Languaging in Language Learning and Teaching

A collection of empirical studies

Editors
| Miyagi University of Education
| University of Melbourne
HardboundForthcoming
ISBN 9789027207432 | EUR 95.00 | USD 143.00
 
PaperbackForthcoming
ISBN 9789027207449 | EUR 33.00 | USD 49.95
 
e-BookOrdering information
ISBN 9789027260840 | EUR 95.00/33.00*
| USD 143.00/49.95*
 
This book is the first to bring together a collection of recent empirical studies investigating languaging, an important construct first introduced by Swain in 2006 but which has since been deployed in a growing number of L2 studies. The contributing authors include both established and emerging authors from around the globe. They report on studies which elicited languaging in oral or written form, via a range of individual and group tasks, and from a diverse range of student populations. As such these studies extend the scope of extant research, illustrating different and novel approaches to research on languaging. The findings of these studies provide new insights into the language learning opportunities that languaging can afford language learners in different educational and linguistic contexts but also the factors that may impact on these opportunities. As such the book promises to be of relevance and interest to both researchers and language teachers.
[Language Learning & Language Teaching, 55]  Expected September 2020.  vi, 307 pp. + index
Publishing status: In production
Table of Contents
This is a provisional table of contents, and subject to changes.
Introduction
Wataru Suzuki and Neomy Storch
2–15
Section I. Languaging
20–169
Chapter 1. Child EFL grammar learning through a collaborative writing task
Asier Calzada and María del Pilar García Mayo
20–39
Chapter 2. The role of L1 use by high-proficiency learners in L2 vocabulary development: A quasi-experimental study of L1 languaging
Masatoshi Sato and Isidora Angulo
42–66
Chapter 3. Languaging and grammatical terminology: Expressing linguistic concepts while co-constructing understandings
Paul D. Toth, Kara Moranski, Ashley Shaffer and Raquel Mattson-Prieto
68–89
Chapter 4. Exploring interaction between heritage and second language learners in the Spanish language classroom: Opportunities for collaborative dialogue and learning
Ana Fernández-Dobao
92–110
Chapter 5. Languaging when providing and processing peer feedback
Neomy Storch and Ali Alshuraidah
112–128
Chapter 6. Languaging: Chinese students rewrite a narrative in English
Luxin Yang
130–148
Chapter 7. Languaging in wiki-based collaborative writing:: Functions and mediating factors
Mimi Li
150–169
Section II. Languaging
176–307
II.1. Oral self-directed talk
176–215
Chapter 8. Talking about language: L2 learners’ use of metalinguistic knowledge on contrasting pedagogic tasks
Gabriela Adela Gánem-Gutiérrez and Karen Roehr-Brackin
176–195
Chapter 9. Talking to self while writing: Second-language writers’ languaging processes and reflections
Yuko Watanabe
198–215
II.2. Written self-directed talk (written languaging)
220–307
Chapter 10. L2 learning and the frequency and quality of written languaging
Masako Ishikawa and Andrea Révész
220–240
Chapter 11. L2 writers’ processing of written corrective feedback: Depth of processing via written languaging
Rosa M. Manchón, Florentina Nicolás-Conesa, Lourdes Cerezo and Raquel Criado
242–265
Chapter 12. Effects of written languaging in response to direct and indirect corrective feedback on developing writing accuracy
Mahmood Reza Moradian, Mojgan Hossein-Nasab and Mowla Miri
268–286
Chapter 13. Exploring the mediating role of emotions expressed in L2 written languaging in ESL learner text revisions
Daphnée Simard and Michael Zuniga
288–307
Acknowledgements
vii
Index
309
Subjects
BIC Subject: CJA – Language teaching theory & methods
BISAC Subject: FOR000000 – FOREIGN LANGUAGE STUDY / General