodological accounts of research interviews find that how re-searchers use this tool in their work varies widely: there are many “ways” of interviewing. This edited collection unpacks the inter-actional dynamics of qualitative research interviews from studies conducted in education, second language acquisition, applied lin-guistics and disability studies from scholars in the UK, USA, Italy, Portugal and Korea. These studies explore the interactional details of how the identities of researchers and their participants matter for the generation of interview data, as well as the kinds of dis-cursive resources and social actions that occur in tandem with the production of data for research projects. Given the widespread use of qualitative interviews for social research, this book provides a robust contribution to what Tim Rapley has called the “social studies of interviewing.” This book is relevant to audiences across disciplines who use the interview as a primary research method.

Contributions by: B.A. Herron; H. Jung; E.M. Pope; T. Rapley; C.A. Rodrigues de Almeida; K. Roulston; S.A. Shelton; R.A. Smith; A. Snyder Ohta & M.T. Prior; D. Veronesi; V. Williams.

2019. xviii, 330 pp.Hb 978 90 272 0222 2 eur 99.00 / usd 149.00e-book 978 90 272 6290 5 eur 99.00 / usd 149.00EEE EEEEE

Intercultural Experience in NarrativeExpatriate stories from a multicultural workplace

Michał WilczewskiUniversity of Warsaw

This book systematically investigates inter-cultural experiences of Polish managers and specialists delegated by their multinational company (MNC) on an international assignment to China. The book employs narrative inquiry to explore language, intercultural communication, collaboration, learning, and expatriate adjustment in the MNC. This approach offers new insights into intercultural experiences, communication, and cultural challenges faced by an under-researched group of professionals exposed to intensive collaborations with the local managers and employees. The findings also illustrate how the expatriates learned to better navigate the multicultural and multi-lingual business context and what factors facilitated and inhibited their learning and adjustment. Encouraging the qualitative, context-sensitive examination of expatriate-local personnel interactions, the book will be an invaluable source for scholars and practitioners interested in, among others, novel approaches to investigating language and intercultural communication in international business, cross-cultural manage-ment, qualitative cross-cultural research, as well as for lecturers and students inter-ested in Central Europe and China.

[Studies in Narrative, 26] 2019. xix, 325 pp.Hb 978 90 272 0452 3 eur 99.00 / usd 149.00e-book 978 90 272 6183 0 eur 99.00 / usd 149.00EEEEE EEEE

InterlanguageForty years later

Edited by ZhaoHong Han and Elaine TaroneColumbia University / University of Minnesota

Few works in the field of second language acquisition (SLA) can endure multiple reads, but Selinker’s (1972) “Interlan-guage” is a clear exception. Written at the inception of the field, this paper delineates a disciplinary scope; asks penetrat-ing questions; advances daring hypotheses; and proposes a first-ever conceptual and empirical framework that continues to stimulate SLA research. Sparked by a heightened interest in this founding text on its 40th anniversary, 10 leaders in their respective fields of SLA research collectively examine extrapolations of the seminal text for the past, the present, and the future of SLA research. This book offers a rare resource for novices and experts alike in and beyond the field of SLA.

Contributions by: K. Bardovi-Harlig; S.M. Gass & C. Polio; Z. Han; Z. Han & E. Tarone; D. Larsen-Freeman; S.A. Montrul; T. Odlin; L. Ortega; L. Selinker; E. Tarone; B. VanPatten.


The Internal Context of Bilingual ProcessingJohn Truscott and Michael Sharwood SmithNational Tsing Hua University / Heriot-Watt University and the University of Edinburgh

This book offers a broad-based account of bilingual process-ing, drawing on research findings and current thinking from various domains across cognitive science. The theoretical approach adopted is the Modular Cognition Framework in which language processing is characterized as an interaction between dedicated linguistic systems and the other modules of the human mind. The latter provide the ‘internal context’ of bilingual processing. This internal context involves goals, value, emotion, self, and representations of the external context. The book combines all these elements into a coher-ent picture of the bilingual’s internal context and the way it shapes processing. It then shows how some central concepts in cognitive science and bilingualism fit in with – and follow from – this view. These concepts include working memory, consciousness, attention, effort, codeswitching, and the possible cognitive benefits of being bilingual. The book should be of interest to professionals in the field as well as postgraduate students and advanced undergraduates.

[Bilingual Processing and Acquisition, 8] 2019. xv, 327 pp.Hb 978 90 272 0400 4 eur 99.00 / usd 149.00e-book 978 90 272 6215 8 eur 99.00 / usd 149.00EEEEE EEE

Introduction to Discourse StudiesNew edition

Jan Renkema and Christoph SchubertUniversity of Tilburg / University of Vechta

This new edition of Introduction to Discourse Studies (IDS) is a thoroughly revised and updated version of this successful textbook, which has been published in four languages and has become a must-read for anyone interested in the analysis of texts and discourses. Supported by an international advisory board of 14 leading experts, it deals with all main subdomains in discourse studies, from pragmatics to cognitive linguistics, from critical discourse analysis to stylistics, and many more. The book approaches major issues in this field from the Anglo-American and European as well as the Asian traditions. It provides an ‘academic toolkit’ for future courses on discourse studies and serves as a stepping stone to the independent study of professional literature. The chapters are subdivided in modular sections that can be studied separately. The pedagogical objectives are further supported by

• over 500 index entries covering frequently used concepts that are accurately defined with examples throughout the text;

• more than 150 test-yourself questions, all elaborately answered, which are ideal for self-study;

• nearly 100 assignments that provide ample material for lecturers to focus on specific topics in their courses.

2018. xv, 453 pp.Hb 978 90 272 0195 9 eur 99.00 / usd 149.00e-inst 978 90 272 6310 0 eur 99.00 / usd 149.00pb 978 90 272 0196 6 eur 36.00 / usd 54.00e-priv 978 90 272 6310 0 eur 99.00 / usd 54.00EEE EEEEE

A Language Management Approach to Language ProblemsIntegrating macro and micro dimensions

Edited by Goro Christoph Kimura and Lisa FairbrotherSophia University

In recent years there has been increased interest in examining the treatment of language problems across different levels of society, ranging from individual interaction-al issues to language policy and planning at the national or supra-national level. Among the various approaches proposed to tackle this issue, Language Management Theory (LMT) provides a framework to address behaviour towards language problems on different levels explicitly and comprehen-sively. Using LMT as a unifying theoretical concept, this volume examines the links between micro and macro dimensions through the analysis of a variety of language problems. This body of work illustrates that the LMT framework is able to show the connection between these dimensions clearly, especially when combined with a conceptualization of the micro and macro dimen-sions as a continuum of intertwining elements. This volume will appeal to readers interested in individual management in discourse as well as those interested in language policy and planning.

Contributions by: H. Aikawa; V. Dovalil; L. Fairbrother; L. Fairbrother & G.C. Kimura; S.K. Fan; B.H. Jernudd; G.C. Kimura; G.C. Kimura & L. Fairbrother; M. Prošek; J. Saruhashi; T. Sherman; H. Takahashi; K. Takeda & H. Aikawa.

[Studies in World Language Problems, 7] 2020. vii, 267 pp. + indexHb 978 90 272 0547 6 eur 99.00 / usd 149.00e-book 978 90 272 6126 7 eur 99.00 / usd 149.00EEEEEEEE EEEE EEEEEEEEE EEE

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Language Processing in Advanced Learners of EnglishA multi-method approach to collocation based on corpus linguistic and experimental data

Marco SchilkUniversity of Hildesheim

The production and processing of collocations and formulaic lan-guage is a field of growing interest in corpus linguistics and experi-mental psycholinguistics. In the past this fascinating field at the in-terface of grammar and the lexicon has been mainly studied based on English native speakers, while re-search focusing on second language speakers and language learners has been comparatively rare. This book proposes an integration of corpus-

based and experimental methods by analysing language processing of collocation by advanced learners of English. In using corpus-derived collocational stimuli of native-like and learner-typical language use in an experimental setting, it shows how advanced German L1 learners of English process native-like collocations, L1-based interferences and non-collo-cating lexical combinations. This book is of interest to anyone interested in the psycholinguistic validity of collocation from a bilingual point of view, as it explores methods of tracking collocational processing of speakers working with different sets of ‘collocational preferences’.

[Bilingual Processing and Acquisition, 9] 2020. xvii, 290 pp. + indexHb 978 90 272 0540 7 eur 99.00 / usd 149.00e-book 978 90 272 6134 2 eur 99.00 / usd 149.00EEEEEEEE EEEE EEEEEEEEE EEE

Language Proficiency in Native and Non-native SpeakersTheory and research

Jan H. HulstijnUniversity of Amsterdam

This book, written for both seasoned and novice research-ers, presents a theory of what is called Basic and Higher Language Cognition (BLC and HLC), a theory aimed at making some fundamental issues concerning first and second language learn-ing and bilingualism (more) em-pirical. The first part of the book provides background for and explication of the theory as well as an agenda for future research,

while the second part reports on selected studies of language proficiency in native speakers, as well as non-native speakers, and studies of the relationship between literacy in a first and second language. Conceptual and methodological problems in measuring language proficiency in research on second language acquisition and bilingualism are also discussed. Further, the notion of levels of language proficiency, as ren-dered by the Common European Framework of Reference for Languages (CEFR), is critically examined, suggesting ways of empirically investigating a number of questions that the CEFR raises but is not capable of answering.


Learner Corpora and Language TeachingEdited by Sandra Götz and Joybrato MukherjeeJustus Liebig University Giessen

While native corpora and corpus linguistic tools and methods have been used and applied for quite some time in the development of learning and teaching materials, learner corpora are only just begin-ning to impact the field of language teaching, testing and assessment. This volume helps to close this still existing gap and highlights the great potential of learner corpus research for language pedagogy by presenting a selection of 11 original studies on learner corpora, con-ducted by established experts as well as by excellent young research-ers. The papers included in the volume present new corpora and methods; studies on written as well as spoken learner corpora and on using data-driven learning scenarios in the classroom.

All papers include sections on practical and concrete language-pedagogical applications. This volume will be of significant interest to researchers working in corpus linguistics, learner cor-pus research, second language acquisition and English for Academic and Specific Purposes, as well to language teachers and materials developers.

Contributions by: M. Abe; A. Biel; M. Callies; M. D’Arienzo; D. Gablasova, V. Brezina & T. McEnery; T. Gráf; S. Götz & J. Mukherjee; K. Puga; P. Pérez-Paredes & M.B. Díez-Bedmar; A. Rosen; O. Vinogradova; L. Wiemeyer.

[Studies in Corpus Linguistics, 92] 2019. vi, 267 pp.Hb 978 90 272 0236 9 eur 99.00 / usd 149.00e-book 978 90 272 6282 0 eur 99.00 / usd 149.00EEEEE EEEE

Learning Language through Task RepetitionEdited by Martin BygateUniversity of Lancaster

After more than 20 years of research, this is the first book-length treatment of second language task repetition – the repetition of encounters with a task that involve re-using the same content with the same overall purpose. The topic links task performance with the growing mastery of both the task and of relevant language, and constitutes a site with special potential to promote learning within and across language lessons, and for preparing students for assess-ment and of course real-world language performance. The volume assembles chapters that complement each other in interesting ways: significant background reviews, studies of patterns of change across task repetition iterations, and reports on the use and nature of task repetition in language classes in on-going programmes. Contributors draw on a variety of interpretive frameworks and report from a range of language educational con-texts. The volume will be of interest to language researchers, teacher educators, teachers, and students, as well as others interested in the contribution of task repetition to learning.

Contributions by: S. Aubrey; M. Bygate; R.M. DeKeyser; X. Hu; N. de Jong & P. Tillman; Y. Kim, S.A. Crossley, Y. Jung, K. Kyle & S. Kang; E. Kobayashi & M. Kobayashi; D. Larsen-Freeman; T. Lynch; R. Nitta & K. Baba; C. Sheppard & R. Ellis; N. Shintani; Z. Wang & G. Chen.

[Task-Based Language Teaching, 11] 2018. x, 334 pp.Hb 978 90 272 0113 3 eur 99.00 / usd 149.00e-inst 978 90 272 6378 0 eur 99.00 / usd 149.00pb 978 90 272 0114 0 eur 36.00 / usd 54.00e-priv 978 90 272 6378 0 eur 99.00 / usd 54.00EEEEEE EEEE

Learning the Language of DentistryDisciplinary corpora in the teaching of English for Specific Academic Purposes

Peter Crosthwaite and Lisa CheungUniversity of Queensland / The University of Hong Kong

This book explores the affordances of disciplinary corpora for the teaching and learning of the language of dentistry, within the field of English for Specific Academic Purposes (ESAP). We extract disciplin-ary register features and vocabulary from three key genres of the dentistry discipline (published experimental research articles, case reports, and novice/professional research reports within the Dental Public Health domain), before integrating these features into ESAP pedagogy in the form of corpus-based ESAP materials that promote student-led direct engagement with disciplinary corpora – an approach known as ‘data-driven learning’. This book is a timely and relevant addi-tion to the field of corpus linguistics and ESAP, and is especially targeted at ESAP professionals who are required to teach disciplinary discourses but who may struggle to know what to teach as non-experts of the target discipline.

[Studies in Corpus Linguistics, 93] 2019. xiv, 222 pp.Hb 978 90 272 0427 1 eur 99.00 / usd 149.00e-book 978 90 272 6198 4 eur 99.00 / usd 149.00EEEEE EEEE

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New course book

Learner Corpora and Language TeachingEdited by Sandra Götz and Joybrato MukherjeeJustus Liebig University Giessen

While native corpora and corpus linguistic tools and methods have been used and applied for quite some time in the development of learning and teaching materials, learner corpora are only just begin-ning to impact the field of language teaching, testing and assessment. This volume helps to close this still existing gap and highlights the great potential of learner corpus research for language pedagogy by presenting a selection of 11 original studies on learner corpora, con-ducted by established experts as well as by excellent young research-ers. The papers included in the volume present new corpora and methods; studies on written as well as spoken learner corpora and on using data-driven learning scenarios in the classroom.

All papers include sections on practical and concrete language-pedagogical applications. This volume will be of significant interest to researchers working in corpus linguistics, learner cor-pus research, second language acquisition and English for Academic and Specific Purposes, as well to language teachers and materials developers.

Contributions by: M. Abe; A. Biel; M. Callies; M. D’Arienzo; D. Gablasova, V. Brezina & T. McEnery; T. Gráf; S. Götz & J. Mukherjee; K. Puga; P. Pérez-Paredes & M.B. Díez-Bedmar; A. Rosen; O. Vinogradova; L. Wiemeyer.

[Studies in Corpus Linguistics, 92] 2019. vi, 267 pp.Hb 978 90 272 0236 9 eur 99.00 / usd 149.00e-book 978 90 272 6282 0 eur 99.00 / usd 149.00EEEEE EEEE

Learning Language through Task RepetitionEdited by Martin BygateUniversity of Lancaster

After more than 20 years of research, this is the first book-length treatment of second language task repetition – the repetition of encounters with a task that involve re-using the same content with the same overall purpose. The topic links task performance with the growing mastery of both the task and of relevant language, and constitutes a site with special potential to promote learning within and across language lessons, and for preparing students for assess-ment and of course real-world language performance. The volume assembles chapters that complement each other in interesting ways: significant background reviews, studies of patterns of change across task repetition iterations, and reports on the use and nature of task repetition in language classes in on-going programmes. Contributors draw on a variety of interpretive frameworks and report from a range of language educational con-texts. The volume will be of interest to language researchers, teacher educators, teachers, and students, as well as others interested in the contribution of task repetition to learning.

Contributions by: S. Aubrey; M. Bygate; R.M. DeKeyser; X. Hu; N. de Jong & P. Tillman; Y. Kim, S.A. Crossley, Y. Jung, K. Kyle & S. Kang; E. Kobayashi & M. Kobayashi; D. Larsen-Freeman; T. Lynch; R. Nitta & K. Baba; C. Sheppard & R. Ellis; N. Shintani; Z. Wang & G. Chen.


Learning the Language of DentistryDisciplinary corpora in the teaching of English for Specific Academic Purposes

Peter Crosthwaite and Lisa CheungUniversity of Queensland / The University of Hong Kong

This book explores the affordances of disciplinary corpora for the teaching and learning of the language of dentistry, within the field of English for Specific Academic Purposes (ESAP). We extract disciplin-ary register features and vocabulary from three key genres of the dentistry discipline (published experimental research articles, case reports, and novice/professional research reports within the Dental Public Health domain), before integrating these features into ESAP pedagogy in the form of corpus-based ESAP materials that promote student-led direct engagement with disciplinary corpora – an approach known as ‘data-driven learning’. This book is a timely and relevant addi-tion to the field of corpus linguistics and ESAP, and is especially targeted at ESAP professionals who are required to teach disciplinary discourses but who may struggle to know what to teach as non-experts of the target discipline.

[Studies in Corpus Linguistics, 93] 2019. xiv, 222 pp.Hb 978 90 272 0427 1 eur 99.00 / usd 149.00e-book 978 90 272 6198 4 eur 99.00 / usd 149.00EEEEE EEEE

Learning-to-Write and Writing-to-Learn in an Additional LanguageEdited by Rosa M. ManchónUniversity of Murcia

This book is a pioneer attempt to bridge the gap between the fields of second language acquisition (SLA) and second and foreign language (L2) writing. Its ultimate aim is to advance our understanding of written lan-guage learning by compiling a collection of theoretical meta-reflections and empirical studies that shed new light on two crucial dimensions of the theory and research in the field: first, the manner in which L2 users learn to express themselves in writing (the learning-to-write dimension), and, second, the manner in which the engagement in written output practice can contribute to de-veloping competences in an L2 (the writing-to-learn dimension). These two areas of disciplinary in-quiry have up until now developed separately: the learning-to-write dimension has been the corner-stone of L2 writing research, whereas the writing-to-learn one has been theorized and researched within SLA studies, hence the relevance of the book for exploring L2 writing-SLA interfaces.

Contributions by: H. Byrnes; S. Canagarajah; A. Cumming; J. Hedgcock & N. Lefkowitz; A. Hirvela; F. Hyland; K. Hyland; I. Leki; R.M. Manchón; R.M. Manchón & J.R.d. Larios; L. Ortega.


Lexical Input Processing and Vocabulary LearningJoe BarcroftWashington University in St. Louis

This book focuses on theory, research, and practice related to lexical input processing (lex-IP), an exciting field exploring how learners allocate their limited processing resources when exposed to words and lexical phrases in the input. Unit 1 specifies parameters of lex-IP research among other levels of input processing as well as key components (form, meaning, mapping) and contexts (incidental/intentional) of vocabulary learning. Unit 2 highlights theoretical advances, such as the type of process-ing – resource allocation (TOPRA) model, consistent with research on tasks (sentence writing, word copying, word retrieval) that learners may perform during vocabulary learning. Unit 3 highlights patterns in partial word form learning and input-based effects, including the value of increased exposure, drawbacks of presenting vocabulary in semantic sets, and advantages of input enhancement, particularly with regard to increasing talker, speaking-style, and speaking-rate variability in spoken input. The book unifies a range of research pertinent to lex-IP, summarizes theoretical and instructional implications, and proposes intriguing new directions for future research.


Linguistic Approaches to Portuguese as an Additional LanguageEdited by Karina Veronica Molsing, Cristina Becker Lopes Perna and Ana Maria Tramunt IbañosPontifical Catholic University of Rio Grande do Sul

This book includes a selection of theoretical and practical accounts of the acquisition of Portuguese from a broad range of linguistic perspectives. This collection is particularly appealing in the broad academic sphere of language acquisition due to the fact that there has yet to be one entirely dedicated to Portuguese as an Additional Language (PAL). This volume showcases the breadth of research being carried out on topics ranging from the acquisition of aspects from the main language modules (syntax, morphology, semantics, phonology, and pragmatics) to applied perspectives involving corpus-based approaches and experimental methodologies. Moreover, we present studies addressing a variety of learning contexts and learner types. The target audience includes researching scholars with a back-ground in second language acquisition studies interested in learning more about the acquisition of Portuguese as an Additional Language from linguistic perspectives.

Contributions by: C.L. Bonilla, E. Golonka, N.B. Pandža, J.A. Linck, E.B. Michael, M. Clark, A. Lancaster & D. Richardson; J. Cabrelli, M. Iverson, D. Giancaspro & B. Halloran González; T. Castro, J. Rothman & M. Westergaard; L. Corrêa Ferreira & D. de Almeida Oliveira; J. Elvin, D. Williams & P. Escudero; R. Ferraro; J. Fleck, M.R. Salaberry & H. Scutti Santos; J.A. Linck, M. Clark, C.L. Bonilla, E. Golonka, C.J. Doughty, T. Mecham & W. Burns; C. Martins & M. Pinharanda-Nunes; K.V. Molsing, C. Becker Lopes Perna & A.M. Tramunt Ibaños; L. Pereyron & U.K. Alves; B. Sommer-Farias.

[Issues in Hispanic and Lusophone Linguistics, 24] 2020. x, 297 pp. + indexHb 978 90 272 0500 1 eur 105.00 / usd 158.00e-book 978 90 272 6150 2 eur 105.00 / usd 158.00EEEEEEEE EEEEE EEEEEEEEEE EEEE

Linguistics for Intercultural EducationEdited by Fred Dervin and Anthony J. LiddicoatUniversity of Helsinki / University of South Australia

The issue of intercultural learn-ing has been tackled, amongst others, in the fields of educa-tion, language education and applied linguistics. In spite of the extensive literature on the subject, there is still much which needs to be done to address the ways in which linguistics itself can contribute to intercultural education. The 8 chapters by in-ternationally-renowned scholars highlight different ways of using it both in the classroom and in researching intercultural education. The following approaches are covered: Critical Discourse Analysis, Énonciation, Conversation Analysis and Pragmatics. The introduction to the volume also offers a useful and comprehensive survey of the debates around the polysemic notion of the ‘intercultural’. The book will appeal to an international readership of students, scholars and professionals across a wide range of disciplines, inter-ested in making intercultural education more effective.

Contributions by: J. Byrd Clark & S. Stratilaki; A.D. Cohen & J.M. Sykes; D. Cole & B. Meadows; F. Dervin & A.J. Liddicoat; M. Egli Cuenat & L. Bleichenbacher; L.A. Harbon & R. Moloney; T. McConachy; V. Trémion; Y.Y. Wang & J. Rendle-Short.


Lost in TransmissionThe role of attrition and input in heritage language development

Edited by Bernhard Brehmer and Jeanine Treffers-DallerUniversity of Greifswald / University of Reading

Heritage speakers are a fascinating group of bilinguals with a unique profile. Living abroad as immi-grants of the second generation, they speak the language of their own speech community (the heri-tage language) at home, and the societally dominant language in most other domains. What exactly they know about their heritage language continues to fascinate the research community as well as teachers and other practitioners working with this group. The different contributions cover a large variety of studies into heritage languages spoken in Europe and North America (includ-ing Chinese, Norwegian, Russian, Spanish and Turkish). The volume makes a key contribution to the description and explanation of variability in the outcomes of heritage language acquisition, taking into account a wide range of factors which impact on language acquisition. As compari-sons are frequently made with monolinguals and foreign language learners, the volume is also highly relevant for researchers working in monolingual language acquisition and foreign language learning and teaching.

Contributions by: S. Aalberse, S. Andringa, M. Faber & P. Lippe; M. Anderssen & M. Westergaard; M. Andreou, I. Dosi, D. Papadopoulou & I.M. Tsimpli; B. Brehmer & J. Treffers-Daller; J. Diebowski; D. Giancaspro; T. Karayayla; E. Krause; E. de Leeuw; E.G. Montanari, R. Abel, L. Tschudinovski & B. Graßer; S. Zhang.

[Studies in Bilingualism, 59] 2020. vii, 269 pp. + indexHb 978 90 272 0539 1 eur 99.00 / usd 149.00e-book 978 90 272 6135 9 eur 99.00 / usd 149.00EEEEEEEE EEEE EEEEEEEEEEE EEEE

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Making and Using Word Lists for Language Learning and TestingI.S.P. NationVictoria University of Wellington

Word lists lie at the heart of good vocabulary course design, the development of graded materials for extensive listen-ing and extensive reading, research on vocabulary load, and vocabulary test develop-ment. This book has been writ-ten for vocabulary researchers and curriculum designers to describe the factors they need to consider when they create

frequency-based word lists. These include the purpose for which the word list is to be used, the design of the corpus from which the list will be made, the unit of counting, and what should and should not be counted as words. The book draws on research to show the current state of knowledge of these factors and provides very practical guidelines for making word lists for language teaching and testing. The writer is well known for his work in the teaching and learning of vocabulary and in the creation of word lists and vocabulary size tests based on word lists.

Contributions by: T.N.Y. Dang & S. Webb; I.S.P. Nation, A. Coxhead, T.M. Chung & Quero; I.S.P. Nation & Kobeleva; I.S.P. Nation & Parent; I.S.P. Nation, Shin, & L.E. Grant; I.S.P. Nation & Sorell.

2016. xiv, 210 pp.Hb 978 90 272 1244 3 eur 95.00 / usd 143.00e-inst 978 90 272 6627 9 eur 95.00 / usd 143.00pb 978 90 272 1245 0 eur 33.00 / usd 49.95e-priv 978 90 272 6627 9 eur 95.00 / usd 49.95EEE EEEEE

Modeling World EnglishesAssessing the interplay of emancipation and globalization of ESL varieties

Edited by Sandra C. DeshorsMichigan State University

At a time when globalization and the advent of the internet have accelerated the spread and diversification of English varieties worldwide, this book provides a constructive assess-ment of the theoretical models that best account for the devel-opment and use of Englishes in the early 21st century. In this endeavor, the present book brings together cutting-edge contributions by leading schol-

ars who explore the notion of linguistic globalization based on a wide range of ESLs, EFLs and ELF, synchronic and diachronic data, different methodological approaches (corpus-based, sociolinguistic, ethnographic), and a variety of data resources (social media, multiplayer online games, journalistic data, GloWbE, Corpus of Historical Singapore English, thematic blogs). Collectively, these studies serve as a springboard for future research on the globalization of Englishes and they contribute to a timely and necessary scholarly conversation on what constitutes adequate theoretical models of World Englishes in the 21st century.

Contributions by: S. Buschfeld, A. Kautzsch & E.W. Schneider; S.C. Deshors; S.C. Deshors & G. Gilquin; A. Edwards; G. Gilquin; S.T. Gries, T. Bernaisch & B. Heller; S. Hackert; M. Hundt; M. Laitinen; C. Mair; B. van Rooy & H. Kruger; P. Siemund.

[Varieties of English Around the World, G61] 2018. x, 297 pp.Hb 978 90 272 0123 2 eur 99.00 / usd 149.00e-book 978 90 272 6370 4 eur 99.00 / usd 149.00EEEEEE EEEEE

Motivation and Foreign Language LearningFrom theory to practice

Edited by David Lasagabaster, Aintzane Doiz and Juan Manuel SierraUniversity of the Basque Country UPV/EHU

Motivation is a key aspect of second language learning. There is no doubt that abstract models are basic to gain theoretical insights into motivation; however, teachers and researchers demand comprehensible explanations for motivation that can help them to improve their everyday teaching and research. The aim of this book is to provide both theoretical insights and practical suggestions to improve motivation in the classroom. With this in mind, the book is divided into two sections: the first part includes innovative ideas regarding lan-guage learning motivation, whereas the second is focused on the relationship between different ap-proaches to foreign language learning – such as EFL (English as a foreign language), CLIL (Content and Language Integrated Learning) or immersion – and motivation. Both sections have an emphasis on pedagogical implications that are rooted in both theoretical and empirical work.

Contributions by: V. Busse; D. Coyle; A. Doiz, D. Lasagabaster & J.M. Sierra; Z. Dörnyei, C. Muir & Z. Ibrahim; A. Henry; M. Kubanyiova; D. Lasagabaster, A. Doiz & J.M. Sierra; F. Lorenzo; E. Ushioda.

[Language Learning & Language Teaching, 40] 2014. viii, 190 pp.Hb 978 90 272 1322 8 eur 95.00 / usd 143.00e-inst 978 90 272 6975 1 eur 95.00 / usd 143.00pb 978 90 272 1323 5 eur 33.00 / usd 49.95e-priv 978 90 272 6975 1 eur 95.00 / usd 49.95EEEEEEE EEEE

Narrative, Literacy and Other SkillsStudies in intervention

Edited by Edy Veneziano and Ageliki NicolopoulouParis Descartes University - CNRS / Lehigh University

In recent years, narrative skills have been receiving increasing attention from researchers for their relevance in the development of language, literacy and socio-cognitive abilities. This volume brings together studies focusing on two key issues in the development of children’s narrative skills. The first part of the Volume addresses the issue of the interrelatedness between narrative skills and literacy, language and socio-cognitive development, as well as of the impact of narrative practices on the promotion of these different skills. The second part of the Volume addresses the issue of how early interactional experiences, particular contextual settings and specific intervention procedures, can help children promote their narrative skills.The studies span a wide age range, from toddlers to late elementary school children, concern differ-ent languages (Dutch, English, French, German, Hebrew and Italian), and consider narrative skills and practices from a rich variety of theoretical and methodological approaches.

Contributions by: A. de Blauw, A. Baker & J. Rispens; C.B. Cates & A. Nicolopoulou; D.K. Dickinson, K.G. Hofer & B.L. Rivera; Y. Fine, D. Aram & M. Ziv; I. Grazzani, V. Ornaghi, A. Agliati, E. Brazzelli & M. Lucarelli; H.C. Kingston, J.S. Kim, M. Burkhauser, B. Mulimbi & D.M. Quinn; N. Kucirkova, D.J. Messer & K. Sheehy; H. Makdissi, A. Boisclair, P. Sirois, M. Baron & C.E. Sanchez Arce; K.E. Nelson & K.S. Khan; A. Nicolopoulou; K. Rohlfing, K. Nachtigäller, A. Berner & A. Foltz; S. Surrain, L. Duhaylongsod, R.L. Selman & C.E. Snow; E. Veneziano & A. Nicolopoulou; E. Veneziano & M. Plumet.


Palenquero and Spanish in ContactExploring the interface

John M. LipskiThe Pennsylvania State University

Bilingual speakers are normally aware of what language they are speaking or hearing; there is, however, no widely accepted consensus on the degree of lexical and morphosyntactic similarity that defines the psycholinguistic threshold of distinct languages. This book focuses on the Afro-Colombian creole language Palenquero, spoken in bilingual contact with its historical lexifier, Spanish. Although sharing largely cognate lexicons, the languages are in general not mutually intelligible. For example, Palenquero exhibits no adjective-noun or verb-subject agreement, uses pre-verbal tense-mood-aspect particles, and exhibits unbounded clause-final negation. The present study represents a first attempt at mapping the psycholinguistic boundaries between Spanish and Palenquero from the speakers’ own perspective, including traditional native Palenquero speakers, adult heritage speakers, and young native Spanish speakers who are acquiring Palenquero as a second language. The latter group also provides insights into the possible cognitive cost of “de-activating” Spanish morphological agreement as well as the relative efficiency of pre-verbal vs. clause-final negation. In this study, corpus-based analyses are combined with an array of interactive experimental techniques, demonstrating that externally-imposed classifications do not always correspond to speakers’ own partitioning of language usage in their communities.

[Contact Language Library, 56] 2020. xvii, 311 pp. + indexHb 978 90 272 0486 8 eur 105.00 / usd 158.00e-book 978 90 272 6163 2 eur 105.00 / usd 158.00EEEEEEEE EEEEE EEEEEEEEEE EEEE

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Motivation and Foreign Language LearningFrom theory to practice

Edited by David Lasagabaster, Aintzane Doiz and Juan Manuel SierraUniversity of the Basque Country UPV/EHU

Motivation is a key aspect of second language learning. There is no doubt that abstract models are basic to gain theoretical insights into motivation; however, teachers and researchers demand comprehensible explanations for motivation that can help them to improve their everyday teaching and research. The aim of this book is to provide both theoretical insights and practical suggestions to improve motivation in the classroom. With this in mind, the book is divided into two sections: the first part includes innovative ideas regarding lan-guage learning motivation, whereas the second is focused on the relationship between different ap-proaches to foreign language learning – such as EFL (English as a foreign language), CLIL (Content and Language Integrated Learning) or immersion – and motivation. Both sections have an emphasis on pedagogical implications that are rooted in both theoretical and empirical work.

Contributions by: V. Busse; D. Coyle; A. Doiz, D. Lasagabaster & J.M. Sierra; Z. Dörnyei, C. Muir & Z. Ibrahim; A. Henry; M. Kubanyiova; D. Lasagabaster, A. Doiz & J.M. Sierra; F. Lorenzo; E. Ushioda.


Narrative, Literacy and Other SkillsStudies in intervention

Edited by Edy Veneziano and Ageliki NicolopoulouParis Descartes University - CNRS / Lehigh University

In recent years, narrative skills have been receiving increasing attention from researchers for their relevance in the development of language, literacy and socio-cognitive abilities. This volume brings together studies focusing on two key issues in the development of children’s narrative skills. The first part of the Volume addresses the issue of the interrelatedness between narrative skills and literacy, language and socio-cognitive development, as well as of the impact of narrative practices on the promotion of these different skills. The second part of the Volume addresses the issue of how early interactional experiences, particular contextual settings and specific intervention procedures, can help children promote their narrative skills.The studies span a wide age range, from toddlers to late elementary school children, concern differ-ent languages (Dutch, English, French, German, Hebrew and Italian), and consider narrative skills and practices from a rich variety of theoretical and methodological approaches.

Contributions by: A. de Blauw, A. Baker & J. Rispens; C.B. Cates & A. Nicolopoulou; D.K. Dickinson, K.G. Hofer & B.L. Rivera; Y. Fine, D. Aram & M. Ziv; I. Grazzani, V. Ornaghi, A. Agliati, E. Brazzelli & M. Lucarelli; H.C. Kingston, J.S. Kim, M. Burkhauser, B. Mulimbi & D.M. Quinn; N. Kucirkova, D.J. Messer & K. Sheehy; H. Makdissi, A. Boisclair, P. Sirois, M. Baron & C.E. Sanchez Arce; K.E. Nelson & K.S. Khan; A. Nicolopoulou; K. Rohlfing, K. Nachtigäller, A. Berner & A. Foltz; S. Surrain, L. Duhaylongsod, R.L. Selman & C.E. Snow; E. Veneziano & A. Nicolopoulou; E. Veneziano & M. Plumet.


Palenquero and Spanish in ContactExploring the interface

John M. LipskiThe Pennsylvania State University

Bilingual speakers are normally aware of what language they are speaking or hearing; there is, however, no widely accepted consensus on the degree of lexical and morphosyntactic similarity that defines the psycholinguistic threshold of distinct languages. This book focuses on the Afro-Colombian creole language Palenquero, spoken in bilingual contact with its historical lexifier, Spanish. Although sharing largely cognate lexicons, the languages are in general not mutually intelligible. For example, Palenquero exhibits no adjective-noun or verb-subject agreement, uses pre-verbal tense-mood-aspect particles, and exhibits unbounded clause-final negation. The present study represents a first attempt at mapping the psycholinguistic boundaries between Spanish and Palenquero from the speakers’ own perspective, including traditional native Palenquero speakers, adult heritage speakers, and young native Spanish speakers who are acquiring Palenquero as a second language. The latter group also provides insights into the possible cognitive cost of “de-activating” Spanish morphological agreement as well as the relative efficiency of pre-verbal vs. clause-final negation. In this study, corpus-based analyses are combined with an array of interactive experimental techniques, demonstrating that externally-imposed classifications do not always correspond to speakers’ own partitioning of language usage in their communities.

[Contact Language Library, 56] 2020. xvii, 311 pp. + indexHb 978 90 272 0486 8 eur 105.00 / usd 158.00e-book 978 90 272 6163 2 eur 105.00 / usd 158.00EEEEEEEE EEEEE EEEEEEEEEE EEEE

Pedagogical GrammarCasey Keck and YouJin KimBoise State University / Georgia State University

This book provides a comprehensive overview of pedagogical grammar research and explores its implications for the teach-ing of grammar in second language classrooms. Drawing on several research domains (e.g., corpus linguistics, task-based language teaching) and a number of theoretical orientations (e.g., cognitive, sociocultural), the book proposes a framework for pedagogical grammar which brings together three major areas of inquiry: (1) descriptions of grammar in use, (2) descrip-tions of grammar acquisition processes, and (3) investigations of the relative effectiveness of different approaches to L2 grammar instruction. The book balances research and theory with practical discussions of the decisions that teachers must make on a daily basis, offering guidance in such areas as materials development, data-driven learning, task design, and classroom assessment.

2014. ix, 245 pp.Hb 978 90 272 1217 7 eur 95.00 / usd 143.00e-inst 978 90 272 6931 7 eur 95.00 / usd 143.00pb 978 90 272 1218 4 eur 33.00 / usd 49.95e-priv 978 90 272 6931 7 eur 95.00 / usd 49.95EEE EEEEE

Peer Interaction and Second Language LearningPedagogical potential and research agenda

Edited by Masatoshi Sato and Susan BallingerUniversidad Andres Bello / McGill University

This volume represents the first collection of empirical studies focusing on peer interaction for L2 learning. These studies aim to unveil the impact of mediating variables such as task type, mode of interaction, and social relationships on learners’ inter-actional behaviors and language development in this unique and pedagogically powerful learning context. To examine these issues, contributors employed quantitative, qualitative, and mixed-methods designs as well as cognitive, social, and socio-cognitive theoretical frameworks. The majority of the studies are classroom based and were conducted in a rich array of settings covering five continents and encompassing a wide range of learner L1s and target languages. These settings include second and foreign language classrooms from primary to university level, content-based programs, online contexts, and after-school programs. To span the divide between re-search and practice, each study includes a section suggesting pedagogical implications.

Contributions by: M. Baralt, L. Gurzynski-Weiss & Y. Kim; M. Bigelow & K.A. King; H. Choi & N. Iwashita; A.F. Dobao; A. Fujii, N. Ziegler & A. Mackey; M.d.P. García Mayo & A. Azkarai; S. Loewen & D. Wolff; M. Martin-Beltrán, P. Chen, N. Guzman & K.A. Merrills; K. McDonough, W.J. Crawford & J. De Vleeschauwer; K. Moranski & P.D. Toth; J. Philp; A. Rouhshad & N. Storch; M. Sato & S. Ballinger; M. Sato & P. Viveros; A.I. Young & D.J. Tedick.


Pronunciation FundamentalsEvidence-based perspectives for L2 teaching and research

Tracey M. Derwing and Murray J. MunroUniversity of Alberta / Simon Fraser University

The emergence of empirical approaches to L2 pronunciation research and teaching is a powerful fourth wave in the history of the field. Authored by two leading proponents of evidence-based instruction, this volume surveys both foundational and cutting-edge empirical work and pinpoints its ramifications for pedagogy. The authors begin by tracing the history of pronuncia-tion instruction and explicating L2 phonetic learning processes. Subsequent chapters explore the themes, strengths, and ethical problems of the field through the lens of the intelligibility principle. The importance of error gravity, and the need for assessment and individualized instruction are highlighted, and the role of L2 accents in social contexts is probed. Material readily available elsewhere has been omitted in favour of an emphasis on the how, why, and when of pronunciation instruction. Anyone with an interest in L2 pronunciation–especially graduate students, language teachers, and experienced researchers–will find much value in this indispensible resource.


Researching L2 Task Performance and PedagogyIn honour of Peter Skehan

Edited by Zhisheng (Edward) Wen and Mohammad Javad AhmadianMacao Polytechnic Institute / University of Leeds

This volume honours Peter Skehan’s landmark contributions to research in Task-Based Language Teaching. It offers state-of-the-art reviews as well as cutting-edge new research studies, all reflective of key theoretical and methodological issues in current research, such as the role and nature of task complexity and the distinct dimensions of L2 task performance. Collectively, these chapters celebrate Professor Skehan’s seminal influence on TBLT and second language acquisition research, and they bear witness to the sustained academic mentoring and collaboration that have character-ised his career. Contributed both by senior academics and more recent participants in SLA and TBLT research, the chapters variously explore conceptual frameworks and methodological insights on central issues in TBLT research, theoretical debates, innovative research paradigms and methodologies, as well as practical pedagogical proposals. The book provides a wide-ranging and balanced account of Skehan’s work and its impact on other researchers, serving as an introduction as well as a critical review for both seasoned and novice researchers and for interested practitioners.

Contributions by: M.J. Ahmadian & Z.(E.) Wen; G. Bui; Z. Dörnyei; R. Ellis; R. Erlam; C. Lambert; M.H. Long; B. MacWhinney; M.C. Michel, A. Révész, D. Shi & Y. Li; S. Sasayama & J.M. Norris; R.C. Souza Ferraz D’Ely, M.B. Mota & M. Bygate; P. Tavakoli; L. Wang & L.J. Zhang; Q. Wang & S. Li; J. Xing & S. Luo.

[Task-Based Language Teaching, 13] 2019. xxiii, 328 pp.Hb 978 90 272 0330 4 eur 99.00 / usd 149.00e-inst 978 90 272 6238 7 eur 99.00 / usd 149.00pb 978 90 272 0336 6 eur 36.00 / usd 54.00e-priv 978 90 272 6238 7 eur 99.00 / usd 54.00EEEEEE EEEE

Second Language Interaction in Diverse Educational ContextsEdited by Kim McDonough and Alison MackeyConcordia University / Georgetown University

This volume brings together empiri-cal research that explores interaction in a wide range of educational settings. It includes work that takes a cogni-tive, brain-based approach to studying interaction, as well as studies that take a social, contextual perspective. Interac-tion is defined quite broadly, with many chapters focusing on oral interaction as is typical in the field, while other chapters report work that involves interaction between learners and technology. Several studies describe the linguistic and discourse features of interaction between learners and their interlocutors, but others demonstrate how interaction can serve other purposes, such as to inform placement decisions. The chapters in the book collectively illustrate the diversity of contem-porary approaches to interaction research, investigating interactions with different interlocutors ( learner-learner, learner-teacher), in a variety of environments (classrooms, interactive testing environ-ments, conversation groups) and through different modalities (oral and written, face-to-face and technology-mediated).

Contributions by: M. Basterrechea & M.d.P. García Mayo; R. Batstone & J. Philp; J. Collentine & K. Collentine; R. Gilabert & J. Barón Parés; T. Heift; T. Isaacs; Y. Kim; A. Mackey, A. Fujii, S. Biesenbach-Lucas, H. Weger, N. Dolgova Jacobsen, L. Wright, J. Lake, K. Sondermann, K. Tagarelli, M. Tsujita, A. Watanabe, R. Abbuhl & K. Kim; K. McDonough & T.H. González; S. Sauro; E.J. Serafini; B. Smith & C. Renaud; E. Wagner & P.D. Toth; P. Winke; N. Ziegler, C.A. Seals, S. Ammons, J. Lake, P. Hamrick & P. Rebuschat.

[Language Learning & Language Teaching, 34] 2013. xiv, 318 pp.Hb 978 90 272 1309 9 eur 99.00 / usd 149.00e-inst 978 90 272 7234 8 eur 99.00 / usd 149.00pb 978 90 272 1310 5 eur 36.00 / usd 54.00e-priv 978 90 272 7234 8 eur 99.00 / usd 54.00EEEEEEE EEEE

New

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Second-language Discourse in the Digital WorldLinguistic and social practices in and beyond the networked classroom

Ilona VandergriffSan Francisco State University

Second-language Discourse in the Digital World illustrates a new, practice-driven approach to technology in second-language (L2) learning that begins with what L2 users do when they con-nect with others online. With its rich set of examples from a number of different languages and a variety of digital platforms, in and beyond the classroom, this book provides a structured account of L2 computer-mediated discourse. The book is divided into four sections. Section I considers how new media have changed language learning. Section II is about L2 participation in digital forms and practices in online communities. Sections III centers around L2 linguistic and other semiotic practices, including the use of multimodal and multilingual resources while section IV analyzes social practices to explore how networked L2 users build, maintain and challenge relationships. Written in accessible style, the volume will be an important read to anyone interested in L2 use and learning in Web 2.0.

Finalist for the AAAL 2019 book award.


Sensitive periods, language aptitude, and ultimate L2 attainmentEdited by Gisela Granena and Mike LongUniversity of Maryland

Research on second language ac-quisition (SLA) has identified lan-guage aptitude and age of onset (AO), i.e., the age at which learn-ers are first meaningfully exposed to the L2, as robust predictors of rate of classroom language learn-ing and level of ultimate L2 at-tainment in naturalistic settings, respectively. It is not surprising, therefore, that recent years have witnessed a surge of interest in the combination of age and aptitude as a powerful explana-tory factor in SLA, and central to a viable SLA theory. The chapters in this volume provide new studies and reviews of research findings on age effects, bilingualism effects, matu-rational constraints and sensitive periods in SLA, the sub-components of language aptitude and the development of new aptitude measures, the influence of AO and aptitude in combination on SLA, aptitude-treatment interactions, and the implications of the research findings for language education policy and tailored language instruction.

Contributions by: C. Bolibaugh & P. Foster; E. Bylund, K. Hyltenstam & N. Abrahamsson; C.J. Doughty; G. Granena; G. Granena & M. Long; J. Kormos; M. Long; F.F. Lundell & M. Sandgren; K. Spadaro; K. Vatz, M. Tare, S.R. Jackson & C.J. Doughty.


Social and Cultural Aspects of Language Learning in Study AbroadEdited by Celeste KingingerPennsylvania State University

The papers in this volume offer a sampling of contemporary efforts to update the portrayal of study abroad in the applied linguistics literature through attention to its social and cultural aspects. The volume illustrates diversification of theory and method, refinement of approaches to social interactive language use, and expansion in the range of populations and languages under scrutiny. Part I offers a topical orientation, outlining the rationale for the project. Part II presents six qualitative case studies adopting sociocultural, activity theoretical, postructuralist, or discourse analytic methodologies. The four chapters in Part III illustrate a variety of approaches and foci in research on the pragmatic capabilities of study abroad participants in relation to second language identities. The volume will be of interest to a broad audience of applied linguistics researchers, language educators, and profes-sionals engaged in the design, oversight, and assessment of study abroad programs.

Contributions by: H.W. Allen; L. Brown; J.A. Coleman; F. Dervin; J. Fernandez; N. Iwasaki; J. Jackson; C. Kinginger; M. Shardakova; E. Smolcic; D. Tan & C. Kinginger; T. Wolcott.


Speech Act PerformanceTheoretical, empirical and methodological issues

Edited by Alicia Martínez-Flor and Esther Usó-JuanUniversity Jaume I, Castelló

Speech acts are an important and integral part of day-to-day life in all languages. In language acquisition, the need to teach speech acts in a target language has been demonstrated in studies conducted in the field of interlanguage pragmatics which indicate that the performance of speech acts may differ considerably from culture to culture, thus creating communication difficulties in cross-cultural encounters. Considering these concerns, the aim of this volume is two-fold: to deal with those theoretical approaches that inform the process of learning speech acts in particular contextual and cultural settings; and, secondly, to present a variety of methodological proposals, grounded on research-based ideas, for the teaching of the major speech acts in second/foreign language classrooms. This volume is a valuable theoretical and practical resource not only for researchers, teachers and students interested in speech act learning/teaching but also for textbook writers wishing to have an informed opinion on the peda-gogical implications derived from research on speech act performance.

Contributions by: D. Boxer; Z.R. Eslami; J.C. Félix-Brasdefer; M. Gonzàlez-Lloret; N. Ishihara; S. Kondo; L.M. Kuriscak; L.H. Malamed; A. Martínez-Flor; A. Martínez-Flor & E. Usó-Juan; A.J. Meier; G.A. Schauer; S. Takahashi; E. Usó-Juan; L. Yates.


Task-Based Approaches to Teaching and Assessing PragmaticsEdited by Naoko Taguchi and YouJin KimCarnegie Mellon University / Georgia State University

This volume is the first book-length attempt to bring together the fields of task-based language teaching (TBLT) and second language pragmatics by exploring how the teaching and assessment of prag-matics can be integrated into TBLT. The TBLT-pragmatics connection is illustrated in a variety of constructs (e.g., speech acts, honorifics, genres, interactional features), methods (e.g., quantitative, quasi-experimental, conversation analysis), and topics (e.g., instructed SLA, heritage language learning, technology-enhanced teaching, assessment, and discursive pragmatics). Chapters in this volume collectively demonstrate how the two fields can together advance the current practice of teaching language for socially-situated, real-world communicative needs.

Contributions by: E. Alcón-Soler; M. Ekiert, S. Lampropoulou, A. Révész & E. Torgersen; R. Gilabert & J. Barón Parés; M.P. Gomez-Laich & N. Taguchi; M. González-Lloret & L. Ortega; M. Kim, H. Lee & Y. Kim; F. Kuiken & I. Vedder; M. Levkina; D. Reagan & C. Payant; N. Taguchi & Y. Kim; V. Timpe-Laughlin; S.J. Youn.


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Social and Cultural Aspects of Language Learning in Study AbroadEdited by Celeste KingingerPennsylvania State University

The papers in this volume offer a sampling of contemporary efforts to update the portrayal of study abroad in the applied linguistics literature through attention to its social and cultural aspects. The volume illustrates diversification of theory and method, refinement of approaches to social interactive language use, and expansion in the range of populations and languages under scrutiny. Part I offers a topical orientation, outlining the rationale for the project. Part II presents six qualitative case studies adopting sociocultural, activity theoretical, postructuralist, or discourse analytic methodologies. The four chapters in Part III illustrate a variety of approaches and foci in research on the pragmatic capabilities of study abroad participants in relation to second language identities. The volume will be of interest to a broad audience of applied linguistics researchers, language educators, and profes-sionals engaged in the design, oversight, and assessment of study abroad programs.

Contributions by: H.W. Allen; L. Brown; J.A. Coleman; F. Dervin; J. Fernandez; N. Iwasaki; J. Jackson; C. Kinginger; M. Shardakova; E. Smolcic; D. Tan & C. Kinginger; T. Wolcott.


Speech Act PerformanceTheoretical, empirical and methodological issues

Edited by Alicia Martínez-Flor and Esther Usó-JuanUniversity Jaume I, Castelló

Speech acts are an important and integral part of day-to-day life in all languages. In language acquisition, the need to teach speech acts in a target language has been demonstrated in studies conducted in the field of interlanguage pragmatics which indicate that the performance of speech acts may differ considerably from culture to culture, thus creating communication difficulties in cross-cultural encounters. Considering these concerns, the aim of this volume is two-fold: to deal with those theoretical approaches that inform the process of learning speech acts in particular contextual and cultural settings; and, secondly, to present a variety of methodological proposals, grounded on research-based ideas, for the teaching of the major speech acts in second/foreign language classrooms. This volume is a valuable theoretical and practical resource not only for researchers, teachers and students interested in speech act learning/teaching but also for textbook writers wishing to have an informed opinion on the peda-gogical implications derived from research on speech act performance.

Contributions by: D. Boxer; Z.R. Eslami; J.C. Félix-Brasdefer; M. Gonzàlez-Lloret; N. Ishihara; S. Kondo; L.M. Kuriscak; L.H. Malamed; A. Martínez-Flor; A. Martínez-Flor & E. Usó-Juan; A.J. Meier; G.A. Schauer; S. Takahashi; E. Usó-Juan; L. Yates.


Task-Based Approaches to Teaching and Assessing PragmaticsEdited by Naoko Taguchi and YouJin KimCarnegie Mellon University / Georgia State University

This volume is the first book-length attempt to bring together the fields of task-based language teaching (TBLT) and second language pragmatics by exploring how the teaching and assessment of prag-matics can be integrated into TBLT. The TBLT-pragmatics connection is illustrated in a variety of constructs (e.g., speech acts, honorifics, genres, interactional features), methods (e.g., quantitative, quasi-experimental, conversation analysis), and topics (e.g., instructed SLA, heritage language learning, technology-enhanced teaching, assessment, and discursive pragmatics). Chapters in this volume collectively demonstrate how the two fields can together advance the current practice of teaching language for socially-situated, real-world communicative needs.

Contributions by: E. Alcón-Soler; M. Ekiert, S. Lampropoulou, A. Révész & E. Torgersen; R. Gilabert & J. Barón Parés; M.P. Gomez-Laich & N. Taguchi; M. González-Lloret & L. Ortega; M. Kim, H. Lee & Y. Kim; F. Kuiken & I. Vedder; M. Levkina; D. Reagan & C. Payant; N. Taguchi & Y. Kim; V. Timpe-Laughlin; S.J. Youn.


Task-Based Language Learning – Insights from and for L2 WritingEdited by Heidi Byrnes and Rosa M. ManchónGeorgetown University / University of Murcia

The book seeks to enlarge the theoretical scope, re-search agenda, and practices associated with TBLT in a two-way dynamic, by exploring how insights from writing might reconfigure our understand-ing of tasks and, in turn, how work associated with TBLT might benefit the learning and teaching of writing. In order to enrich the domain of task and to advance the educational interests of TBLT, it adopts both a psycholinguistic and a textual meaning-making orientation. Following an issues-oriented introductory chapter, Part I of the volume explores tenets, methods, and findings in task-oriented theory and research in the context of writ-

ing; the chapters in Part II present empirical findings on task-based writing by investigating how writing tasks are implemented, how writers differentially respond to tasks, and how tasks can contribute to language development. A coda chapter summarizes the volume’s contribution and suggests directions for advancing TBLT constructs and research agendas.

Contributions by: R. Adams, S. Amani, J. Newton & N.A. Nik Mohd Alwi; H. Byrnes; H. Byrnes & R.M. Manchón; J. Kormos; E. Macaro; R.M. Manchón; R. Nitta & K. Baba; M. Ruiz-Funes; P. Tavakoli.


Task-Based Language TeachingA reader

Edited by Kris Van den Branden, Martin Bygate and John M. NorrisKatholieke Universiteit Leuven / University of Lancaster / University of Hawai’i at Manoa

Over the past two decades, task-based lan-guage teaching (TBLT) has gained considerable momentum in the field of language education. This volume presents a collection of 20 reprinted articles and chapters representative of work that appeared during that period. It introduces readers – graduate students, researchers, teachers – to foundational ideas and themes that have marked the emergence of TBLT. The editors provide a first chapter that locates TBLT within broader discours-es of educational practice and research on language learning and teaching. The book then features four sections consisting of important, often dif-

ficult to find, writings on major themes: fundamental ideas, approaches, and definitions in TBLT; curriculum, syllabus, and task design; variables affecting task-based language learning and performance; and task-based assessment. In a concluding chapter, the editors challenge simplistic notions of TBLT by reflecting on how this body of work has initiated the possibility of a truly researched language pedagogy, and they highlight critical directions in TBLT research and practice for the future.

Contributions by: M.P. Breen; G. Brindley; M. Bygate; M. Bygate, J.M. Norris & K. Van den Branden; H. Byrnes; C.N. Candlin; Z. Dörnyei; R. Ellis; P. Foster & P. Skehan; M. Long & G. Crookes; M. Long & J.M. Norris; J.M. Norris, J.D. Brown, T.D. Hudson & W. Bonk; J.M. Norris, M. Bygate & K. Van den Branden; L. Ortega; T. Pica, R. Kanagy & J. Falodun; P. Robinson; V. Samuda; P. Skehan; J.M. Swales; P. Van Avermaet & S. Gysen; K. Van den Branden; K. Van den Branden, M. Bygate & J.M. Norris; J. Willis.

[Task-Based Language Teaching, 1] 2009. ix, 512 pp.Hb 978 90 272 0717 3 eur 110.00 / usd 165.00pb 978 90 272 0718 0 eur 36.00 / usd 54.00EEEEEE EEE

TBLT as a Researched PedagogyEdited by Virginia Samuda, Kris Van den Branden and Martin BygateLancaster University / University of Leuven

Bringing together experienced classroom research-ers and teacher educators from different countries where tasks are playing an influential role in language education, this collected volume critically explores how TBLT research can engage with peda-gogy, and how TBLT pedagogy can engage with research. A defining part of the TBLT project has always been a dual concern – both with the nature and use of tasks in language teaching, and with empirical research to guide and support classroom practitioners, the two concerns suggesting a central and reciprocal relationship between research and pedagogy. However, this relationship has at times

been unbalanced, and its centrality has sometimes gone by default, problems which this volume aims to address. The introduction proposes criteria to im-prove the congruence between the research base of TBLT and the concerns and terms of reference of classroom practitioners. Using a range of methodologies, the individual chapters illustrate and explore different aspects of this theme. The book will be of interest to all those wishing to further their understand-ing of – and/or investigate – the use of TBLT in educational contexts.

Contributions by: N. Andon; N. Andon, M. Dewey & C. Leung; M. Baralt; M. East; T. Lynch; A. Müller-Hartmann & M. Schocker; R. Oliver & T. Bogachenko; V. Samuda, M. Bygate & K. Van den Branden; N. Shintani; B.T. Thi Nguyen, J. Newton & D. Crabbe; G. Vandommele, K. Van den Branden & K. Van Gorp.

[Task-Based Language Teaching, 12] 2018. viii, 292 pp.Hb 978 90 272 0121 8 eur 99.00 / usd 149.00e-inst 978 90 272 6372 8 eur 99.00 / usd 149.00pb 978 90 272 0120 1 eur 36.00 / usd 54.00e-priv 978 90 272 6372 8 eur 99.00 / usd 54.00EEEEEE EEEE

Teachability and Learnability across LanguagesEdited by Ragnar Arntzen, Gisela Håkansson, Arnstein Hjelde and Jörg-U. KeßlerØstfold University College / Ludwigsburg University of Education

Teachability and Learnability across Languages address-es key issues in second, foreign and heritage lan-guage acquisition, as well as in language teaching. Focusing on a Processability Theory perspective, it brings together empirical studies of language acquisition, language teaching, and language assessment. For the first time, a research timeline for the role of instruction in language learning is presented, showing how the field of second language acquisition (SLA) research has developed over the last four decades since Pienemann’s work on learnability and syllabus construction over the 1980s. The book includes studies of child and adult

second as well as foreign language acquisition research, covering a wide range of target languages including English, German, Hungarian, Japanese, Norwe-gian, Polish, Spanish, Swedish, and Turkish. In addition, future extensions of PT are discussed. This volume is designed for advanced students in interna-tional programs of SLA and Applied Linguistics as well as for SLA researchers and second and foreign language teachers.

Contributions by: A. Agebjörn; R. Arntzen, G. Håkansson, A. Hjelde & J. Keßler; K. Baten; K. Baten & J. Keßler; B.P. Dyson; L.E. Emilsen; A. Flyman Mattsson; G. Håkansson; M. Mano, Y. Yoshinari & K. Eguchi; S. Montrul; J. Saturno; E. Türker-van der Heiden & G. Mercan.

[Processability Approaches to Language Acquisition Research & Teaching, 6] 2019. vii, 263 pp.Hb 978 90 272 0312 0 eur 99.00 / usd 149.00e-book 978 90 272 6259 2 eur 99.00 / usd 149.00EEEEEEEE EEE

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Technology in Interlanguage Pragmatics Research and TeachingEdited by Naoko Taguchi and Julie M. SykesCarnegie Mellon University / University of New Mexico

Technology-informed approaches to L2 research and teaching have prompted great interest by both researchers and practitioners alike. This book highlights the relationship between digitally-mediated technologies and second language pragmatics by presenting exemplary applications of technology for both research and pedagogy. Part I presents technology-informed research practices that range from measuring response times when processing conversational implicature

to studies examining systematic pragmatic learning via online activities and multiuser virtual environments, as well as analyzing features of pragmatic language use in social networking and longi-tudinal learner corpora. Part II surveys a variety of technology-as-sisted tools for teaching pragmatics, including: place-based mobile games, blogging, web-based testing, and automated text analysis software. The volume will be of interest for those interested in technological tools to expand the scope of traditional methods of data collection, analysis, and teaching and critically examining how technology can best be leveraged as a solution to existing bar-riers to pragmatics research and instruction.

Contributions by: A.D. Cohen; A. Gonzales; C.L. Holden & J.M. Sykes; S. Li; C. Roever; J.M. Sykes; J.M. Sykes & N. Taguchi; N. Taguchi; N. Taguchi & J.M. Sykes; Y. Takamiya & N. Ishihara; A. Urzua; H. Zhao & D. Kaufer.


Technology-mediated TBLTResearching Technology and Tasks

Edited by Marta González-Lloret and Lourdes OrtegaUniversity of Hawai`i at Manoa / Georgetown University

This volume contributes to the develop-ment and advancement of TBLT as a research domain by investigating the intersection between tasks and technology from a variety of theoretical perspectives (e.g., educational, cogni-tive, sociocultural) and by gathering empirical findings on the design and implementation of diverse tasks for writing, interaction, and assessment with the mediation of technological tools such as wikis, blogs, CMC, Fanfic-tion sites, and virtual and synthetic

environments. The innovative blend of tasks and technology in technology-mediated communication is guided by task-based lan-guage teaching and learning principles, and the contexts of study span adult college-level education settings in the United States, Mexico, the Netherlands, and Malaysia. The volume opens up a new framework that the authors call “technology-mediated TBLT,” in which tasks and technology are genuinely and productively integrated in the curriculum according to learning-by-doing phi-losophies of language pedagogy, new language education needs, and digital technology realities.

Contributions by: R. Adams & N.A. Nik Mohd Alwi; K. Brown Nielson; S. Canto, R. de Graaff & K. Jauregi; C.A. Chapelle; M. González-Lloret; M. González-Lloret & L. Ortega; G.A. Gánem-Gutiérrez; A. Oskoz & I. Elola; S. Sauro; M.E. Solares; J.M. Sykes; P. Winke.

[Task-Based Language Teaching, 6] 2014. vi, 336 pp.Hb 978 90 272 0727 2 eur 99.00 / usd 149.00e-inst 978 90 272 7019 1 eur 99.00 / usd 149.00pb 978 90 272 0728 9 eur 33.00 / usd 49.95e-priv 978 90 272 7019 1 eur 99.00 / usd 49.95EEEEEE EEE

Three Streams of Generative Language Acquisition ResearchSelected papers from the 7th Meeting of Generative Approaches to Language Acquisition – North America, University of Illinois at Urbana-Champaign

Edited by Tania Ionin and Matthew RispoliUniversity of Illinois at Urbana-Champaign

This edited volume contains a representative sample of papers presented at the 7th meeting of the Generative Approaches to Language Acquisition – North America (GALANA-7) confer-ence. The book features three streams of research (Variation in Input, First Language Acquisition, and Second Language Acquisition), each of which investigates the nature of language acquisition from the generative perspective. A unique feature of the GALANA-7 conference, and of this volume, is the bringing together of research on generative language acquisition and research on the role that cross-dialectal input variation plays in acquisition. This volume should be of interest to scholars and students of first language acquisition, second language acquisition, and input variation.

Contributions by: I. Barrière, S. Kresh, K. Aharodnik, G. Legendre & T. Nazzi; C. Chen; S.H. Choi, Y. Zhu & T. Ionin; N. Gao, R. Thornton, P. Zhou & S. Crain; P. Gonzalez Darriba; H. Huang, R. Thornton & S. Crain; T. Ionin & M. Rispoli; M. Isobe & R. Okabe; E.V. Koulidobrova; M.K. Lei & T.H. Lee; V. Mateu & N. Hyams; K. Miller; J.B. Oetting; R. Slabakova; J.G. de Villiers, J. Kotfila & M. Klein; M. Weicker & P. Schulz.

[Language Acquisition and Language Disorders, 63] 2019. vi, 358 pp.Hb 978 90 272 0224 6 eur 99.00 / usd 149.00e-book 978 90 272 6288 2 eur 99.00 / usd 149.00EEEEEE EEEE

Transcribing Talk and InteractionIssues in the representation of communication data

Christopher JenksCity University Hong Kong

Interest in transcript-based research has grown significantly in recent years. Alongside this growth has been an increase in awareness of the empirical utility of naturalistic research on language use in interaction. However, a quick scan of the literature reveals that very few transcription books have been published in the past three decades. This is an astonishing fact given that there are perhaps hundreds of books published on spoken discourse analysis. This book aims to narrow this gap by providing an introduc-tion to the theories and practices related to transcribing communication data. The book is intended for students with little to no knowledge of transcription work and/or instruc-tors responsible for teaching introductory courses on transcript-based research. Readers who are learning or teaching discourse/conversation analysis or similar analytic methods of investigation will find this book particularly helpful.


Understanding Deafness, Language and Cognitive DevelopmentEssays in honour of Bencie Woll

Edited by Gary MorganCity University London

The study of childhood deafness offers researchers many inter-esting insights into the role of experience and sensory inputs for the development of language and cognition. This volume pro-vides a state of the art look at these questions and how they are being applied in the areas of clinical and educational settings. It also marks the career and contributions of one of the greatest scholars in the field of deafness: Bencie Woll. As the field of deafness goes through rapid and profound changes, we hope that this volume captures the latest perspectives regarding the impacts of these changes for our understanding of child development. The volume will be of essential inter-est to language development researchers as well as teachers and clinical researchers.

Contributions by: A. Baker & B. van den Bogaerde; R. Campbell; V. Cardin, R. Campbell, M. MacSweeney, E. Holmer, J. Rönnberg & M. Rudner; M.W.G. Dye & R.L. Thompson; M. Harris & J. Clibbens; R. Herman, N. Grove, T. Haug, W. Mann & P. Prinz; J. Kyle; D. Lillo-Martin, N. Smith & I.M. Tsimpli; C. Marshall, K. Rowley, J. Atkinson, T. Denmark, J. Hoskins & J. Sieratzki; G. Morgan; G. Morgan, A. Jones & N. Botting; G. Tang, R. Adam & K.S. OBE.

[Trends in Language Acquisition Research, 25] 2020. xv, 214 pp.Hb 978 90 272 0449 3 eur 95.00 / usd 143.00e-book 978 90 272 6186 1 eur 95.00 / usd 143.00EEEEEEEE EEEEEEEE EEEEEEEEEEE EEEE

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Three Streams of Generative Language Acquisition ResearchSelected papers from the 7th Meeting of Generative Approaches to Language Acquisition – North America, University of Illinois at Urbana-Champaign

Edited by Tania Ionin and Matthew RispoliUniversity of Illinois at Urbana-Champaign

This edited volume contains a representative sample of papers presented at the 7th meeting of the Generative Approaches to Language Acquisition – North America (GALANA-7) confer-ence. The book features three streams of research (Variation in Input, First Language Acquisition, and Second Language Acquisition), each of which investigates the nature of language acquisition from the generative perspective. A unique feature of the GALANA-7 conference, and of this volume, is the bringing together of research on generative language acquisition and research on the role that cross-dialectal input variation plays in acquisition. This volume should be of interest to scholars and students of first language acquisition, second language acquisition, and input variation.

Contributions by: I. Barrière, S. Kresh, K. Aharodnik, G. Legendre & T. Nazzi; C. Chen; S.H. Choi, Y. Zhu & T. Ionin; N. Gao, R. Thornton, P. Zhou & S. Crain; P. Gonzalez Darriba; H. Huang, R. Thornton & S. Crain; T. Ionin & M. Rispoli; M. Isobe & R. Okabe; E.V. Koulidobrova; M.K. Lei & T.H. Lee; V. Mateu & N. Hyams; K. Miller; J.B. Oetting; R. Slabakova; J.G. de Villiers, J. Kotfila & M. Klein; M. Weicker & P. Schulz.

[Language Acquisition and Language Disorders, 63] 2019. vi, 358 pp.Hb 978 90 272 0224 6 eur 99.00 / usd 149.00e-book 978 90 272 6288 2 eur 99.00 / usd 149.00EEEEEE EEEE

Transcribing Talk and InteractionIssues in the representation of communication data

Christopher JenksCity University Hong Kong

Interest in transcript-based research has grown significantly in recent years. Alongside this growth has been an increase in awareness of the empirical utility of naturalistic research on language use in interaction. However, a quick scan of the literature reveals that very few transcription books have been published in the past three decades. This is an astonishing fact given that there are perhaps hundreds of books published on spoken discourse analysis. This book aims to narrow this gap by providing an introduc-tion to the theories and practices related to transcribing communication data. The book is intended for students with little to no knowledge of transcription work and/or instruc-tors responsible for teaching introductory courses on transcript-based research. Readers who are learning or teaching discourse/conversation analysis or similar analytic methods of investigation will find this book particularly helpful.


Understanding Deafness, Language and Cognitive DevelopmentEssays in honour of Bencie Woll

Edited by Gary MorganCity University London

The study of childhood deafness offers researchers many inter-esting insights into the role of experience and sensory inputs for the development of language and cognition. This volume pro-vides a state of the art look at these questions and how they are being applied in the areas of clinical and educational settings. It also marks the career and contributions of one of the greatest scholars in the field of deafness: Bencie Woll. As the field of deafness goes through rapid and profound changes, we hope that this volume captures the latest perspectives regarding the impacts of these changes for our understanding of child development. The volume will be of essential inter-est to language development researchers as well as teachers and clinical researchers.

Contributions by: A. Baker & B. van den Bogaerde; R. Campbell; V. Cardin, R. Campbell, M. MacSweeney, E. Holmer, J. Rönnberg & M. Rudner; M.W.G. Dye & R.L. Thompson; M. Harris & J. Clibbens; R. Herman, N. Grove, T. Haug, W. Mann & P. Prinz; J. Kyle; D. Lillo-Martin, N. Smith & I.M. Tsimpli; C. Marshall, K. Rowley, J. Atkinson, T. Denmark, J. Hoskins & J. Sieratzki; G. Morgan; G. Morgan, A. Jones & N. Botting; G. Tang, R. Adam & K.S. OBE.

[Trends in Language Acquisition Research, 25] 2020. xv, 214 pp.Hb 978 90 272 0449 3 eur 95.00 / usd 143.00e-book 978 90 272 6186 1 eur 95.00 / usd 143.00EEEEEEEE EEEEEEEE EEEEEEEEEEE EEEE

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University LanguageA corpus-based study of spoken and written registers

Douglas BiberNorthern Arizona University

University students must cope with a bewildering array of registers, not only to learn academic content, but also to understand course expecta-tions and requirements. While many previous studies have investigated academic writing, we know comparatively little about academic speech; and no linguistic study to date has investigated the range of academic and advising/management registers that students encounter. This book is a first step towards filling this gap. Based on analysis of the T2K-SWAL Corpus, the book describes university registers from several different perspectives, including: vocabulary patterns; the use of lexico-grammatical and syntactic features; the expression of stance; the use of extended collocations (‘lexical bundles’); and a Multi-Dimensional analysis of the overall patterns of register variation. All linguistic patterns are interpreted in functional terms, resulting in an overall characterization of the typical kinds of language that students encounter in university registers: academic and non-academic; spoken and written.

[Studies in Corpus Linguistics, 23] 2006. viii, 261 pp.Hb 978 90 272 2295 4 eur 95.00 / usd 143.00e-inst 978 90 272 9362 6 eur 95.00 / usd 143.00pb 978 90 272 2296 1 eur 36.00 / usd 54.00e-priv 978 90 272 9362 6 eur 95.00 / usd 54.00EEEEE EEEE

Usage-inspired L2 InstructionResearched pedagogy

Edited by Andrea E. Tyler, Lourdes Ortega, Mariko Uno and Hae In ParkGeorgetown University / University at Albany

This book presents a set of compelling essays collectively making a persua-sive case for why a usage-based perspective on language is fast becoming a leading theoretical framework for investigating second language (L2) learning and the foundation for effective, innovative, engaging pedagogy. Drawing on 20 years of research in psychology, psycholinguistics, cognitive science, and linguistic theory, including discourse analytic approaches, the combined contributions paint a picture of theoretically-informed L2 pedagogy which emphasizes all facets of language as meaningful, embodied, and socially situated. The introduction and conclusion offer an outline of five foundational tenets essential to a usage-inspired pedagogy and a heuristic for developing usage-inspired L2 research and pedagogy. Each essay provides a unique vantage on usage-inspired L2 instruction and a demonstration of the efficacy of usage-based pedagogy. This volume will be invaluable for SLA researchers, graduate students, and classroom teachers interested in exploring usage-inspired L2 pedagogy.

Contributions by: I. Alonso-Aparicio; S.R. Becker & J.L. Sturm; K. Buescher & S.G. Strauss; C.E. Davies; G. Gentil & F. Meunier; L. Gurzynski-Weiss, K.L. Geeslin, D. Daidone, B. Linford, A.Y. Long, I. Michalski & M. Solon; J. Kraut; J.P. Lantolf & M. Tsai; K. Madlener; K. Masuda & A. Labarca; A. Rousse-Malpat & M. Verspoor; A.E. Tyler & L. Ortega; A. Zeldes.

[Language Learning & Language Teaching, 49] 2018. xvii, 324 pp.Hb 978 90 272 0024 2 eur 99.00 / usd 149.00e-inst 978 90 272 6446 6 eur 99.00 / usd 149.00pb 978 90 272 0025 9 eur 36.00 / usd 54.00e-priv 978 90 272 6446 6 eur 99.00 / usd 54.00EEEEEEE EEEE

Widening Contexts for Processability TheoryTheories and issues

Edited by Anke Lenzing, Howard Nicholas and Jana RoosPaderborn University / La Trobe University / Potsdam University

This book explores relationships between Processability Theory ap-proaches and other approaches to SLA. It is distinctive in two ways. It offers PT-insiders a way to see connections between their familiar traditions and theories with other ways of working. Parallel to this it offers readers who work in other traditions ways of connecting with a research tradition that makes specific testable claims about second language acquisition processes. These dual perspectives mean that both beginning and established SLA researchers as well as those seeking to connect their work with views of language learning will find something of interest. Studies of multiple languages and multiple aspects of language are included. Chapters cover areas as diverse as literacy, language comprehension, language attrition and language testing.

Contributions by: D. Artoni; K. Baten; A. Buyl; M.E. Heinonen; A. Hjelde, B.H. Kvifte, L.E. Emilsen & R. Arntzen; S. Kawaguchi & Y. Yamaguchi; A. Lenzing; A. Lenzing, H. Nicholas & J. Roos; H.(. Li & N. Iwashita; M. Magnani; H. Nicholas, A. Lenzing & J. Roos; H. Nicholas & D. Starks; E. Nottbeck; J. Roos; P. Spinner & S. Jung; C. Steele & R. Oliver; Y. Zhang.

[Processability Approaches to Language Acquisition Research & Teaching, 7] 2019. ix, 404 pp.Hb 978 90 272 0398 4 eur 99.00 / usd 149.00e-book 978 90 272 6218 9 eur 99.00 / usd 149.00EEEEEEEE EEE

Historical LinguisticsA cognitive grammar introduction

Margaret E. WintersWayne State University

This textbook serves a dual purpose. It is, first, a com-prehensive introduction to historical linguistics, in-tended for both undergraduate and graduate students who have taken, at the least, an introductory course in linguistics. Secondly, unlike many such textbooks, this one is based in the theoretical framework of Cognitive Linguistics, a semantics-based theory which empha-sizes the relationship between cognition and language. Descriptions and explanations touch on cognitive, social, and physiological aspects of language as it changes across time. Examples come principally from Germanic (English, German, Yiddish) and Romance (French and Spanish), but with some exploration of aspects of the history of other languages as well. Each chapter concludes with exercises based on material in the chapter and also with suggestions for extensions of the content to wider issues in diachronic linguistics.

2020. xvii, 235 pp. + indexHb 978 90 272 0550 6 eur 99.00 / 978 90 272 0550 6 usd 149.00e-inst 978 90 272 6123 6 eur 99.00 / 978 90 272 6123 6 usd 149.00pb 978 90 272 0551 3 eur 36.00 / 978 90 272 0551 3 usd 54.00e-priv 978 90 272 6123 6 eur 99.00 / 978 90 272 6123 6 usd 54.00EEEEEEEE EEEE EEEEEEE EEEEE

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18 AAAL 2020 JOURNALS AAAL 2020 1918 AAAL 2020 JOURNALS

Subscription information Volume 1 (2020) 2 issues, ca. 240 pp.

Libraries and Institutions

EuR 155.00 (onLinE-onLy)EuR 172.00 (PRinT + onLinE)

Private subscriptions



Libraries and Institutions EuR 178.00 (onLinE-onLy)EuR 195.00 (PRinT + onLinE)

Private subscriptions EuR 65.00 (onLinE-onLy)EuR 70.00 (PRinT + onLinE)




new journal 2020

new journal 2021

new journal 2020

TASKJournal on Task-Based Language Teaching and Learning

General Editors: Kris Van den Branden and Koen Van GorpKU Leuven / Michigan State University

TASK is an international refereed journal dedicated to promoting and disseminating scholarship and research in the field of Task-Based Language Teaching (TBLT) and learning. The journal welcomes reports of empirical studies, ground-breaking theoreti-cal articles and critical position papers on task-based language teaching and learning as it occurs both inside and outside the language classroom. The journal aims to bridge the gap between theory and praxis and support the development of TBLT as a researched pedagogy.

iSSn 2666-1748 | E-iSSn 2666-1756

Pedagogical LinguisticsEditors: Andreas Trotzke and Tom RankinUniversität Konstanz & Universitat Autònoma de Barcelona / Johannes Kepler Universität Linz

Pedagogical Linguistics publishes work on educational applications of theoretical and descriptive linguistics. The general aim of the journal is to bring the formal and the functional strands of linguistics together in order to establish a forum where they can cross-fertilize each other with the aim of discussing and developing linguistics’ potential contribution to language pedagogy. Pedagogical Linguistics publishes research originating in theoretical linguistics, psycholinguistics, and linguistic approaches to acquisition which outlines the didactic and educational relevance of recent research findings. The primary audience for this journal are researchers interested in state-of-the-art approaches to questions of language acquisition and linguistic theory that find applications in pedagogy, as well as a more general audience whose training is in educa-tion and pedagogy.

Pedagogical Linguistics publishes its articles Online First.

iSSn 2665-9581 | E-iSSn 2665-959X

Journal of English for Research Publication PurposesEditors: Pejman Habibie and Sue StarfieldThe University of Western Ontario / University of New South Wales

Book Review Editor: Sally BurgessUniversidad de La Laguna

The Journal of English for Research Publication Purposes will provide a scholarly venue for the construction and dissemination of discourses related to the fast-expanding field of English for research publication purposes (ERPP). This will help academics and prac-titioners working in (sub)disciplines such as Applied Linguistics, EAP, ESP, Education, and Writing Studies to communicate their relevant scholarly works and perspectives with international members of their community of practice, keep current with the new discourses and practices within and surrounding this domain, and contribute to the further enrichment and development of this field of scholarship. The Journal will publish conceptual and empirical articles, book reviews, and academic discourses and exchanges on a wide range of topics including writing for scholarly publication, gradu-ate writing, pedagogy of ERPP, writing centers, mentorship, ERPP teacher education, international policies and practices related to ERPP, evaluation and review processes, discourse analysis of academic output, needs analysis, ERPP curriculum design and materials development, research communication support services, and international ERPP initiatives and programs.

iSSn 2590-0994 | E-iSSn 2590-1001

Online first

Subscription information Volume 33 (2020) 1 issue, ca. 100 pp.

Libraries and Institutions EuR 128.00 (PRinT + onLinE)

Private subscriptions EuR 65.00 (PRinT + onLinE)

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Libraries and Institutions


Private subscriptions





Online firstOpen access

Subscription information Volume 33 (2020) 1 issue, ca. 100 pp.


Private subscriptions EuR 65.00 (PRinT + onLinE)


Libraries and Institutions EuR 148.00 (onLinE-onLy) EuR 168.00 (PRinT + onLinE)

Private subscriptions EuR 65.00 (onLinE-onLy) EuR 70.00 (PRinT + onLinE)







AILA ReviewEditor: Antje WiltonUniversity of Siegen

AILA Review is a refereed publication of the Association Internationale de Linguistique Appliquée, an international federation of national associations for applied linguis-tics. All volumes are guest edited.

As of Volume 26 (2013) AILA Review is Open Access.

All articles are published under a CC BY license.

iSSn 1461-0213 | E-iSSn 1570-5595

Editorial BoardBranca Falabella Fabricio, Federal University of Rio de JaneiroLimin Jin, Beijing Foreign Studies UniversityRosa M. Manchón, University of MurciaBarbara Seidlhofer, University of Vienna

Applied PragmaticsEditors: Zia Tajeddin and Naoko TaguchiTarbiat Modares University / Northern Arizona University

Associate Editors: Minoo Alemi, Anne Barron and Zohreh R. EslamiIAU West Tehran Branch / Leuphana University of Lüneburg / Texas A&M University

Managing Editor: Zohreh R. EslamiTexas A&M University

Applied Pragmatics aims to enhance research on acquisitional prag-matics and hence accepts studies which have strong implications for teaching, learning, and assessing L2 pragmatics, including L2 English and other languages. We encourage submissions from a wide range of topics falling within the scope of the journal. The topics can be approached from various interdisciplinary perspec-tives like globalization, world Englishes, teacher education, criti-cal pedagogy, and conversation analysis.

iSSn 2589-109X | E-iSSn 2589-1103

Advisory BoardEva Alcón-Soler, Catedràtica d’UniversitatAndrew D. Cohen, University of MinnesotaGabriele Kasper, University of Hawaii at ManoaVirginia LoCastro, Washington DC

Australian Review of Applied LinguisticsEditor-in-Chief: Rhonda OliverCurtin University

Editor: Sender DovchinCurtin University

Review Editor: Julian ChenCurtin University

The Australian Review of Applied Linguistics (ARAL) is the preemi-nent journal of the Applied Linguistics Association of Australia (ALAA). ARAL is a peer reviewed journal that promotes scholarly discussion and contemporary understandings of language-related matters with a view to impacting on real-world problems and debates. The journal publishes empirical and theoretical research on language/s in educational, professional, institutional and community settings. ARAL welcomes national and international submis-sions presenting research related to any of the major sub-disciplines of Applied Linguistics as well as transdisciplinary studies. Areas of particular interest include but are not limited to: Analysis of discourse and interaction; Assessment and evaluation; Bi/multilingualism and bi/multilingual education; Corpus linguistics; Cognitive linguistics; Language, culture and identity; Language maintenance and revitalization; Language planning and policy; Language teaching and learning, including specific languages and TESOL; Pragmatics; Re-search design and methodology; Second language acquisition; Sociolinguistics; Language and technology; Translating and interpreting

iSSn 0155-0640 | E-iSSn 1833-7139

Chinese as a Second Language (漢語教學研究—美國中文教師學會學報)The journal of the Chinese Language Teachers Association, USA

Editor: Dana Scott BourgerieBrigham Young University

Advisory Editor: Janet Zhiqun XingWestern Washington University

Associate Editor: Scott McGinnisDefense Language Institute, Arlington, VA

Review Editor: Yu LiLoyola Marymount University

漢語教學研究—美國中文教師學會學報 / Chinese as a Second Language — The journal of the Chinese Language Teachers Association, USA (CSL), is the academic journal of the Chinese Language Teachers Association, USA (CLTA). The journal publishes peer-reviewed original articles in English or Chinese (either simplified or traditional characters) that make a significant contribution to the theory and practice of Chinese as a second language. Articles in all areas of Chinese pedagogy and acquisition are welcome, especially those that are empirically based and offer new perspectives and/or refine or challenge existing practices of teaching Chinese as a second language. Contributions in areas such as Chinese program management, curriculum design and teaching Chinese culture and literature in Chinese language classrooms are also welcome. In addition to research articles, CSL also publishes book reviews, commentaries and short contributions that report on new discov-ery and development in the field of Chinese as a second language.

漢語教學研究—美國中文教師學會學報 / Chinese as a Second Language — The journal of the Chinese Language Teachers Association, USA is the continuation of the Journal of the Chinese Language Teachers Association, USA (JCLTA).

iSSn 2451-828X | E-iSSn 2451-8298

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Dutch Journal of Applied LinguisticsEditor-in-Chief: Sible AndringaUniversity of Amsterdam

Editors: Catherine van Beuningen, Beppie van den Bogaerde, Jos Hornikx, Maria Mos and Rasmus SteinkraussHogeschool Utrecht / University of Applied Sciences, Utrecht / Radboud University Nijmegen / Tilburg School of Humanities / University of Groningen

The Dutch Journal of Applied Linguistics (DuJAL) focuses on promoting Dutch and Belgian work in applied linguistics among an international audience, but also welcomes contributions from other countries. It caters for both the academic society in the field and for language and communication experts working in other contexts, such as institutions involved in language policy, teacher training, curriculum devel-opment, assessment, and educational and communication consultancy. DuJAL is the digital continuation of Toegepaste Taalwetenschap in Artikelen, which had been the journal of Anéla, the Dutch Association of Applied Linguistics, for forty years. Like its predecessor, DuJAL wants to offer a platform to young re-searchers in applied linguistics, i.e. PhD candidates and MA students. In order to maintain a high standard all submissions are subjected to a ‘double blind’ review by at least one external reviewer and two of the editors. Contributions may be written in Dutch, English, German or French.

Starting with volume 8 (2019), DuJAL is Open Access, funded by Anéla. All articles will be published under a CC BY license.

DuJAL publishes its articles Online First.

iSSn 2211-7245 | E-iSSn 2211-7253

Open access

Online first

Online first

International Journal of Corpus LinguisticsEditor: Michaela MahlbergBirmingham, UK

Associate Editor: Gavin BrookesLancaster, UK

Consulting Editor: Wolfgang TeubertBirmingham, UK

Reviews Editor: Beatrix BusseKöln, Germany

Assistant Editor: Viola WiegandBirmingham, UK

The International Journal of Corpus Linguistics (IJCL) publishes original research covering methodological, applied and theoretical work in any area of corpus linguistics. Through its focus on empirical language research, IJCL provides a forum for the presentation of new findings and innovative approaches in any area of linguistics (e.g. lexicology, grammar, discourse analysis, stylistics, sociolinguistics, morphology, contrastive linguistics), applied linguistics (e.g. language teaching, forensic linguistics), and translation studies. Based on its interest in corpus methodology, IJCL also invites contributions on the interface between corpus and computational linguistics. The journal has a major reviews section publishing book reviews as well as corpus and software reviews. The language of the journal is English, but contributions are also invited on studies of languages other than English. IJCL occasionally pub-lishes special issues (for details please contact the editor). All contributions are peer-reviewed.

iSSn 1384-6655 | E-iSSn 1569-9811

International Journal of Learner Corpus ResearchGeneral Editors: Marcus Callies and Magali PaquotUniversität Bremen / Université catholique de Louvain

Consulting Editor: Sylviane GrangerUniversité catholique de Louvain

Review Editor: Sandra GötzJustus-Liebig-Universität Giessen

The International Journal of Learner Corpus Research (IJLCR) is a forum for researchers who collect, annotate, and analyse computer learner corpora and/or use them to investigate topics in Second Language Acquisition and linguistic theory in general, inform foreign language teach-ing, develop learner-corpus-informed tools (e.g. courseware, proficiency tests, dictionaries and grammars) or conduct natural language processing tasks (e.g. annotation, automatic spell- and grammar-checking , L1 identification). IJLCR aims to highlight the multidisciplinary and broad scope of practice that characterizes the field and publishes original research covering methodologi-cal, theoretical and applied work in any area of learner corpus research. IJLCR features research papers, shorter research notes and reviews of books, corpora and software tools. The language of the journal is English. The journal will oc-casionally publish special issues (for details please contact the general editors). All contributions are peer-reviewed.

iSSn 2215-1478 | E-iSSn 2215-1486

ITL - International Journal of Applied LinguisticsEditor: Elke PetersKU Leuven

Review Editor: Kris BuyseKU Leuven

ITL - International Journal of Applied Linguistics is a refer-eed journal devoted to studies in the field of language acquisition in a multilingual society. It is particularly interested in manuscripts reporting on studies that apply a multidisciplinary approach to research on second/foreign language acquisition of any language, mother tongue education, educational linguistics, computer-assisted language learning, classroom-based research, language policy, and language assessment. ITL welcomes manuscripts that critically discuss the pedagogical or policy implications of research results. The journal publishes reports of empirical studies, critical position papers and ground-breaking theoretical articles. Each volume also contains book reviews.

iSSn 0019-0829 | E-iSSn 1783-1490







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International Journal of Learner Corpus ResearchGeneral Editors: Marcus Callies and Magali PaquotUniversität Bremen / Université catholique de Louvain

Consulting Editor: Sylviane GrangerUniversité catholique de Louvain

Review Editor: Sandra GötzJustus-Liebig-Universität Giessen

The International Journal of Learner Corpus Research (IJLCR) is a forum for researchers who collect, annotate, and analyse computer learner corpora and/or use them to investigate topics in Second Language Acquisition and linguistic theory in general, inform foreign language teach-ing, develop learner-corpus-informed tools (e.g. courseware, proficiency tests, dictionaries and grammars) or conduct natural language processing tasks (e.g. annotation, automatic spell- and grammar-checking , L1 identification). IJLCR aims to highlight the multidisciplinary and broad scope of practice that characterizes the field and publishes original research covering methodologi-cal, theoretical and applied work in any area of learner corpus research. IJLCR features research papers, shorter research notes and reviews of books, corpora and software tools. The language of the journal is English. The journal will oc-casionally publish special issues (for details please contact the general editors). All contributions are peer-reviewed.

iSSn 2215-1478 | E-iSSn 2215-1486

ITL - International Journal of Applied LinguisticsEditor: Elke PetersKU Leuven

Review Editor: Kris BuyseKU Leuven

ITL - International Journal of Applied Linguistics is a refer-eed journal devoted to studies in the field of language acquisition in a multilingual society. It is particularly interested in manuscripts reporting on studies that apply a multidisciplinary approach to research on second/foreign language acquisition of any language, mother tongue education, educational linguistics, computer-assisted language learning, classroom-based research, language policy, and language assessment. ITL welcomes manuscripts that critically discuss the pedagogical or policy implications of research results. The journal publishes reports of empirical studies, critical position papers and ground-breaking theoretical articles. Each volume also contains book reviews.

iSSn 0019-0829 | E-iSSn 1783-1490













Online first

Online first

Journal of Immersion and Content-Based Language EducationEditors: Laurent Cammarata and Pádraig Ó DuibhirUniversity of Alberta / Dublin City University

Perspectives on New Research Editors: Christiane Dalton-Puffer and John TrentUniversity of Vienna / Hong Kong Institute of Education

Book Review Editors: Susan Ballinger and David LasagabasterMcGill University / University of the Basque Country

The Journal of Immersion and Content-Based Language Education (JICB) invites research and theoretical papers related to all levels (from pre-Kindergarten to university) of language education contexts in which subject matter is used as the vehicle to teach language, including but not limited to:

(1) Bi- and multilingual education; (2) all forms of language immersion educa-tion that strive for additive bilingualism; (3) subject-matter driven minority, heritage, and Indigenous language education; (4) dual language education; (5) content-based language instruction (CBI); (6) content and language integrated learning (CLIL); (7) English-medium instruction (EMI); (8) language across the curriculum; (9) sheltered English as a second language (ESL); (10) language for specific and academic purposes

iSSn 2212-8433 | E-iSSn 2212-8441

Journal of Second Language PronunciationEditor: John M. LevisIowa State University

Reviews Editor: Amanda HuenschUniversity of South Florida

The Journal of Second Language Pronunciation is a schol-arly journal devoted to research into the acquisition, perception, production, teaching, assessment, and description of prosodic and segmental pronunciation of second languages in all contexts of learning. The journal encourages research that connects theory and practice, enhances our understanding of L2 phonolog-ical learning processes, and provides connections between L2 pronunciation and other areas of applied linguistics such as pragmatics, CALL, and speech perception.

Contributions focusing on empirical research will represent all portions of the methodological spectrum including quantitative, qualitative, and mixed-methods studies. The journal invites papers on topics such as intelligibility and comprehensibility, accent, phonological acquisition, the use of technology (such as automatic speech recognition, text-to-speech, and CAPT), spoken language assessment, the social impact of L2 pronunciation, the ethics of pronunciation teaching, pronunciation acquisition in less commonly taught languages, speech perception and its relationship to speech production, and other topics.

iSSn 2215-1931 | E-iSSn 2215-194X

Journal of Second Language StudiesGeneral Editor: Feng YangShanghai Jiao Tong University

Executive Editors: Shiyu Wu and Hui ChangShanghai Jiao Tong University

Assistant Editors: Yanjiang Teng, Li Yang and Menghan DengMichigan State University / Shanghai Jiao Tong University

Journal of Second Language Studies (JSLS) is an interna-tional refereed journal that is dedicated to promoting scholarly exchanges, advancing theoretical knowledge, and exploring peda-gogical implications in second language acquisition and teaching. The journal particularly welcomes interdisciplinary research dealing with theoretical and practical issues of second language learning and acquisition in relation to linguistics, psychology, cognitive science, neuroscience, and social cultural studies. It also seeks to promote scientific studies on the learning and teaching of Chinese as a second (foreign) language.

iSSn 2542-3835 | E-iSSn 2542-3843

Language, Context and TextThe Social Semiotics Forum

Editors: Xuanwei Peng and Geoff WilliamsShenzhen University

Associate Editors: Nana Jin and Jin WangShenzhen University

Review Editor: Diane PottsLancaster University

Language, Context and Text: The Social Semiotics Forum (LangCT) is an international, refereed journal with a focus on the use, critique and development of social semiotics as originally proposed by the British linguist M.A.K. Halliday. It is dedicated to new theo-retical and empirical work in systemic functional linguistics (SFL) concern-ing any language. Additionally, there is a deep interest in studies of other modalities that use a social semiotic approach and are directly related to SFL. Social semiotic studies of inter-modal relations between language and other meaning systems are of particular interest, as are transdisciplinary studies in which language use plays a key role.

The journal encourages the presentation and critique of new theoretical proposals through careful scholarly analysis, testing of the implications of proposals and presentation of alternative viewpoints broadly within the SFL framework.

The journal publishes research across a broad range of fields and interests: such as, for example, all strata of language and contexts, academic and profes-sional writing, business communication, computational modeling, healthcare communication, child language development, language and literacy learning, literary studies, second and other language learning, social class effects on language use in institutional settings, studies of ideologies, translation and interpretation, and workplace relations.

iSSn 2589-7233 | E-iSSn 2589-7241

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Online firstLinguistic Approaches to BilingualismEditors: Holger Hopp and Tanja KupischUniversity of Braunschweig / University of Konstanz & UiT the Artic University of Norway

Associate Editors: Jennifer Cabrelli, Vicky Chondrogianni, Ian Cunnings, Cristina Flores, Carrie N. Jackson, Margaret Kehoe, Tania Leal, Öner Özçelik, Eleonora Rossi and Neal SnapeUniversity of Illinois at Chicago / University of Edinburgh / University of Reading / University of Minho / Pennsylvania State University / University of Zurich / University of Nevada, Reno / Indiana University / University of Florida / Gunma Prefectural Women’s University & Chuo University

Founding Editors: Jason Rothman and Roumyana SlabakovaUiT the Artic University of Norway & Universidad Nebrija / University of Southampton & University of Iowa

LAB is an international peer-reviewed journal which provides an outlet for cutting-edge studies on linguistic aspects of bilingualism. LAB assumes a broad definition of bilingualism, including work on: adult L2 acquisition/processing, simultane-ous child bilingualism, child L2 acquisition/processing, adult and child heritage language bilingualism, L1 attrition in L2/Ln environments, and adult/child L3/Ln acquisition/processing. LAB publishes original research with a linguistic focus on the understanding of bilingual language acquisition and processing and the effects bilingualism has on cognition and the brain. LAB does not publish papers predominantly dealing with educational, psychological or social topics.

LAB is celebrating its 10 year anniversary in 2020 and on this occasion, we are intro-ducing a new Junior Researcher LAB award that will be awarded for the first time at EuroSLA in Barcelona (July 1- 4, 2020).<video><source><video>

iSSn 1879-9264 | E-iSSn 1879-9272

Language, Culture and SocietyGeneral Editor: Li WeiUniversity College London

Managing Editor: Alfonso Del PercioUniversity College London

Co-editors: Patricia Baquedano-López, Katherine H.Y Chen, Miguel Pérez-Milans and Cécile B. VigourouxUniversity of California, Berkeley / University of Macau / University College London / Simon Fraser University

Language, Culture and Society provides an international platform for cutting-edge research that advances thinking and understanding of the complex intersections of language, culture and society, with the aim of pushing traditional disciplinary boundaries through theoretical and methodological innova-tion. Contributors are encouraged to pay close attention to the contextualized forms of semiotic human activity upon which social conventions, categories and indexical meanings are constructed, actualized, negotiated and disputed vis-à-vis wider social, cultural, racial, economic and historical conditions. The journal is open to analysis focusing on different spatio-temporal scales; it also welcomes contributions address-ing such issues through the lens of any of the analytical paradigms stemming from the sociolinguistic and anthropological study of language, discourse and commu-nication. Exploration of new communicative contexts and practices is considered particularly valuable, and research that breaks new ground by making connections with other disciplines is highly encouraged. Thinking-aloud pieces, reactions and debates, and other alternative formats of contributions are also welcome.

iSSn 2543-3164 | E-iSSn 2543-3156

Language EcologyGeneral Editors: Umberto Ansaldo and Lisa LimUniversity of Sydney

The ecology of language is a framework for the study of language as conceptualised primarily in Einar Haugen’s 1971/72 work, where he defines language ecology as “the study of interactions between any given language and its environment”. It was a reaction to the abstract notion of language – as a monolithic, decontextualised, static entity – propagated by Chomsky, and it was conceived as a broad and interdisci-plinary framework. In his use of ‘ecology’ as a metaphor from biology in linguistics, Haugen formulated ten questions which together comprehen-sively address factors pertaining to the positioning of languages in their environment. Each of these relates to a traditional sub-field of the study of language – encompassing historical linguistics, linguistic demography, sociolinguistics, contact, variation, philology, planning and policy, politics of language, ethnolinguistics, and typology – and each of them intersects with one or more of the other sub-fields. Taken together, answering some or all of these questions is part of the enterprise of the ecology of language. Since then the notion of ecology in linguistics has evolved to address mat-ters of social, educational, historical and developmental nature. With the development of ecology as a special branch of biology, and issues of the 20th and 21st centuries such as migration, hybridity and marginalisation coming to the fore, the notion of language ecology plays an important part in addressing broad issues of language and societal change, endangerment, human rights, as well as more theoretical questions of classification and perceptions of languages, as envisaged in Haugen’s work.

iSSn 2452-1949 | E-iSSn 2452-2147

Language, Interaction and AcquisitionLangage, Interaction et Acquisition

Editors: Sandra Benazzo, Marianne Gullberg, Henriëtte Hendriks and Georges Daniel VéroniqueUniversité Paris 8 / Lund University / University of Cambridge / Université d’Aix-Marseille

Co-editors: Marion Blondel and Sophie WauquierCNRS - Université Paris 8 / Université Paris 8

Assistant Editor: Dana CohenUniversité Paris 8

LIA is a bilingual English-French journal that publishes original theoreti-cal and empirical research of high scientific quality at the forefront of current debates concerning language acquisition. It covers all facets of language acquisition among different types of learners and in diverse learning situations, with particular attention to oral speech and/or to signed languages. Topics include the acquisition of one or more foreign languages, of one or more first languages, and of sign languages, as well as learners’ use of gestures during speech; the relationship between language and cognition during acquisition; bilingualism and situations of linguistic contact – for example pidginisation and creolisation. The bilingual nature of LIA aims at reaching readership in a wide international community, while simultaneously continuing to attract intellectual and linguistic resources stemming from multiple scientific traditions in Europe, thereby remaining faithful to its original French anchoring. LIA is the direct descendant of the French-speaking journal AILE.

iSSn 1879-7865 | E-iSSn 1879-7873







Language Teaching for Young LearnersEditors: Dingfang Shu and Rod EllisShanghai International Studies University / Curtin University

Associate Editor: Yan ZhuFudan University

Review Editor: Jonathan NewtonVictoria University of Wellington

Editorial Assistant: Xi Chen Shanghai International Studies University

Language Teaching for Young Learners is an academic, refereed journal, which publishes articles relating to the teaching and learning of foreign / second languages for young learners. ‘Young’ is defined as including both children and adolescents. Although some young learners receive language instruction in out-of-school contexts, in the main the journal publishes articles reporting on teaching languages in state and private elementary and secondary school contexts. This journal publishes articles about a range of foreign/second lan-guages – not just English.

iSSn 2589-2053 | E-iSSn 2589-207X

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Language EcologyGeneral Editors: Umberto Ansaldo and Lisa LimUniversity of Sydney

The ecology of language is a framework for the study of language as conceptualised primarily in Einar Haugen’s 1971/72 work, where he defines language ecology as “the study of interactions between any given language and its environment”. It was a reaction to the abstract notion of language – as a monolithic, decontextualised, static entity – propagated by Chomsky, and it was conceived as a broad and interdisci-plinary framework. In his use of ‘ecology’ as a metaphor from biology in linguistics, Haugen formulated ten questions which together comprehen-sively address factors pertaining to the positioning of languages in their environment. Each of these relates to a traditional sub-field of the study of language – encompassing historical linguistics, linguistic demography, sociolinguistics, contact, variation, philology, planning and policy, politics of language, ethnolinguistics, and typology – and each of them intersects with one or more of the other sub-fields. Taken together, answering some or all of these questions is part of the enterprise of the ecology of language. Since then the notion of ecology in linguistics has evolved to address mat-ters of social, educational, historical and developmental nature. With the development of ecology as a special branch of biology, and issues of the 20th and 21st centuries such as migration, hybridity and marginalisation coming to the fore, the notion of language ecology plays an important part in addressing broad issues of language and societal change, endangerment, human rights, as well as more theoretical questions of classification and perceptions of languages, as envisaged in Haugen’s work.

iSSn 2452-1949 | E-iSSn 2452-2147

Language, Interaction and AcquisitionLangage, Interaction et Acquisition

Editors: Sandra Benazzo, Marianne Gullberg, Henriëtte Hendriks and Georges Daniel VéroniqueUniversité Paris 8 / Lund University / University of Cambridge / Université d’Aix-Marseille

Co-editors: Marion Blondel and Sophie WauquierCNRS - Université Paris 8 / Université Paris 8

Assistant Editor: Dana CohenUniversité Paris 8

LIA is a bilingual English-French journal that publishes original theoreti-cal and empirical research of high scientific quality at the forefront of current debates concerning language acquisition. It covers all facets of language acquisition among different types of learners and in diverse learning situations, with particular attention to oral speech and/or to signed languages. Topics include the acquisition of one or more foreign languages, of one or more first languages, and of sign languages, as well as learners’ use of gestures during speech; the relationship between language and cognition during acquisition; bilingualism and situations of linguistic contact – for example pidginisation and creolisation. The bilingual nature of LIA aims at reaching readership in a wide international community, while simultaneously continuing to attract intellectual and linguistic resources stemming from multiple scientific traditions in Europe, thereby remaining faithful to its original French anchoring. LIA is the direct descendant of the French-speaking journal AILE.

iSSn 1879-7865 | E-iSSn 1879-7873













Online first

Online first

Linguistic LandscapeAn international journal

Editors: Elana Shohamy and Robert BlackwoodTel Aviv University / University of Liverpool

Editor Emeritus: Eliezer Ben-RafaelTel Aviv University

Associate Editors: Jackie Jia Lou, David Malinowski and Amiena PeckBirkbeck, University of London / San José State University / University of the Western Cape

Book Review Editor: Jeffrey L. KallenTrinity College

In this day and age languages surround us everywhere; languages appear in flashy advertisements and commercials, names of buildings, streets and shops, instructions and warning signs, graffiti and cyber space. The dynamic field of Linguistic Landscape (LL) attempts to understand the motives, uses, ideolo-gies, language varieties and contestations of multiple forms of ‘languages’ as they are displayed in public spaces. The rapidly growing research in LL grants it increasing importance within the field of language studies. LL research is grounded in a variety of theories, from politics and sociology to linguis-tics, and education, geography, economics, and law. The new peer reviewed journal, Linguistic Landscape. An international journal (LL), plans to publish highly rigorous research anchored in a variety of disciplines. It is open to all research methodologies (e.g., qualitative, quantitative and others) and concerned with all domains and perspectives of LL. It will also include thematic issues around a given topic, book reviews and discussion forums.

iSSn 2214-9953 | E-iSSn 2214-9961

Language Teaching for Young LearnersEditors: Dingfang Shu and Rod EllisShanghai International Studies University / Curtin University

Associate Editor: Yan ZhuFudan University

Review Editor: Jonathan NewtonVictoria University of Wellington

Editorial Assistant: Xi Chen Shanghai International Studies University

Language Teaching for Young Learners is an academic, refereed journal, which publishes articles relating to the teaching and learning of foreign / second languages for young learners. ‘Young’ is defined as including both children and adolescents. Although some young learners receive language instruction in out-of-school contexts, in the main the journal publishes articles reporting on teaching languages in state and private elementary and secondary school contexts. This journal publishes articles about a range of foreign/second lan-guages – not just English.

iSSn 2589-2053 | E-iSSn 2589-207X

The Mental LexiconEditors: Gonia Jarema and Gary LibbenUniversité de Montréal / Brock University

Advisory Editor: Harry A. Whitaker Northern Michigan University

The Mental Lexicon is an interdisciplinary journal that provides an international forum for research that bears on the issues of the representation and process-ing of words in the mind and brain. We encourage both the submission of original research and reviews of significant new developments in the understand-ing of the mental lexicon. The journal publishes work that includes, but is not limited to the following: Models of the representation of words in the mind; Computational models of lexical access and production; Experimental inves-tigations of lexical processing; Neurolinguistic studies of lexical impairment; Functional neuroimaging and lexical representation in the brain; Lexical development across the lifespan; Lexical processing in second language ac-quisition; The bilingual mental lexicon; Lexical and morphological structure across languages; Formal models of lexical structure; Corpus research on the lexicon; New experimental paradigms and statistical techniques for mental lexicon research.

iSSn 1871-1340 | E-iSSn 1871-1375

Narrative InquiryEditors: Dorien Van De Mieroop and Allyssa McCabeKU Leuven / University of Massachusetts, Lowell

Associate Editor: Masahiko MinamiSan Francisco State University

Narrative Inquiry is devoted to providing a forum for theoretical, empirical, and methodological work on narrative. Articles appearing in Narrative Inquiry draw upon a variety of approaches and methodologies in the study of narrative as a way to give contour to expe-rience, tradition, and values to next generations. Par-ticular emphasis is placed on theoretical approaches to narrative and the analysis of narratives in human interaction, including those practiced by researchers in psychology, linguistics and related disciplines.

iSSn 1387-6740 | E-iSSn 1569-9935

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Revista Española de Lingüística Aplicada/ Spanish Journal of Applied LinguisticsPublished under the auspices of the Spanish Association of Applied Linguistics

Editors: Juana M. Liceras and Carolina Rodríguez-JuárezUniversity of Ottawa / Universidad de Las Palmas de Gran Canaria

Associate Editors: Estela García-Alcaraz1, Laura García Fernández2, David García León3, Javier García León4, Rocío Jiménez Briones5, Raquel Llama6, Gina Oxbrow7, Marta Samper Hernández7, Bianca Sandu7 and Francisco Vizcaíno Ortega7

1University of Ottawa / 2Universidad de la Rioja / 3University of Toronto & Carleton University / 4University of North Carolina at Charlotte / 5Universidad Autónoma de Madrid / 6University of Ottawa & Stockholm University / 7Universidad de Las Palmas de Gran Canaria

Review Editor: Ana Bocanegra-ValleUniversidad de Cádiz

RESLA/SJAL is the biannual journal of the Spanish Association of Applied Linguistics (AESLA). International in scope, RESLA is peer reviewed and accepts for publication original high-quality scholarly contributions from anywhere around the world. Articles must be related to one of the ten research areas of the Spanish Association of Applied Linguistics: (1) Language Learning and Acquisition; (2) Language Teaching; (3) Language for Specific Purposes; (4) Psychology of Language, Child Language, and Psycholinguistics; (5) Sociolinguistics; (6) Pragmatics; (7) Discourse Analysis; (8) Corpus Linguistics, Computational Linguistics and Language Engineering; (9) Lexicology and Lexicography; (10) Translation and Interpreting Studies.

John Benjamins Publishing Company is the official publisher as of Vol. 27 (2014).

Back-volumes (1985–2013) are available on: http://dialnet.unirioja.es/servlet/revista?codigo=1727

iSSn 0213-2028 | E-iSSn 2254-6774

Register StudiesEditors: Jesse Egbert and Bethany GrayNorthern Arizona University / Iowa State University

Consulting Editor: Douglas BiberNorthern Arizona University

Register Studies is a refereed journal devoted to the publica-tion of high-quality research on register and its relation-ship to all aspects of language use, variation, change, and learning. This journal focuses primarily on empirical linguistic studies related to: spoken or written regis-ters in any language or time period; language variation across registers and detailed analyses of single registers; diachronic linguistic change within or across registers; language for specific purposes and English for academic purposes; methodologi-cal approaches to the study of register; corpus design issues and new corpora for register studies; the application of register analysis in language learning, teaching, and assessment.

RS is highly interdisciplinary, welcoming scholarship on register from areas such as corpus linguistics, discourse analysis, sociolinguistics, applied linguistics, Systemic Functional Linguistics, language teaching, and computational linguistics. Research on English-language registers, analyses of registers in languages other than English, and cross-linguistic comparisons of registers are welcome. Register Studies regularly publishes reviews of books, corpora, and research tools focused on register research. All contributions undergo double-blind peer review.

iSSn 2542-9477 | E-iSSn 2542-9485

Online first

Study Abroad Research in Second Language Acquisition and International EducationEditor: Martin HowardUniversity College Cork

Assistant Editor: Anne Marie DevlinUniversity College Cork

Reflecting the growth of international exchange programmes in an educational context, Study Abroad Research in Second Language Acquisition and International Education has as its focus the role of study abroad in language learning and educational development. In the area of language learning, articles explore all facets of second language acquisition during study abroad such as the nature of linguistic development, input engagement and interaction, and the role of contextual, social and socio-biographical factors underpinning the learner’s experience abroad. The journal also ex-plores issues beyond the linguistic, such as the relationship between study abroad and academic, professional, personal and social development. A complementary area of focus is educational policy and planning issues in study abroad exchange programmes within international education. The journal publishes peer-reviewed articles, thematic issues, invited state-of-the-art articles, and short squibs and research reports.

iSSn 2405-5522 | E-iSSn 2405-5530

Translation and Translanguaging in Multilingual ContextsEditor: Sara LaviosaUniversity of Bari ‘Aldo Moro’, Italy

Review Editor: Gaetano FalcoUniversity of Bari ‘Aldo Moro’, Italy

Translation and translanguaging are natural and complementary phenomena that occur in multilingual societies. They are advocated as valu-able pedagogies that not only develop the ability to operate between languages but also, and most importantly, nourish creativity and a multilingual sense of self. They permit to co-construct meanings and share knowledge, skills and experiences as well as foster the capacity to critically reflect on the world and ourselves through the eyes of another language and culture. The goal of the journal is to give voice to the growing body of research into this burgeoning field of scholarly enquiry and practice. It intends to stimulate novel interdisciplinary and multidisciplinary studies that are carried out in multilingual settings as varied as pre-schooling, primary, secondary, tertiary and postgraduate education as well as voca-tional courses, workplaces and travels. Thus, TTMC provides a forum for innovative studies that find their place at a crossroads between translation studies and bilingual education, language teaching methodology, second language acquisition, curricular design, language policy and planning, psycholinguistics and sociolinguistics.

See also: https://www.facebook.com/Translationandtranslanguaging/

iSSn 2352-1805 | E-iSSn 2352-1813

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Main office (All customers except North America)John Benjamins Publishing Company P.O. Box 36224nl-1020 me AmsterdamThe NetherlandsTel. +31 20 6304747 / Fax +31 20 6739773

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Customers in North AmericaOrders & PaymentsJohn Benjamins Publishing CompanyP.O. Box 960Herndon, VA 20172-0960, USATel.: 800 562-5666 / Fax 703 [email protected]

Main office (All customers except North America)John Benjamins Publishing Company P.O. Box 36224nL-1020 mE AmsterdamThe NetherlandsTel. +31 20 6304747 / Fax +31 20 6739773

Visiting addressKlaprozenweg 75GnL-1033 nn AmsterdamThe Netherlands

Additional ordering informationPlease consult our website:http://www.benjamins.com

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