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This book explores how complex systems theory can contribute to the understanding of classroom language learner motivation through an extended examination of the dynamic conditions operating in a foreign language classroom in Japan. Its reflexive, narrative approach shines light on the evolving nature of research and role of the researcher.

This book provides an overview of current theory, research and practice in the field of language anxiety and brings together a range of perspectives on this psychological construct in a single volume. Chapters show that language anxiety can be viewed as a complex and dynamic construct and can be researched using different methods and frameworks.

This book highlights research-based innovations in experiential learning in domestic settings, with a particular spotlight on the US context. It focuses on three experiential learning contexts: community engagement experiences, professional engagement experiences and other unique experiential contexts such as language camps and houses.

This book examines the applications of language learning motivation research theories and models from WEIRD (Western, educated, industrialized, rich, developed) contexts to the EFL situation in Asian countries. Themes include the use of L2 selves as a theoretical model of motivation, teacher motivation and demotivation in Asian educational systems.

This book addresses issues of authenticity and interaction in second language contexts from a variety of theoretical and methodological approaches. Contributions focus on authenticity as it relates to patterns of language and meaning, and to agency, identity and culture, and examines authenticity in both classroom and study abroad situations.

This book addresses the topic of interactional competence in the area of learning Japanese as a second language. It presents data collected from learners studying abroad in Japan to explain developments in their interactional competence as found in their use of speech styles and co-construction of an utterance.

This book treats second language users in their own right rather than as failed native speakers. It describes a range of psychological and linguistic approaches to diverse topics about L2 users. It thus provides an innovative overview of current second language acquisition theories, results and methods, seen from a common perspective.

This book addresses fundamental questions regarding the relationships between successful language learning and strategy use and development, according to learner, situational or target variables. This new edition includes an analysis of recent literature, an update on the theoretical debate and an extended research methodology section.

This book explores second language (L2) learning, teaching, and assessment from a comprehensible input (CI) perspective. It takes a blended approach that promotes the intertwining of theory, research and practice in L2 pedagogy and assessment and aims to address the commonly used concept of CI and its role in L2 education.

This book brings together many insights about the influences of one language upon another in language learning. Its accessible discussions explore key concerns such as predictions of difficulty, the role of translation processes, the relation between comprehension and production, and implications for classroom practice.

Classroom-based language tuition is often overshadowed by approaches such as distance learning, supported independent learning and blended learning. This book examines language learning strategies in a range of independent settings and addresses key issues for independent learners such as autonomy, strategic awareness and self-regulation.

This book explores topics related to the language learning processes of learners with special needs including students with learning disabilities. The chapters written by authors in a wide variety of educational settings discuss individual learner characteristics and profiles, diagnosis and assessment issues and instructional programs.

This book presents studies at the cutting edge of second language vocabulary research by authors whose work represents much of the current focus and direction of investigation in this area. Various aspects of L2 lexical processing, acquisition, and storage are explored in a groundbreaking series of relevant and replicable studies.

Third or Additional Language Acquisition examines research on the acquisition of languages beyond the L2 within four main areas of inquiry: crosslinguistic influence, multilingual speech production models, the multilingual lexicon and the impact of bi/multilingualism on cognitive development.

The book discusses vocabulary learning strategies as an integral subgroup of language learning strategies. It attempts to integrate the approaches of theories of second language acquisition, the theory and practice of instructed foreign language learning, and the findings of current empirical research.

The book contains studies on L2 lexical processes based on empirical findings by authors mostly from Central Europe. Questions of integration, storage, vocabulary acquisition and assessment, word retrieval and lexical access are the focus of the studies, which include reference to language users from Finno-Ugric and Slavic language backgrounds.

This book focuses on how both nonnative and native teachers may enhance their handling of target language pragmatics in the classroom and provides ideas that both sets of teachers may draw on to compensate for gaps in their knowledge. Focus is also given to learner strategies and motivation, technological advances, assessment and research methods.

Using L2 socialization theory as a theoretical framework, this book investigates the ways in which four learners of Japanese exercise their agency to pursue their learning goals and documents how the diverse ways in which they do so form different trajectories of learning and create different experiences of L2 socialization.

Combining advanced quantitative methods in classroom research with individual-level qualitative data, this study demonstrates that the capacity of late starters vastly surpasses popular expectations. It shows that age of onset is irrelevant for many aspects of language acquisition and that for a variety of reasons a later onset can be beneficial.

This book addresses issues and debates at the centre of English pronunciation teaching. It offers new theoretical ideas and practical solutions to phonodidactic problems that arise in EFL contexts, approaching pronunciation instruction from global and local perspectives and supporting its theoretical claims with extensive empirical evidence.

This book closes the gap between theory and practice for teachers and researchers wishing to capitalize on learners' individuality in second or foreign language learning. Issues of content are targeted through a description of the variables of anxiety, beliefs, cognitive abilities, motivation, strategies, styles and willingness to communicate.

This book examines the use of tasks in second language instruction in a variety of international contexts, and addresses the need for a better understanding of how tasks are used in teaching and program-level decision-making. The chapters consider the benefits and challenges that teachers, program designers and researchers face in using tasks.

This book examines the use of tasks in second language instruction in a variety of international contexts, and addresses the need for a better understanding of how tasks are used in teaching and program-level decision-making. The chapters consider the benefits and challenges that teachers, program designers and researchers face in using tasks.

This book honours the contribution of Marjolijn Verspoor to the development and implementation of dynamic usage-based approaches in second language research and pedagogy. With chapters written by renowned experts in the field, the book addresses the dynamics of language, language learning and language teaching from a usage-based perspective.

This book investigates individual differences variables as well as contextual factors that impinge on second language learners' willingness to communicate (WTC). It combines a macro- and micro-perspective to bring the reader closer to understanding the mechanisms underlying WTC in specific contexts.

This book provides an overview of current thinking and directions for further research in applied linguistics. The range of perspectives, original research agendas, innovative methodological approaches and productive research designs will make it a useful reference and stimulus for students, researchers and professionals.

The book investigates theories and measures of working memory in second language learning, processing and development. Research syntheses, theoretical perspectives and methodological insights illuminate the relationships between working memory components and functions in connection with specific L2 acquisition domains, skills and processes.

This collection of papers brings together a diverse range of conceptualisations of the self in the domain of second language acquisition and foreign language learning. The volume attempts to unite a fragmented field and provides a thorough overview of the ways in which the self can be conceptualised in SLA contexts.

This wide-ranging new collection explores various aspects of the acquisition of an L2 phonological system. It covers L2 speech production and perception, theoretical conceptualisations of L2 phonology acquisition, and the importance of the mastery of highly intelligible pronunciation as an important component of L2 education.

This book is an edited collection of phonological development studies that pertain to themes in child bilingualism. It comprises studies on protolanguage phonology, referring to the development of children's autonomous linguistic systems from their first meaningful forms to complete cognitive and articulatory acquisition of language.