bluuebunny/crossref_metadata_2025_split huggingface dataset:
Conversation Analysis and Second Language Acquisition:CA‐SLA
Authors: Pekarek Doehler Simona 
Published: December 2012

AbstractConversation analytic research on second language acquisition (CA‐SLA) has emerged relatively late in the history of both CA and SLA. This is largely due to the historic development and the analytic focus of the two fields of research. On the one hand, ethnomethodological CA originated as a critical approach to society concerned with the local production of social order; it was not designed to address issues of learning or development. On the other hand, SLA research has traditionally been focused on the learner's internal cognitive processing of linguistic forms; it has paid only limited attention to the social‐contextual dimensions of the learning of a second language (L2) (but see Hatch's, 1978, early statement). Yet, since the 1990s, the SLA scientific landscape has undergone a notable shift toward more socially, socioculturally, and sociocognitively oriented approaches, involving an increased awareness of the contingent, contextual, adaptive, and hence nonlinear nature of learning. CA research has played a major role in this development. In a much‐quoted programmatic statement, Firth and Wagner (1997) have outlined the basic principles of what was later to become CA‐SLA, calling for a “significantly enhanced awareness of the contextual and interactional dimensions of language use” (p. 286). Their argument has triggered a critical debate between cognitive and socially oriented SLA researchers (seeModern Language Journal, 1997,81[3], 2007,91[5]), and has provided major impulses for CLA‐SLA research ever since.
Conversational Implicature
Authors: Haugh Michael 
Published: December 2012

AbstractSpeakers are often assumed to mean more than the literal sense of the words that they have spoken. For example, if I am in a café with a friend who is eating some cake with her coffee, and I comment that the cake looks really nice, my friend might respond by offering me some of her cake. By making this offer, my friend has shown that she thinks I was implying that I would like to try some of her cake. Since I did not actually say I wanted to try her cake, I could deny that I meant to imply this, either directly by saying something like “Oh, I didn't mean I want to try it” or indirectly by saying something like “Oh, I'm not hungry at the moment.” However, unless I make some sort of denial, then, what has been implied, in part due to my friend's response, is that I would like to try her cake. In lay terms this is considered ahintorimplicationthat has arisen from what I have just said.
Corpora: Multimodal
Authors: Adolphs Svenja 
Published: December 2012

AbstractNatural language collected and stored in multimillion‐word corpora forms the basis of inquiry in a diverse range of disciplines. Advances in the field of corpus linguistics over the past two decades have contributed to pioneering research in many areas of communication studies and language description. However, while the analysis of large‐scale text corpora can provide insights into language patterning, and can help establish linguistic profiles of particular social contexts, it is limited to the textual dimension of communication. Yet, communication processes are multimodal in nature, and there is now an increasing body of research concerned with the development and analysis of corpora that enable the user to study the speech and gestures of the participants in social interaction, and ways in which the verbal and nonverbal are inextricably linked. The impetus towards multimodal corpora recognizes that natural language is an embodied phenomenon and that a deeper understanding of the relationship between talk and bodily actions—particular gestures—is required if we are to develop a more coherent understanding of the collaborative organization of communication (see also Saferstein, 2004).
Corpus Analysis of Written English for Academic Purposes
Authors: Coxhead Averil 
Published: December 2012

Abstract

Corpus‐based research and English for academic purposes (EAP) have a close relationship. In his editorial for a special issue on EAP and corpora in the
Journal of English for Academic Purposes
Thompson (2007, p. 285) explains this connection: “Corpora, at one level, are sources of evidence about language use, and permit a wide range of analyses of how language is used in different registers, contexts, and by different users.” The term EAP covers a wide range of second or other language teaching and learning, including preparation for university studies, support courses for undergraduate second language learners already enrolled in university, and preparation for postgraduate studies to doctoral level. In this entry, we look at how corpus analysis of written texts provides evidence of language in use for EAP and informs dictionary design, materials development, testing, and curriculum design.
Correlational Research in Language Assessment
Authors: Hudson Thom 
Published: December 2012

Abstract

Researchers in language assessment are frequently interested in determining the relations between two or more variables. One of the most fundamental statistics for indicating the strength of relations between two variables is the correlation coefficient,
r
. The correlation coefficient is also one of the foundations for many other analytic procedures in applied linguistics and the behavioral sciences. It estimates the linear association between two variables, and provides a numerical value between ‐1.0 and +1.0 to represent that relationship. A correlation of near zero implies no relationship whereas values near +1.0 or ‐1.0 imply strong positive and negative relationships, respectively.
Critical Race Theory and Qualitative Research
Authors: Kubota Ryuko 
Published: December 2012

Abstract
Critical race theory (CRT) developed in the scholarly field of legal studies in the United States, and was later introduced to the fields of education and applied linguistics. It is built on the recognition that racism is endemic to American society. CRT foregrounds race‐based critiques exposing—through counter‐storytelling that challenges majoritarian narratives favoring White privilege—the injuries of racism experienced by people of color with the aim of eradicating racism and other social injustice. It challenges the normalcy of White Eurocentrism in various facets of everyday life, while acknowledging the dynamic and diverse nature of the experiences of racially subordinated groups. As such, CRT problematizes and rejects a modernist pursuit of the monolithic objective truth that explains human experiences and social practices through a lens of Whiteness. CRT is philosophically compatible with critical intellectual approaches such as postmodernism, poststructuralism, critical pedagogies, and critical multicultural education.
Crosslinguistic Influence and Multilingualism
Authors: Jarvis Scott 
Published: December 2012

AbstractCrosslinguistic influenceis the often preferred term for a phenomenon more commonly known astransfer, which is the influence of one language on another, as witnessed in the language use (both comprehension and production) and other language‐related behavior (e.g., categorization, gesturing, similarity and typicality judgments, reaction times) of both individuals and discourse communities. The former term is often preferred because it more naturally refers to a wider variety of crosslinguistic effects—including the overuse, underuse, and avoidance of language forms, functions, and structures in one language due to the influence of another language, as well as crosslinguistic effects at the level of conceptualization and mental processing—whereas the latter term is often interpreted as the literal transfer of a form, structure, or meaning from a person's knowledge of one language to their use of another (Kellerman & Sharwood Smith, 1986). Nevertheless, the two terms are often used interchangeably to cover the same range of meanings, and this convention will be followed here as well.Interferenceis another term that has frequently been used to refer to this phenomenon, but its use is naturally limited to the negative effects of crosslinguistic influence, which may represent only a minority portion of the ways in which one language affects another. For convenience, in this entry, crosslinguistic influence as a general phenomenon will be referred to interchangeably asCLI, CLI effects, andtransfer.
Cultural Approaches to Translation
Authors: Katan David 
Published: December 2012

AbstractThere are numerous cultural approaches to translation, given the numerous definitions of both “culture” and “translation.” We might say that both culture and translation revolve around difference. We notice culture as difference, and we require translation when difference significantly affects communication. The approaches may then be divided according to how difference between self and other should be managed in translation. In the first case, “translating from cultures,” differences should beexplained. In the second, “translating for cultures,” differences should either bereduced(domestication) orhighlighted(foreignization). The final approach, “translating between cultures,” gauges the likely tolerance for difference and attempts to mediate orreconciledifferences, creating an interspace.
Cyberpragmatics
Authors: Yus Francisco 
Published: December 2012

Abstract“Cyberpragmatics” was coined by Yus (2001, 2010a) as an attempt to study Internet‐mediated communication (IMC) from a cognitive pragmatics point of view and, more specifically, from the theoretical framework ofrelevance theory(Sperber & Wilson, 1995), although other theoretical approaches were also addressed when appropriate.
Dumas, Bethany K.
Authors: Sousa‐Silva Rui 
Published: December 2012

AbstractBethany K. Dumas (1937‐ ) is a prominent figure in current applied linguistics and, in particular, in forensic linguistics. Her long career and her wide‐ranging research interests range from literature, qualitative and quantitative research methodology and discourse analysis to rhetoric, legal discourse, and language and the law. She has published widely on language variation, discourse analysis, and forensic linguistics/language in the judicial process, with a focus on jury instructions and product warnings.
Dynamics of Multilingualism
Authors: Jessner Ulrike 
Published: December 2012

AbstractAlthough multilingualism is not a new phenomenon in human society, it seems that in the age of globalization there is a growing interest in research into the phenomenon of multilingualism. Research curiosity in multilingualism both as an individual (in the European academic discourse often referred to as “plurilingualism”) and as a social phenomenon has grown immensely over the last decades and, in this connection, scholars have started to develop more adequate theoretical frameworks oriented toward a multilingual norm. Although it has become widely known that language development in multilinguals changes over time and can include processes of language attrition or reactivation, numerous scholars interested in language acquisition still base their work on linear, static, and monolingual models of language development.
Early Bilingual Education
Authors: Hickey Tina 
Published: December 2012

Abstract“Early bilingual education” refers to a number of models of early years education offered to children aged between two and about five or six years. It operates at the critical nexus between home and school, offering children an opportunity to acquire a second language or to enrich their home language. Preschool education has long been recognized as promoting children's social and intellectual development, and in many countries children are also offered the opportunity to attend preschools where the medium of instruction is another language such as a heritage language, a nondominant local language, or a dominant language of another country. The models used vary, reflecting the different needs of multilingual countries as well as provision for migrant populations. This topic overlaps withimmersion education, which tends to be defined as immersion education beginning in kindergarten and progressing through primary school.
Erickson, Frederick
Authors: Tovares Alla V. 
Published: December 2012

Abstract
Frederick D. Erickson is George F. Kneller Professor of Anthropology of Education at the Graduate School of Education and Information Studies and an affiliated professor in the Department of Applied Linguistics at the University of California, Los Angeles. Erickson's work has made significant contributions to the theory and methodology of applied linguistics, especially in the areas of ethnography, discourse analysis, and sociolinguistics. Erickson has explored face‐to‐face interaction in institutional and familial settings and has an impressive research and publication record. Through the lens of microethnography, Erickson has advanced conceptualizations of listenership as a type of active engagement in interaction and has worked extensively on the musicality of speech. He pioneered multimodal discourse analysis, linked analysis of talk with social theory, and fostered interdisciplinary research and practice.
Hatch, Evelyn
Authors: Farhady Hossein 
Published: December 2012

AbstractEvelyn Hatch (b. 1929) is Professor Emerita at UCLA Department of TESL/Applied Linguistics. She began her studies at UCLA in the 1960s, completing, in fairly rapid succession, a BA in political science, an MA in linguistics, and a PhD in education. This broad academic background reflects Hatch's diverse interests in her career in applied linguistics. In addition to being an exceptional teacher, Hatch has been a leader in several areas, especially in second language acquisition, research methods, and discourse analysis. Although it is truly difficult to do justice in writing about her services to the profession, the following touches the tip of the iceberg.
Hymes, Dell
Authors: Scollon Suzie Wong 
Published: December 2012

Abstract

Dell Hathaway Hymes (1927–2009) was a linguistic anthropologist most widely known for developing, with John Gumperz, the study of the ethnography of communication with the mnemonic S‐P‐E‐A‐K‐I‐N‐G (Gumperz & Hymes, 1972), discussed below. To educators he is best known for the concept “communicative competence.” He was one of very few to serve as president of the American Anthropological Association, the American Sociological Association, the Linguistic Society of America, and the American Folklore Society. He founded the journal
Language in Society
in 1972 and edited it for two decades. Hymes is known primarily for advocating the study of language as a social phenomenon, the study of linguistic relativity or relations between language and culture, and the problem of equality of linguistic resources.
Inner Speech in Second Language Acquisition
Authors: de Guerrero María C. M. 
Published: December 2012

AbstractThough commonly associated with talking to oneself in silence, inner speech is a much more encompassing and consequential phenomenon than internal self‐talk. Inner speech is a socially derived mechanism that makes possible verbal (symbolic) thought. Lev Vygotsky (1986), who may be considered to date the foremost proponent of a theory of inner speech, maintained that to understand verbal thought it was necessary to trace the development of inner speech to its ontogenetic precursors. Working within a socio‐cultural‐historical approach to cognition, Vygotsky (1986) saw the genesis of inner speech as the development of the capacity to “think words” (p. 230) silently. Children, Vygotsky claimed, start using language in a purely social fashion to communicate with others. However, through the process of internalization of sociocultural experience, at about school age children begin to use social speech to mediate mental functions. In this process, speech ceases to be merely social; it acquires psychological status; it becomes intellectual speech for the self.
Intercultural Competence
Authors: Byram Michael 
Published: December 2012

Abstract“Intercultural competence” has become a sufficiently established phrase to justify the publication of a handbook (Deardorff, 2009). “Intercultural” as a term in language teaching emerged in the 1980s as a development of the concept of “communicative competence,” which was by then widely agreed to be the aim of foreign‐language teaching and learning (Byram, 1997, p. 3).
Intercultural Discourse
Authors: Scollon Suzie Wong 
Published: December 2012

AbstractGuy has ordered a goose for the Thanksgiving dinner we agreed to share. He and Cecilia enjoyed a roast goose at our home some years ago and he had asked for and followed our recipe with great success. He sends an e‐mail asking whether I can eat mashed potatoes and gravy. I reply that since we never served that with goose, which was roasted Cantonese style, it would never occur to me. To which he replied that he had been filling in the menu according to his North American habits and assumptions.
Kasper, Gabriele
Authors: Burch Alfred Rue 
Published: December 2012

AbstractGabriele Kasper (1948‐ ) is a professor of second language studies at the University of Hawai'i at Mānoa. She is a noted scholar in the field of interlanguage pragmatics, and has been cited as a major figure in the ongoing shift from cognitivist/rationalist perspectives in second language acquisition (SLA) to more socially grounded approaches.
Language Assessment Literacy
Authors: Inbar‐Lourie Ofra 
Published: December 2012

AbstractLanguage assessment literacy forms the knowledge base needed to conduct language assessment procedures, that is, to design, administer, interpret, utilize, and report language assessment data for different purposes. The term is derived from the genericassessment literacyconcept which refers to the knowledge and skills required for performing assessment‐related actions (Stiggins, 1991; Webb, 2002). Language assessment literacy encompasses not only familiarity with tools and procedures for evaluating students' language abilities, but additional components, particularly the ability to render apt feedback so as to effectively direct learners toward setting and reaching future learning targets. Furthermore, assessment literate professionals are also aware of the ethical aspects involved in the assessment process and of the possible ramifications of putting assessment‐based decisions into practice, hence consequential validity (Messick, 1989).
Lexicogrammar
Authors: Sardinha Tony Berber 
Published: December 2012

Abstract
Lexicogrammar (or lexico‐grammar) is a level of linguistic structure where lexis, or vocabulary, and grammar, or syntax, combine into one. At this level, words and grammatical structures are not seen as independent, but rather mutually dependent, with one level interfacing with the other. The idea that lexis and grammar are interrelated has been treated in a number of linguistic theories and approaches, more or less explicitly. This entry will focus on systemic functional linguistics (SFL) and corpus linguistics (CL), because these two theoretical‐methodological frameworks have close ties to applied linguistics, and in both of them lexicogrammar plays a central role.
Literacy and Bilingualism
Authors: Matoush Marylou , Fu Danling 
Published: December 2012

AbstractHistorically, “literacy” has referred to the ability to read and write on the part of an individual. A person who can read and write just enough to function in society is termed “functionally literate.” One who possesses the knowledge and inclination necessary to use reading and writing for an array of communicative purposes is deemed to be fully literate. However, when “literacy” is associated with “bilingualism,” its meaning, from a sociocultural– linguistic perspective, encompasses language acquisition, second language learning, bilingualism, biliteracy and bilingual education.
Long, Michael H.
Authors: Ortega Lourdes 
Published: December 2012

Abstract
Michael H. Long, among the most important figures in the field of second language acquisition (SLA), is best known as the originator of the interaction hypothesis in the 1980s and the focus‐on‐form principle of second language (L2) instruction in the early 1990s. Over 30 years, his ideas have been deeply influential in the development and consolidation of these and other research programs in SLA, including work on task‐based language teaching, critical periods and fossilization, and research methods and epistemologies in SLA.
Metadiscourse
Authors: Ädel Annelie 
Published: December 2012

AbstractLanguage enables people to refer to themselves and to their interlocutors explicitly, not only as experiencers in the world (as in examples 1–2 below), but also as communicators (examples 3–4). In addition, they may use language to comment not only on the topic under discussion (examples 5–6), but also on the very situation of communicating (examples 7–8).
Mother‐Tongue‐Medium Education
Authors: Skutnabb‐kangas Tove 
Published: December 2012

AbstractHuman rights lawyer Fernand de Varennes (see also 1996) writes on the back cover ofMultilingual Education for Social Justice: Globalising the Local(Mohanty, Panda, Phillipson, & Skutnabb‐Kangas, 2009), that the book “addresses directly a still surprisingly controversial topic: the indisputable value of education in one's own language.
Multimodality and Disability
Authors: Zidjaly Najma Al 
Published: December 2012

AbstractMultimodality is an analytical framework created to examine complex discourses that draw upon or consist of various visual and textual modes; the framework, according to Iedema (2003), gained ground recently due to the salience of multimodal texts brought about mainly by the advent of new media technologies and a recent turn in linguistics toward viewing communication as multimodal.
Narrative Development in Second Language Acquisition: Oral and Written
Authors: Salaberri M. Sagrario 
Published: December 2012

AbstractNarrative can be defined as the representation of a series of episodes or events that form the basis of a story; in Labov's words (1972, p. 359), it is “one method of recapitulating past experience by matching a verbal sequence of clauses to the sequence of events which (it is inferred) actually occurred.”
Varieties of English in Nigeria
Authors: Salami Oladipo 
Published: December 2012

Abstract
Although opinions diverge as to whether or not there is a Nigerian English, it is generally agreed that it is possible to do a broad characterization of varieties of English in Nigeria. Jibril (1982), Awonusi (1986, 1988), Jowitt (1991), Bamiro (1994), Igboanusi (2002), and others have demonstrated also that Nigerian English is variable and that its variability is socially motivated.
O
'
H
alloran,
K
ay
L
.
Authors: O'Toole Michael 
Published: December 2012

Abstract
Associate professor Kay O'Halloran (1958– ) is the founding director of the Multimodal Analysis Laboratory of the Interactive and Digital Media Institute (IDMI) at the National University of Singapore (NUS), where she has been a member of the Department of English Language and Literature since 1998.
O'Toole, Michael
Authors: O'Halloran Kay L. 
Published: December 2012

AbstractMichael O'Toole, also known as Lawrence M. O'Toole (1934– ), Emeritus Professor of communication studies at Murdoch University, Western Australia, has a long and distinguished career in applied linguistics, including the development of pioneering approaches to language studies and multimodal semiotic analysis, culminating in his highly influential systemic functional (SF) approach to displayed art, which has provided a foundation for contemporary multimodal research.