Studies and Global Perspectives of Second Language Teaching and Learning

Edited by:
John W. Schwieter, PhD

A volume in the series: Research in Second Language Learning. Editor(s): Bogum Yoon, State University of New York at Binghamton.

Published 2013

This book explores theories and pedagogies in the L2 classroom that have led to an understanding of how non-native languages are taught and learned. Featuring a diverse set of perspectives from researchers and language educators from around the globe, this book highlights important theoretical and practical underpinnings of the L2 classroom—discussions on what has worked and why. Some examples of these topics include: online and nonverbal communication, peace literacy, learning behaviors, high-impact practices, pragmatic awareness, study abroad, implicit and explicit teaching, motivation, and more.

One mission of this book is to appreciate a diverse array of L2 teaching practices with sound theoretical underpinnings and universal implications for L2 classrooms. The chapter contributions are the result of an open call for studies that highlight practical innovative approaches in L2 teaching and learning and expand the avenues of exploration available within their theoretical frameworks. More specifically, the call for proposals sought to gather a diverse set of perspectives from researchers and language educators from various parts of the world in order to provide practical and thought-provoking insight on innovative approaches to L2 teaching. As such, the studies in this book all share a common goal that demonstrates the applicability of L2 teaching practices across languages, cultures, and regions. The book is intended to act as a valuable reference for language educators, practitioners, specialists, and anyone studying or wishing to gain an overview of successful teaching practices and learning nuances in the L2 classroom that cross all languages, cultures, and regions.

Preface. Acknowledgments. Current Innovative Ideas in Explicit/Implicit Teaching and Learning of L2 Grammar, Mehdi Vaez Dalili. Nonverbal Communication: Implications in the Chinese L2 Classroom, Haiyong Liu. Integrating Peace Education Literacy in L2 Teaching and Learning, Michela Montevecchi. Learning Behaviors: Potential Barriers in L2 Learning, Brian R. Morrison. Digital Stories in L2 Classes: High-Impact Practices and Affective Learning, Mercedes Rowinsky-Geurts. Methodological Ingenuity for L2 Listening, Joseph Siegel. Spanish Heritage Language Learners as Bilingual Education Teachers: Cultivating Spaces for Academic and Local Language, Gloria Delany- Barmann, Carla Paciotto, and Loana Deveraux. Immersion Learning: Implications for Non-Native Lexical Development, John W. Schwieter. Enhancing Vocabulary Learning in Kenya’s ESL Classrooms, Beth Njeri Ngugi, Daniel O. Orwenjo, and Martin C. Njoroge. Teaching ESL Phrasal Verbs Through a Cognitive Linguistic Lens, Ferit Kiliçkaya. Increasing Pragmatic Awareness in the L2 Classroom, María Luisa Carrió Pastor and Eva María Mestre Mestre. Learning Language and Culture Through Intercultural Online Exchange, Mathy Ritchie. Motivation: A Key Factor in L2 Teaching and Learning, Catherine Black. Computer Assisted Language Learning in the New Frontier: Exploring the i4, Allyson Eamer. About the Editor. About the Contributors.

"These papers further inquiry on language education. They also demonstrate the applicability of L2 teaching practices across languages, cultures, and regions. These studies are critical references for anyone practicing, studying or wishing to gain an overview of successful, current teaching practices in SL/FL contexts. Drawing on research, theory, and practice, each chapter explores an innovative L2 teaching approach with detailed explanations about infusing this pedagogy in the curriculum, materials and a discussion on what worked and what didn’t." Andrea Lypka University of South Florida in Education Review (Read full review)