Innovative Research and Practices in Second Language Acquisition and Bilingualism
Editor
| Wilfrid Laurier University
This volume brings together theoretical 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 cognitive 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 directions. 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.
[Language Learning & Language Teaching, 38] 2013. xiii, 335 pp.
Publishing status: Available
© John Benjamins Publishing Company
Table of Contents
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Acknowledgments
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ix–x
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xi–xiv
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Part I. Linguistic perspectives and implications
for L2 pedagogy
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3–22
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23–42
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43–62
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63–84
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85–106
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107–138
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139–164
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165–192
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193–220
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Part II. Cognitive perspectives and implications
for L2 pedagogy
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223–240
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241–266
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267–286
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287–308
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Part III. Concluding remarks
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311–328
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About the editor
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329–330
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About the contributors
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331–332
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Index
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333–335
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“This volume is a valuable resource for students, researchers, educators, and curriculum developers and would be a welcome addition to the library of anyone interested in developing and enhancing their knowledge of the relationship between theory and research in SLA and bilingualism and pedagogical practice.”
Nicole Ziegler, University of Hawai’i at Mānoa, in Studies in Second Language Acquisition 36(4), 2013
“Well written and accessible, this volume provides the reader with a thorough overview of some of the more established cognitive and linguistic perspectives in SLA and bilingualism. Although the volume may be most valuable to graduate students, teachers, and curriculum developers looking to enhance their understanding of the processes and products of L2 learning, novice and experienced researchers will find a useful resource in the straightforward discussions of different theories and their direct connections to learning and teaching.[...] Overall, this volume is a valuable resource for students, researchers, educators, and curriculum developers and would be a welcome addition to the library of anyone interested in developing and enhancing their knowledge of the relationship between theory and research in SLA and bilingualism and pedagogical practice.”
Nicole Ziegler, University of Hawaií at Manoa, in Studies in Second Language Acquisition 36(4): 760-761, 2013
Cited by
Cited by 1 other publications
Haser, Verena, Anita Auer, Bert Botma, Beáta Gyuris, Kathryn Allan, Mackenzie Kerby, Lieselotte Anderwald, Alexander Kautzsch, Maja Miličević, Tihana Kraš & Marcus Callies
2015. IEnglish Language.
The Year's Work in English Studies 94:1 ► pp. 1 ff. 
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Subjects & Metadata
BIC Subject: CJA – Language teaching theory & methods
BISAC Subject: FOR000000 – FOREIGN LANGUAGE STUDY / General