Eli Hinkel is Professor, Linguistics and MA-TESL Programs, Seattle Pacific University, USA.

CONTENTS

Preface

Part I. Social Contexts, Language Policy, and Language Learners

Chapter 1. The Sociology of Language Teaching and Learning

John Edwards

Chapter 2. Language Policy/Planning & Language, and Learning

Robert B. Kaplan

Chapter 3. English as a Global Language

Sandra McKay

Chapter 4. English for Academic Purposes

Carmen Perez-Llantanda and John Swales

Chapter 5. English for Specific Purposes

Brian Paltridge and Sue Starfield

Chapter 6. Teaching English to Young Learners

David Nunan

Chapter 7. Academic Language in K-12 Contexts

Maria Brisk and Qianqian Zhang

Part II. Curriculum and Instruction

Chapter 8. SLA Research and Foreign Language Teaching

Patsy Lightbown

Chapter 9. Curriculum Approaches in Language Teaching

Jack Richards,

Chapter 10. Applications of Research to Materials Design

Penny Ur, Oranim

Chapter 11. Teaching the Language Skills from a Discourse Perspective

Elite Olshtain and Marianne Celce-Murcia

Chapter 12. Content-Based Language Teaching and Academic Language Development

Ann Snow

Chapter 13. Research in Corpora in Language Teaching and Learning

Michael McCarthy and Elaine Vaughan

Chapter 14. Technology in Language Teaching and Learning

Greg Kessler,

Part III. Listening and Speaking

Chapter 15. L2 Listening

Steven Brown

Chapter 16. Cognition, Metacognition, and L2 Listening

Christine C. M. Goh

Chapter 17. Learning-to-Speak and Speaking-to-Learn: Five Categories of Learning

Opportunity

Jonathan Newton

Chapter 18. Research and the Teaching of Speaking in the Second Language Classroom

Anne Burns

Chapter 19. Pronunciation

Donna Brinton

Part IV. Literacies, Reading, and Writing

Chapter 20. L2 Literacy K-12

Lee Gunderson and Reginald D'Silva

Chapter 21. Digital Literacies

Rodney Jones

Chapter 22. L2 Reading Comprehension and Development

William Grabe

Chapter 23. Reading and Technology

Thomas Cobb

Chapter 24. Teaching and Learning Second Language Writing

Dana Ferris,

Part V. Vocabulary and Grammar

Chapter 25. The Three "I"s of L2 Vocabulary Learning: Input, Instruction, Involvement

Batia Laufer

Chapter 26. Measuring Vocabulary Size

Paul Nation and Laurence Anthony

Chapter 27. Prioritizing Grammar to Teach or Not to Teach: A Research Perspective

Eli Hinkel,

Chapter 28. Systemic-functional Grammar, K-12

Mary Schleppegrell

Part VI. International Communication and Pragmatics

Chapter 29. Teaching and Learning Intercultural Communication: Research in Six

Approaches

Lixian Jin and Martin Cortazzi

Chapter 30. World Englishes and International Communication

Andy Kirkpatrick

Chapter 31. Teaching and Learning Second Language Pragmatics

Andrew Cohen

Part VII. Assessment and Testing

Chapter 32. Social Dimensions of Assessment and Testing

Bernard Spolsky

Chapter 33. The Practice of Language Assessment

Glenn Fulcher

Chapter 34. Large-scale Assessment

Antony Kunnan,

Chapter 35. Fifteen Ways to Improve Classroom Assessment

JD Brown and Jon Trace

List of Contributors

Volume III of the Handbook of Research in Second Language Teaching and Learning, like Volumes I and II, is a comprehensive, state-of-the-art overview of current research into social contexts of second language (L2)/foreign language (FL) teaching and learning; language policy; curriculum; types of instruction; incremental language skills such as listening, speaking, reading, writing, vocabulary, and grammar; international communication; pragmatics; assessment and testing. It differs from earlier volumes in its main purpose-to provide a more in-depth discussion and detailed focus on the development of the essential language skills required for any type of communication: speaking, listening, reading, vocabulary, grammar, and writing.
Volume III preserves continuity with previous volumes in its coverage of all the classical areas of research in L2/FL teaching and learning and applied linguistics, but rather than offering a historical review of disciplinary traditions, it explores innovations and new directions of research, acknowledges the enormous complexity of teaching and learning the essential language abilities, and offers a diversity of perspectives. Chapter authors are all leading authorities in their disciplinary areas.
What's new in Volume III?
Updates the prominent areas of research, including the sub-disciplines addressed in Volumes I and II, and represents the disciplinary mainstays
Considers and discusses perspectives held by different schools of thought on the what, the how, and the why of teaching foundational language skills, including theories, pedagogical principles, and their implementation in practice
Captures new and ongoing developments and trends in the key areas of L2/FL teaching and learning, and innovative research topics that have gained substantial recognition in current publications, including the role of corpora, technology, and digital literacy in L2/FL teaching and learning
Examines new trends in language pedagogy and research, such as an increased societal emphasis on teaching academic language for schooling, somewhat contradictory definitions of literacy, and the growing needs for instruction in intercultural communication.