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Higher education --- Sociolinguistics --- Linguistics --- HO (hoger onderwijs) --- talenonderwijs --- linguïstiek

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Higher education --- Educational sciences --- Linguistics --- HO (hoger onderwijs) --- talenonderwijs --- linguïstiek

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Under the Universal Grammar (UG) framework, this book discusses the latest research on the role of L1 bidialectism in L2 acquisition, with a particular focus on early Chinese(L1)-English(L2) learners. Responding to the long-standing concern of whether L2 learners have access to UG in the target language, it provides evidence of the positive role of L1 multidialectism in L2 learning and confirms the role of UG in L2 acquisition. This book is essential reading for postgraduates and researchers in language education, linguistics, applied linguistics, speech-language pathology and psychology. The clarification of Chinese as L1 is also of interest to language educators in multilingual contexts.

Higher education --- Linguistics --- HO (hoger onderwijs) --- talenonderwijs --- taalverwerving --- linguïstiek

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This book constitutes another step of the linguistic community in translating cognitive linguistics research into a set of guidelines applicable in the foreign language classroom. The authors, language scholars, and experienced practitioners discuss a collection of both more theoretical and practical issues from the area of second and foreign language pedagogy. These are matters that not only enhance our comprehension of particular grammatical and lexical problems, but also lead to the improvement of the efficiency of teaching a foreign language. The topics range from learners’ emotions, teaching grammatical constructions, prepositions, and vocabulary, to specific issues in phonology. The observations concern the teaching of three different languages: English, French, and Italian. As a result, the book is of interest to scholars dealing with further developments of particular linguistic issues and practitioners who want to learn how to improve the quality of their classroom work.

Higher education --- Linguistics --- HO (hoger onderwijs) --- talenonderwijs --- linguïstiek

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This volume is a compilation of 21 distinguished chapters, an Introduction, and an Afterword with a thematic focus on the functional variations of English in non-native contexts. Highly acclaimed scholars in the field of (applied) linguistics, bringing their expertise from the core areas of general linguistics, sociolinguistics, psycholinguistics, cognitive linguistics, educational linguistics, and stylistics, address the ways in which English language varies in different contexts. The contributions carefully examine the variations, the complexities and the concerns arising thereof, and explore the resultant pedagogical implications. The volume, in this respect, contributes to an informed process for policy decisions, curriculum design, material development, and most importantly classroom practices based on the ability, feasibility and desirability of English for the users, as a step towards nurturing globally-minded, globally-competent, and globally-functioning individuals. Taking the deliberations through and beyond Kachru’s world Englishes model of three circles, this book is an attempt to: See what the users of English ‘do’ or ‘do not do’ with the language, rather than ‘where’ they come from Create a flexible mindset to enable acceptance and respect for linguistic variations in English usage Promote practical abilities for language and ‘communication management’ Facilitate informed pedagogical practices based on global realities .

Higher education --- Educational sciences --- Linguistics --- HO (hoger onderwijs) --- talenonderwijs --- linguïstiek