Conceptualising 'Learning' in Applied Linguistics

Why do conceptions of 'learning' vary so much in L2 learning research? Is there a conceptualisation of 'learning' to which members of different schools of SLA can subscribe? These questions are answered in this exciting new collection by world-leading researchers who explore and unpack the different conceptions of 'learning' involved in research into learning and teaching a language. By showing how conceptions of learning centre on what is meant by both 'language' and 'learning', contributors highlight some of the key similarities and differences in SLA research and demonstrate that common ground can be found. Chapters cover cognitive, socio-cultural and Conversation Analysis approaches and contain proposals for overcoming the cognitive/social divide. Studies investigate the development of syntax, vocabulary, spoken interaction and tackle current issues such as multiple conceptions of language, participation, the influence of technology, and complexity theory.

Table of Contents:
List of Illustrations List of Tables Notes on the Editors and Contributors Transcription Conventions Introduction; S.Walsh& C.Jenks Prolegomena to Second Language Learning; V.Cook Theoretical Pluralism in SLA: Is there a Way Forward?; R.Ellis Having and Doing: Learning from a Complexity Theory Perspective; D.Larsen-Freeman A Cognitive View of Language Acquisition: Processability Theory and Beyond; M.Pienemann Vocabulary Learning in a Second Language: Familiar Answers to New Questions; P.Nation& I.Elgort Conceptual Changes and Methodological Challenges: On Language and Learning From a Conversation Analytic Perspective on SLA; S.P.Doehler Learning a Second Language through Classroom Interaction; P.Seedhouse& S.Walsh Adaption in Online Voice-Based Chat Rooms: Implications for Language Learning in Applied Linguistics; C.Jenks Limitations of Social Interaction in Second Language Acquisition: Learners' Inaudible Voices and Mediation in the Zone of Proximal Development; A.S.Ohta English as an Additional Language: Learning and Participation in Mainstream Classrooms; C.Leung Participation and Instructed Language Learning; J.Appel Building a Comprehensive Second Language Acquisition Theory; F.Myles A Framework for Conceptualising Learning in Applied Linguistics; P.Seedhouse Bibiliography Index

About the Author :
PAUL SEEDHOUSE is Professor of Educational and Applied Linguistics in the School of Education, Communication and Language Sciences, Newcastle University, UK. His monograph The Interactional Architecture of the Language Classroom won the 2005 Modern Languages Association of America Mildenberger Prize. He currently has a second grant from the IELTS consortium to look at topic development in the IELTS speaking test. STEVE WALSH is senior lecturer in TESOL and Applied Linguistics and Director of Postgraduate Research at Newcastle University, UK. He has many years' experience as a teacher and teacher educator, much of it overseas. His research interests include Classroom Discourse, L2 teacher education and social interaction. CHRIS JENKS is Lecturer in Applied Linguistics at Newcastle University, UK, where he teaches courses on conversation analysis and task-based learning. His current work is concerned with voice-based interaction in computer-mediated media, task-based interaction, English as a lingua franca interaction, and institutional discourse.