This volume in honor of Susan M. Gass focuses on interaction in second language acquisition from multiple perspectives. International experts in the field of SLA contribute insights and explanations on the interaction approach's compatibility with other theoretical approaches, key empirical studies, interaction in specific contexts, and future directions. Readers will find an enriching discussion of how the interaction research tradition is viewed in a wide range of different approaches to learning and teaching second languages.
In the field of Second Language Studies, shared datasets provide a valuable contribution to second language research as many variables are held constant (e.g., participants, tasks, research context) thus allowing for an evaluation of theoretical and/or methodological perspectives that may not otherwise be comparable. This edited volume includes a wide range of studies using a common dataset (the Corpus of Collaborative Oral Tasks). The corpus includes 820 spoken tasks (268,927 words) carried out by dyads of L2 English speakers (primarily Chinese and Arabic learners). Studies included in the book are categorized into three main traditions: learner corpus research, Task-Based Language Teaching, and assessment. Because the corpus contains text and sound files, both lexico-grammatical and phonological analyses are included. Intended for researchers in the field of Second Language Studies with an interest in oral interaction research, this book provides a collection of methodological, pedagogical, and assessment studies using a common dataset.
Engaging Theories in Family Communication: Multiple Perspectives covers uncharted territory in its field, as it is the first book on the market to deal exclusively with family communication theory. In this volume, editors Dawn O. Braithwaite and Leslie A. Baxter bring together a group of contributors that represent a veritable Who's Who in the family communication field. These scholars examine both classic and cutting-edge theories to guide family communication research in the coming years.
Interest in language play and linguistic creativity has increased in recent years, and the topic has been taken up from a variety of perspectives. In this book, disparate approaches to the topic are brought together, demonstrating that a number of phenomena whose similarities might not have been immediately recognized, have an academic home under the umbrella of language play and linguistic creativity. The contributions to this collection illustrate the variety of questions that can be asked regarding the social, cognitive, emotional, political, and cultural mechanisms and significance of innovative linguistic practices and point to new directions of inquiry. Furthermore, the work exemplifies a variety of ways in which this research can be carried out, as well as the range of contexts in which it might be investigated, including second language classrooms, online settings, and workplaces. Taken together, the chapters serve to illustrate the range of work that we will be accepting in the Language Play and Creativity series; viewed individually, each makes a unique contribution to some aspect of our understanding of creative language use.
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 volume presents a comprehensive, critical examination of current research methods used to study human social behavior as it occurs in interpersonal settings such as families, acquaintanceships, friendships, and romantic partnerships. Multidisciplinary in approach, the book's chapters are written by leading figures in communication, social psychology, sociology, and family studies who explore the methodological choices a researcher must make in order to study interpersonal interaction. To permit clear comparison, all chapters in this volume reference the same, common research problem to develop examples, illustrate controversial issues, and describe the potential of the particular method under discussion. Written in an accessible style, chapters openly discuss the strengths and weaknesses of each method, consider underlying philosophy and assumptions, and note limitations as well as advantages. The result is an originally crafted work that offers readers a unique way to learn about, compare, and ultimately judge the many methods presently available to the researcher or student of interpersonal interaction. Part I considers the assumptions researchers must make about the nature of a social interaction in order to study it. Chapters address issues related to formulating research problems, choosing a research paradigm, determining a viewpoint (participant, peer, or observer) from which to gather data, deciding on appropriate levels and units of analysis, incorporating time, and assessing the mutual adaptation that characterizes interpersonal communication. Part II focuses on procedures for gathering data. These include using accounts and narratives, logs and diaries, retrospective self reports, discourse records, direct observation, and experimentation. Part III highlights new and newly re-discovered methods for analyzing interaction data. Assuming that the reader is familiar with traditional regression and mean-differences approaches, chapters build on this knowledge base to discuss content analysis, tests of sequential association in categorical data, ways of dealing with interdependence in dyadic data, and longitudinal analytic techniques such as time-series analysis, phasic analysis, and meta-analysis. The book concludes with a chapter that both summarizes previous chapters and convincingly argues for methodological pluralism. Encompassing the broad range of central concerns in designing research studies--from conceptualization, through assessment, to data analysis--this book is an ideal reference source for all those engaged in actual research projects. It is also highly valuable for advanced undergraduate and graduate methods courses.
Family Communication: Cohesion and Change encourages students to think critically about family interaction patterns and to analyze them using a variety of communication theories. Using a framework of family functions, current research, and first-person narratives, this text emphasizes the diversity of today's families in structure, ethnic patterns, gender socialization, and developmental experiences. New for the tenth edition are expanded pedagogical features to improve learning and retention, as well as updates on current theory and research integrated throughout the chapters for timely analysis and discussion. Cases and research featured in each chapter provide examples of concepts and themes, and a companion website offers expanded resources for instructors and students. On the book's companion website, www.routledge.com/cw/galvin, intstructors will find a full suite of online resources to help build their courses and engage their students, as well as an author video introducing the new edition: Course Materials Syllabi & Suggested Calendars Course Projects & Paper Examples Essay Assignments Test/Quiz Questions and Answer Keys Case Studies in Family Communication Family Communication Film and Television Examples Family Communication in Literature Examples Chapter Outlines Detailed Outlines Discussion Questions Case Study Questions Sample Chapter Activities Chapter PowerPoint Slides
Introduction to Instructed Second Language Acquisition is the first book to present a cohesive view of the different theoretical and pedagogical perspectives that comprise instructed second language acquisition (ISLA), defined as any type of learning that occurs as a result of the manipulating the process and conditions of second language acquisition. The book begins by considering the effectiveness of ISLA and the differences between ISLA and naturalistic L2 learning. It then goes on to discuss the theoretical, empirical, and pedagogical aspects of such key issues in ISLA as grammar learning; interaction in the classroom; focus on form, function and meaning; vocabulary learning; pronunciation learning; pragmatics learning; learning contexts; and individual differences. This timely and important volume is ideally suited for the graduate level ISLA course, and provides valuable insights for any SLA scholar interested in the processes involved in second language learning in classroom settings.
The occasioning of self-disclosure humor / Susan M. Ervin-Tripp & Martin Lampert -- Direct address as a resource for humor / Neal R. Norrick & Claudia Bubel -- An interactional approach to irony development / Helga Kotthoff -- Multimodal and intertextual humor in the media reception situation : the case of watching football on TV / Cornelia Gerhardt -- Using humor to do masculinity at work / Stephanie Schnurr & Janet Holmes -- Boundary-marking humor : institutional, gender, and ethnic demarcation in the workplace / Bernadette Vine ... [et al.] Impolite responses to failed humor / Nancy D. Bell -- Failed humor in conversation : a double voicing analysis / Béatrice Priego-Valverde
