Peter D. MacIntyre – författare

Research-Driven Pedagogy: Implications of L2A Theory and Research for the Teaching of Language Skills brings together the essentials of second language acquisition (SLA) theory, research, and second language (L2) pedagogy. Uniquely, the design of this book helps researchers and practitioners make explicit connections between theory, research, and practice; learn about and conduct classroom research to contribute to the relevance and applicability of SLA research; and improve current L2 curriculum and instruction in light of current theory and research.

The volume offers critical reviews of the most relevant, current SLA theory and research about receptive, productive, complementary, and nonverbal communication skills, as well as willingness to communicate (WTC). Each chapter is formatted to include five major topics about each language skill: (1) major theories, (2) critical reviews of salient/current research, (3) commonly-used data collection and analysis techniques, (4) summary of specific pedagogical implications of pertinent research and theory, and (5) theory and research-driven scenarios/activities that can be used in teaching.

A teacher or a researcher can pick any chapter in this volume to learn about the most important language skills (e.g., reading, writing, nonverbal communication), while having all-in-one place access to almost everything they would need.

Research-Driven Pedagogy: Implications of L2A Theory and Research for the Teaching of Language Skills brings together the essentials of second language acquisition (SLA) theory, research, and second language (L2) pedagogy. Uniquely, the design of this book helps researchers and practitioners make explicit connections between theory, research, and practice; learn about and conduct classroom research to contribute to the relevance and applicability of SLA research; and improve current L2 curriculum and instruction in light of current theory and research.

The volume offers critical reviews of the most relevant, current SLA theory and research about receptive, productive, complementary, and nonverbal communication skills, as well as willingness to communicate (WTC). Each chapter is formatted to include five major topics about each language skill: (1) major theories, (2) critical reviews of salient/current research, (3) commonly-used data collection and analysis techniques, (4) summary of specific pedagogical implications of pertinent research and theory, and (5) theory and research-driven scenarios/activities that can be used in teaching.

A teacher or a researcher can pick any chapter in this volume to learn about the most important language skills (e.g., reading, writing, nonverbal communication), while having all-in-one place access to almost everything they would need.

This book highlights the pivotal role that nonverbal behavior plays in target language communication, affect and cognition. It integrates research tenets and video demonstrations of nonverbal behavior with structured activities that will guide teachers and learners of any language to capitalize on the nonverbal means at their disposal. It does not shy away from the challenges that nonverbal communication poses in target language communication, including issues of personal and cultural identity that emerge with languages around the world. With its easy-to-use format, solid research support, and fully integrated activities and videos, this book is an essential resource for anyone interested in working with the nonverbal dimensions of communication. The text will be especially valuable for language educators, pre- and in-service teachers who are looking for classroom resources and ideas, who want to create positive classroom environments and want to improve learner interaction and communication while increasing language proficiency. This book is a valuable resource for anyone who interacts with other people in more than one language.

This book highlights the pivotal role that nonverbal behavior plays in target language communication, affect and cognition. It integrates research tenets and video demonstrations of nonverbal behavior with structured activities that will guide teachers and learners of any language to capitalize on the nonverbal means at their disposal. It does not shy away from the challenges that nonverbal communication poses in target language communication, including issues of personal and cultural identity that emerge with languages around the world. With its easy-to-use format, solid research support, and fully integrated activities and videos, this book is an essential resource for anyone interested in working with the nonverbal dimensions of communication. The text will be especially valuable for language educators, pre- and in-service teachers who are looking for classroom resources and ideas, who want to create positive classroom environments and want to improve learner interaction and communication while increasing language proficiency. This book is a valuable resource for anyone who interacts with other people in more than one language.

This book brings together contributions from the leaders of the language learning motivation field. The varied chapters demonstrate how Gardner’s work remains integral to a diverse range of contemporary theoretical issues underlying the psychology of language, even today, 60 years after the publication of Gardner and Lambert’s seminal 1959 paper. The chapters cover a wide selection of topics related to applied linguistics, second language acquisition, social psychology, sociology, methodology and historical issues. The book advances thinking on cutting-edge topics in these diverse areas, providing a wealth of information for both students and established scholars that show the continuing and future importance of Gardner and Lambert’s ideas.

This book brings together contributions from the leaders of the language learning motivation field. The varied chapters demonstrate how Gardner’s work remains integral to a diverse range of contemporary theoretical issues underlying the psychology of language, even today, 60 years after the publication of Gardner and Lambert’s seminal 1959 paper. The chapters cover a wide selection of topics related to applied linguistics, second language acquisition, social psychology, sociology, methodology and historical issues. The book advances thinking on cutting-edge topics in these diverse areas, providing a wealth of information for both students and established scholars that show the continuing and future importance of Gardner and Lambert’s ideas.

This book presents the findings of an in-depth qualitative longitudinal investigation into the willingness to communicate (WTC) of individuals who, through varying migration channels, left one cultural/linguistic context to make a new life in another. It examines communication behaviours and language choice in multilingual community contexts and emphasises how even the most trivial of communication events are embedded in histories of previous communication and are influenced by emotions connected with a person’s overall life situation. The book fills a gap in contemporary WTC research by examining how WTC operates in multilingual community contexts. Through the use of a complexity lens and the presentation of a revised 3D pyramid model, the authors demonstrate the dynamic nature of WTC and shed new light on processes that affect communication, migration and well-being. This book will be of interest to researchers seeking to explore individual differences using context sensitive and temporally focused designs.