Errors and Intelligence in Computer-Assisted Language Learning

The use of literature in second language teaching has been advocated for a number of years, yet despite this there have only been a limited number of studies which have sought to investigate its effects. Fewer still have focused on its potential effects as a model of spoken language or as a vehicle to develop speaking skills. Drawing upon multiple research studies, this volume fills that gap to explore how literature is used to develop speaking skills in second language learners. The volume is divided into two sections: literature and spoken language and literature and speaking skills. The first section focuses on studies exploring the use of literature to raise awareness of spoken language features, whilst the second investigates its potential as a vehicle to develop speaking skills. Each section contains studies with different designs and in various contexts including China, Japan and the UK. The research designs used mean that the chapters contain clear implications for classroom pe

The use of literature in second language teaching has been advocated for a number of years, yet despite this there have only been a limited number of studies which have sought to investigate its effects. Fewer still have focused on its potential effects as a model of spoken language or as a vehicle to develop speaking skills. Drawing upon multiple research studies, this volume fills that gap to explore how literature is used to develop speaking skills in second language learners. The volume is divided into two sections: literature and spoken language and literature and speaking skills. The first section focuses on studies exploring the use of literature to raise awareness of spoken language features, whilst the second investigates its potential as a vehicle to develop speaking skills. Each section contains studies with different designs and in various contexts including China, Japan and the UK. The research designs used mean that the chapters contain clear implications for classroom pe

Cognitive linguists are bound by the cognitive commitment, which is the commitment to providing a characterization of the general principles governing all aspects of human language, in a way that is informed by, and accords with, what is known about the brain and mind from other disciplines. But what do we know about aspects of cognition that are relevant for theories of language? Which insights can help us build cognitive reality into our descriptive practice and move linguistic theorizing forward? This unique study integrates research findings from across the cognitive sciences to generate insights that challenge the way in which frequency has been interpreted in usage-based linguistics. It answers the fundamental questions of why frequency of experience has the effect it has on language development, structure and representation, and what role psychological and neurological explorations of core cognitive processes can play in developing a cognitively more accurate theoretical account

This book proposes a flexible and adaptive framework for designing and implementing language learning environments and tasks, which will be useful for practitioners working in classrooms where many la

Appropriate for those new to the topic and established scholars, this holistic text examines the nexus of advocacy and English-language teaching, beginning with theories of advocacy, covering constrai

This book proposes and validates an information flow approach to analyzing knowledge co-construction and predicting group performance in the context of collaborative learning. In addition, it highligh