Studies and Global Perspectives of Second Language Teaching and LearningJohn W. Schwieter 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. |
Contents
| 1 | |
Nonverbal Communication | 27 |
Integrating Peace Education Literacy in L2 Teaching and Learning | 47 |
Learning Behaviors | 69 |
Digital Stories in L2 Classes | 91 |
Methodological Ingenuity for L2 Listening | 113 |
Spanish Heritage Language Learners as Bilingual Education Teachers | 141 |
Immersion Learning | 165 |
Teaching ESL Phrasal Verbs Through a Cognitive Linguistic Lens | 223 |
Increasing Pragmatic Awareness in the L2 Classroom | 243 |
Learning Language and Culture Through Intercultural Online Exchange | 267 |
Motivation | 289 |
Computer Assisted Language Learning in the New Frontier | 313 |
Future Directions in L2 Teaching and Learning | 329 |
About the Editor | 337 |
About the Contributors | 339 |
Other editions - View all
Studies and Global Perspectives of Second Language Teaching and Learning John W. Schwieter No preview available - 2013 |
Studies and Global Perspectives of Second Language Teaching and Learning John W. Schwieter No preview available - 2013 |
Common terms and phrases
ability academic Applied Linguistics approach aspects bilingual CEFR chapter chat Chinese cloze cognitive linguistic communication context course culture discourse discourse markers discussion effective Ellis English English language evaluation explicit knowledge Facebook feedback focus focused foreign language gestures goals grammar guage heritage language HLLs immersion experience implicit input instruction instructor interaction intercultural interface position Journal Kenya L2 learners L2 learning L2 listening L2 teaching L3 lexical robustness language education language learning Latino learning activities meaning metacognitive motivation nonverbal nonverbal communication participants PBLI teaching points peace education pedagogy phrasal verbs practice pragmatic awareness pragmatic competence reading relevant role Schwieter second language acquisition Second Language Teaching skills social sociolinguistic Spanish specific strategies study abroad syllabus target language tasks TCFL teachers teaching and learning textbooks tion vocabulary development week Western Illinois University words writing