ABSTRACT

Volume III of the Handbook of Research in Second Language Teaching and Learning, like Volumes I and II, is a comprehensive, state-of-the-art overview of current research into social contexts of second language (L2)/foreign language (FL) teaching and learning; language policy; curriculum; types of instruction; incremental language skills such as listening, speaking, reading, writing, vocabulary, and grammar; international communication; pragmatics; assessment and testing. It differs from earlier volumes in its main purpose—to provide a more in-depth discussion and detailed focus on the development of the essential language skills required for any type of communication: speaking, listening, reading, vocabulary, grammar, and writing.

Volume III preserves continuity with previous volumes in its coverage of all the classical areas of research in L2/FL teaching and learning and applied linguistics, but rather than offering a historical review of disciplinary traditions, it explores innovations and new directions of research, acknowledges the enormous complexity of teaching and learning the essential language abilities, and offers a diversity of perspectives. Chapter authors are all leading authorities in their disciplinary areas.

What’s new in Volume III?

  • Updates the prominent areas of research, including the sub-disciplines addressed in Volumes I and II, and represents the disciplinary mainstays
  • Considers and discusses perspectives held by different schools of thought on the what, the how, and the why of teaching foundational language skills, including theories, pedagogical principles, and their implementation in practice
  • Captures new and ongoing developments and trends in the key areas of L2/FL teaching and learning, and innovative research topics that have gained substantial recognition in current publications, including the role of corpora, technology, and digital literacy in L2/FL teaching and learning
  • Examines new trends in language pedagogy and research, such as an increased societal emphasis on teaching academic language for schooling, somewhat contradictory definitions of literacy, and the growing needs for instruction in intercultural communication.

part I|100 pages

Social Contexts, Language Policy, and Language Learners

chapter 1|12 pages

The Sociology of Language Teaching and Learning 1

ByJohn Edwards

chapter 2|14 pages

Language Policy/Planning and Language Learning

ByRobert B. Kaplan

chapter 3|13 pages

English as a Global Language

BySandra Lee McKay

chapter 4|14 pages

English for Academic Purposes

ByCarmen Pérez-Llantada, John M. Swales

chapter 5|12 pages

English for Specific Purposes

ByBrian Paltridge, Sue Starfield

chapter 6|14 pages

Teaching English to Young Learners

ByDavid Nunan

chapter 7|19 pages

Academic Language in K–12 Contexts

ByMaria Estela Brisk, Qianqian Zhang-Wu

part II|98 pages

Curriculum and Instruction

chapter 8|14 pages

SLA Research and Foreign-Language Teaching

ByPatsy M. Lightbown

chapter 9|15 pages

Curriculum Approaches in Language Teaching

ByJack C. Richards

chapter 10|12 pages

Application of Research to Materials Design

ByPenny Ur

chapter 11|15 pages

Teaching Language Skills from a Discourse Perspective

ByElite Olshtain, Marianne Celce-Murcia

chapter 12|14 pages

Content-Based Language Teaching and Academic Language Development

ByMarguerite Ann Snow

chapter 13|13 pages

Research in Corpora in Language Teaching and Learning

ByElaine Vaughan, Michael McCarthy

chapter 14|13 pages

Technology in Language Teaching and Learning

ByGreg Kessler

part III|71 pages

Listening and Speaking

chapter 15|13 pages

L2 Listening

BySteven Brown

chapter 16|15 pages

Cognition, Metacognition, and L2 Listening

ByChristine C. M. Goh

chapter 17|13 pages

Learning-to-Speak and Speaking-to-Learn

Five Categories of Learning Opportunity
ByJonathan Newton

chapter 19|13 pages

Pronunciation

ByDonna M. Brinton

part IV|69 pages

Literacies, Reading, and Writing

chapter 20|13 pages

Second Language Literacy

Kindergarten to Grade 12
ByLee Gunderson, Reginald Arthur D’Silva

chapter 21|13 pages

Digital Literacies

ByRodney H. Jones

chapter 22|13 pages

L2 Reading Comprehension and Development

ByWilliam Grabe

chapter 23|16 pages

Reading and Technology

What’s New and What’s Old about Reading in Hyperlinked Multimedia Environments?
ByThomas Cobb

chapter 24|12 pages

Research on L2 Writing

Contexts, Writers, and Pedagogy
ByDana R. Ferris

part V|56 pages

Vocabulary and Grammar

chapter 25|12 pages

The Three “I”s of Second Language Vocabulary Learning

Input, Instruction, Involvement
ByBatia Laufer

chapter 26|14 pages

Measuring Vocabulary Size

ByPaul Nation, Laurence Anthony

chapter 27|15 pages

Prioritizing Grammar to Teach or Not to Teach

A Research Perspective
ByEli Hinkel

chapter 28|13 pages

Systemic Functional Grammar in the K–12 Classroom

ByMary J. Schleppegrell

part VI|56 pages

International Communication and Pragmatics

chapter 29|17 pages

Teaching and Learning Intercultural Communication

Research in Six Approaches
ByLixian Jin, Martin Cortazzi

chapter 30|12 pages

Research in World Englishes and International Communication

ByAndy Kirkpatrick

chapter 31|25 pages

Teaching and Learning Second Language Pragmatics

ByAndrew D. Cohen

part VII|53 pages

Assessment and Testing

chapter 32|8 pages

Social Dimensions of Assessment and Testing

ByBernard Spolsky

chapter 33|13 pages

The Practice of Language Assessment

ByGlenn Fulcher

chapter 34|14 pages

Large-Scale Language Assessment

Empirical Studies
ByAntony John Kunnan

chapter 35|16 pages

Fifteen Ways to Improve Classroom Assessment

ByJames Dean Brown, Jonathan Trace