Böcker i Language Learning Monograph-serien

This monograph offers research-based perspectives and linguistically informed approaches to supporting language and literacy development in higher education.

In Mogadishu on the Mississippi, Martha Bigelow brings together five years of interdisciplinary research within the Somali community in Minnesota.

This volume explores the evolution in language use experienced by children and young people throughout school, and the ways they become more conscious about its multi-functionality and the choices open to them in making meaning.

Discursive Practice is a theory of the linguistic and socio-cultural characteristics of recurring episodes of face-to-face interaction; episodes that have social and cultural significance to a community of speakers.

This book presents a theory of how the psychology and neurobiology of stimulus appraisal influences the variability in second language acquisition. It then extends the notion of affect developed for second language acquisition to primary language acquisition and to cognition in general.

This book explores the association of form and meaning in the acquisition of tense and aspect by adult learners of nine target languages. The book provides a survey and synthesis of studies from five perspectives: meaning-oriented approaches, acquisitional sequences, the aspect hypothesis, the discourse hypothesis, and the effect of instruction.

* An innovative look at the social aspects of language testing, including the assessment of language use in social settings and the societal consequences of language tests. * Considers these issues in relation to language assessment in oral proficiency interviews, and to the assessment of second language pragmatics.

* The first book-length treatment of second and foreign language learners acquisition of pragmatics. * Comprehensive discussion of developmental interlanguage pragmatics, presenting an up-to-date account of research findings.

Explains the basic principles of Conversation Analysis and reviews the literature on L2 classroom interaction. This book portrays the reflexive relationship between the pedagogical focus of the interaction and the organisation of turn-taking, sequence and repair. It also describes the overall organisation of L2 classroom interaction.