Second Language Pragmatics is defined by Yule (1996) as “meaning as communicated by a speaker (or writer) and interpreted by a listener (or reader)” (pp.3-4), pragmatics entails the various dimensions of interaction that guide speakers on what to say and listeners on ways to interpret what is being said. In both foreign and second language classrooms, explicit pragmatic instruction can have a strong impact on the development of successful interpersonal speaking skills.
Pragmatic dimensions can be embedded in lessons starting at novice-level courses and continuing through the advanced and superior level courses. Learning strategies for considering each dimension can be helpful in making strategic language choices for successful interaction.
The papers presented in this issue are the result of a workshop held at the University of Nottingham in December 2012 as part of an Arts and Humanities Research Council research network Towards a History of Modern Foreign Language Teaching and Learning (2012–14) intended to stimulate historical research into language teaching and learning. This, the first workshop in the programme, focused on exchanging information on the history of language learning and teaching (HoLLT) across the different language traditions, for it had become clear to us that scholars working within their own language disciplines were often relatively unaware of work outside these. We hope that this special issue — with overview articles on the history of English, French, German, and Spanish as second/foreign languages — will help overcome that lack of awareness and facilitate further research collaboration. Charting the history of language teaching and learning will, in turn, make us all better informed in facing challenges and changes to policy and practice now and in the future.
Adriana Biedroń – Neurology of foreign language aptitude (doi:10.14746/ssllt.2014.5.1.2)
Yinxing Jin, Kees de Bot, Merel Keijzer – The anxiety-proficiency relationship and the stability of anxiety: The case of Chinese university learners of English and Japanese (doi:10.14746/ssllt.2014.5.1.3)
Zhongshe Lu, Meihua Liu – An investigation of Chinese university EFL learners’ foreign language reading anxiety, reading strategy use and reading comprehension performance (doi:10.14746/ssllt.2014.5.1.4)
Thomas Lockley – Promoting international posture through history as content and language integrated learning (CLIL) in a Japanese context (doi:10.14746/ssllt.2014.5.1.5)
Simone E. Pfenninger – MSL in the digital ages: Effects and effectiveness of computer-mediated intervention for FL learners with dyslexia (doi:10.14746/ssllt.2014.5.1.6)
Jan Vanhove – Analyzing randomized controlled interventions: Three notes for applied linguists (doi:10.14746/ssllt.2014.5.1.7)
François Pichette, Sébastien Béland, Shahab Jolani, Justyna Leśniewska – The handling of missing binary data in language research (doi:10.14746/ssllt.2014.5.1.8)
Impact Factor 1.795 Language Teaching is the essential research resource for language professionals providing a rich and expert overview of research in the field of second-language teaching and learning. It offers critical survey articles of recent research on specific topics, second and foreign languages and countries, and invites original research articles reporting on replication studies and meta-analyses. The journal also includes regional surveys of outstanding doctoral dissertations, topic-based research timelines, theme-based research agendas, and recent plenary conference speeches. Research-in-progress reports, themed comparative book review articles and a list of publications received complement the content of each issue. A thorough peer-reviewing procedure applies to both the commissioned and the unsolicited articles. 'An excellent source of information for academics, professionals and graduate students. The state-of-the-art articles are excellent and extremely useful to get the most relevant information in each area. The abstracts and indexes provide a very valuable tool for researchers in applied linguistics.'Jasone Cenoz, University of the Basque CountryClick here for further endorsements of Language TeachingThinking of contributing? Please click here for more information on how to submit to Language Teaching.
[...] una amiga y colega me preguntó hasta qué punto pueden aplicarse los principios de la gramática cognitiva y pedagógica al aprendizaje del léxico. Y, aunque no soy en absoluto una experta en cuestiones léxicas, voy a intentar responder a su pregunta desde mi humilde visión como profesora de E/LE seducida por el cognitivismo.
Variability and Variation in Second Language Acquisition Orders: A Dynamic Reevaluation What Counts as a Developmental Sequence? Exemplar‐Based L2 Learning of English Questions Processing Determinism Announcements from the General Editor Orders and Sequences in the Acquisition of L2 Morphosyntax, 40 Years On: An Introduction to the Special Issue An Outline of Processability Theory and Its Relationship to Other Approaches to SLA Exploring Regularities and Dynamic Systems in L2 Development Discussion: How Different Can Perspectives on L2 Development Be? Natural or Artificial: Is the Route of L2 Development Teachable?
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