The Cambridge Handbook of Language Learning: (Cambridge Handbooks in Language and Linguistics)

Providing a comprehensive survey of cutting-edge work on second language learning, this Handbook, written by a team of leading experts, surveys the nature of second language learning and its implications for teaching. Prominent theories and methods from linguistics, psycholinguistics, processing-based, and cognitive approaches are covered and organised thematically across sections dealing with skill development, individual differences, pedagogical interventions and approaches, and context and environment. This state-of-the-art volume will interest researchers in second language studies and language education, and will also reach out to advanced undergraduate and graduate students in these and other related areas.

Table of Contents:
Introduction John W. Schwieter and Alessandro Benati; Part I. Theories: 1. Formal linguistic approaches to adult L2 acquisition and processing Jason Rothman, Fatih Bayram, Ian Cunnings and Jorge González Alonso; 2. Cognitive approaches to second language acquisition Nick C. Ellis and Stefanie Wulff; 3. The qualitative science of Vygotskian sociocultural psychology Rémi A. Van Compernolle; 4. Theoretical frameworks in L2 acquisition John Truscott and Michael Sharwood Smith; Part II. Methods: 5. Qualitative classroom methods Peter I. De Costa, Wendy Li and Hima Rawal; 6. Experimental studies in L2 classrooms Charlene Polio and Jongbong Lee; 7. Action research: developments, characteristics, and future directions Anne Burns; 8. Classroom observational research Nina Spada; 9. Psycholinguistic and neurolinguistic methods Leah Roberts; Part III. Skill Development: 10. Interaction in L2 learning Jaemyung Goo; 11. Speaking Dustin Crowther and Susan M. Gass; 12. Second language listening: current ideas, current issues John Field; 13. Contemporary perspectives on L2 upper-register text processing Elizabeth B. Bernhardt and Cici Malik Leffell; 14. Language learning through writing: theoretical perspectives and empirical evidence Rosa M. Manchón and Olena Vasylets; Part IV. Individual Differences: 15. Working memory in language learning and processing Zhisheng Wen and Shaofeng Li; 16. Language aptitudes in L2 acquisition Gisela Granena; 17. Language learner motivation: what motivates motivation researchers? Stephen Ryan; 18. A new look at age: young and old L2 learners Carmen Muñoz; 19. Identity Ron Darvin and Bonny Norton; Part V. Pedagogical Interventions and Approaches: 20. Pedagogical interventions to L2 grammar instruction Alessandro Benati and John W. Schwieter; 21. Task-based language learning Michael H. Long, Jiyong Lee and Kyoko Kobayashi Hillman; 22. Task and syllabus design for morphologically-complex languages Roger Gilabert and Joan Castellví; 23. Proficiency guidelines and frameworks David Little; 24. Technology-mediated language learning Carol Chapelle; 25. Content-based L2 teaching Hossein Nassaji and Eva Kartchava; 26. Conceptions of L2 learning in critical language pedagogy Graham Crookes; Part VI. Context and Environment: 27. Bilingual education and policy Christine Hélot and Ofelia García; 28. Heritage language instruction Kim Potowski and Sarah J. Shin; 29. Minority languages at home and abroad: education and acculturation Aline Ferreira, Viola G. Miglio and John W. Schwieter; 30. Study abroad and immersion Jane Jackson and John W. Schwieter; 31. Teacher education: past, present, and future Peter Swanson; Part VII. Moving Forward: 32. Future directions in language learning and teaching Susan M. Gass.

About the Author :
John W. Schwieter is an Associate Professor of Spanish and Linguistics and Faculty of Arts Teaching Scholar at Wilfrid Laurier University. He has written and edited numerous books and articles including The Cambridge Handbook of Bilingual Processing (Cambridge, 2015) and The Handbook of Translation and Cognition (2017). He is also co-editor of Cambridge Elements in Second Language Acquisition. Alessandro Benati is Director of CAES at The University of Hong Kong (HKU). He is known for his work in second language acquisition and second language teaching. He has published ground-breaking research on the pedagogical framework called Processing Instruction. He is co-editor of a new online series for Cambridge University Press, a member of the REF Panel 2021, and Honorary Professor at York St John University.

Review :
'This volume has both breadth and depth. It covers both theoretical and applied issues from multiple perspectives. Implications of theory and research for learning and teaching are not dealt with as an afterthought, but are thoroughly discussed by leading experts. Many chapters and lists of references will be consulted by colleagues and graduate students for years to come.' Robert DeKeyser, University of Maryland 'The vitality of the language learning field is evident in this volume. It is packed with theoretical perspectives and research reviews. It is the first place that I will recommend my students go for an up-to-date treatment of topics germane to their interests.' Diane Larsen-Freeman, University of Michigan 'This comprehensive and up-to-date Handbook is bound to be a key source of references for years to come. It covers an impressive range of research activity, while offering refreshing insights and pointing readers in new directions. The focus on language learning in a wide range of settings is admirable and the leitmotif of language teaching is a welcome theme.' Roy Lyster, McGill University, Montreal 'This Handbook is an exciting treatise of the vibrant intersections between second language acquisition and language teaching. Seminal researchers across areas offer expert syntheses of what is known about second language development in formal learning contexts. As co-editors, Schwieter and Benati have achieved an admirable breadth, balancing theories and methods and covering all relevant classroom and instruction angles. A must read!' Lourdes Ortega, Georgetown University, Washington DC 'This well-edited title summarizes the voluminous literature on second language acquisition, exploring key factors and processes involved in learning and, where applicable, identifying implications for teaching … Graduate students will find the 'Looking Ahead' and 'Further Research' sections particularly valuable, as authors note research gaps and areas of interest … This volume is recommended for its breadth of coverage …' J. Adlington, Choice 'The volume approaches SLA [second language acquisition] from various perspectives; from theoretical and pedagogical approaches and methodological treatments to skills development, individual differences as well as context and environmental factors which affect and contribute to LL. Each chapter familiarises readers with the key concepts, offers literature overviews and relevant research findings and highlights topics for future research. In each case, implications for teaching are highlighted. The research studies referenced provide useful pedagogical insights and, consequently, links SLA to teaching. The volume is useful source of reference to second language researchers, educators and (postgraduate) students.' Alexandra Galani, LINGUIST List