Rosamond Mitchell – författare

Written by a team of leading experts working in different second language acquisition (SLA) specialisms, this fifth edition is a clear and concise introduction to the main theories of SLA from multiple perspectives, comprehensively updated to reflect the latest developments in SLA research.

The book covers all the main theoretical perspectives currently active in SLA and sets each chapter within a broader framework. Chapters examine the claims and scope of each theory and how each views language, the learner, and the acquisition process, supplemented by summaries of key studies and data examples from a variety of languages. Chapters end with an evaluative summary of the theories discussed. Key features to this fifth edition include updated accounts of cognitive approaches to second language (L2) learning, the implications of advances in generative linguistics, and the “social turn” in L2 research; reworked chapters on functional, sociocultural, and sociolinguistic perspectives; an entirely new chapter on individual differences; and updated examples using recent studies.

Second Language Learning Theories continues to be an essential resource for graduate students in second language acquisition.

This collection explores student mobility and study abroad programmes across Europe, presenting original research on personal, linguistic, and intercultural development during study abroad experiences.

The volume synthesizes work from the 2016-2020 Cost Action 15130 ‘Study Abroad Research in European Perspective’ research network, offering a multidisciplinary account of the intersection of language learning and study abroad in Europe amidst the changing contemporary higher education landscape, as well as new directions for future research. The initial section comprises short survey chapters outlining key themes and literature, connecting traditional study abroad research with new multilingual and transnational realities. This is supported by a main section containing original empirical studies in a wide range of European contexts and a short afterword bringing together policy and pedagogical proposals. Taken together, the collection shines a light on the impact of the internationalisation of higher education on linguistic dimensions of student mobility while including a range of lesser studied settings and languages. New insights are offered on language learning, identity, interculturality, student agency and motivation, and transnational social networks in the study abroad context.

This book will be of particular interest to students, researchers and institutions interested in the intersection of language learning and study abroad, including such areas as multilingualism, higher education, and applied linguistics.

Chapter 8 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license. 

This collection explores student mobility and study abroad programmes across Europe, presenting original research on personal, linguistic, and intercultural development during study abroad experiences.

The volume synthesizes work from the 2016-2020 Cost Action 15130 ‘Study Abroad Research in European Perspective’ research network, offering a multidisciplinary account of the intersection of language learning and study abroad in Europe amidst the changing contemporary higher education landscape, as well as new directions for future research. The initial section comprises short survey chapters outlining key themes and literature, connecting traditional study abroad research with new multilingual and transnational realities. This is supported by a main section containing original empirical studies in a wide range of European contexts and a short afterword bringing together policy and pedagogical proposals. Taken together, the collection shines a light on the impact of the internationalisation of higher education on linguistic dimensions of student mobility while including a range of lesser studied settings and languages. New insights are offered on language learning, identity, interculturality, student agency and motivation, and transnational social networks in the study abroad context.

This book will be of particular interest to students, researchers and institutions interested in the intersection of language learning and study abroad, including such areas as multilingualism, higher education, and applied linguistics.

Chapter 8 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license. 

Written by a team of leading experts working in different second language acquisition (SLA) specialisms, this fifth edition is a clear and concise introduction to the main theories of SLA from multiple perspectives, comprehensively updated to reflect the latest developments in SLA research.

The book covers all the main theoretical perspectives currently active in SLA and sets each chapter within a broader framework. Chapters examine the claims and scope of each theory and how each views language, the learner, and the acquisition process, supplemented by summaries of key studies and data examples from a variety of languages. Chapters end with an evaluative summary of the theories discussed. Key features to this fifth edition include updated accounts of cognitive approaches to second language (L2) learning, the implications of advances in generative linguistics, and the “social turn” in L2 research; reworked chapters on functional, sociocultural, and sociolinguistic perspectives; an entirely new chapter on individual differences; and updated examples using recent studies.

Second Language Learning Theories continues to be an essential resource for graduate students in second language acquisition.

Anglophone students abroad: Identity, social relationships and language learning presents the findings of a major study of British students of French and Spanish undertaking residence abroad. The new dataset presented here provides both quantitative and qualitative information on language learning, social networking and integration and identity development during residence abroad.

The book tracks in detail the language development of participants and relates this systematically to individual participants’ social and linguistic experiences and evolving relationship. It shows that language learning is increasingly dependent on students’ own agency and skill and the negotiation of identity in multilingual and lingua franca environments.

Anglophone students abroad: Identity, social relationships and language learning presents the findings of a major study of British students of French and Spanish undertaking residence abroad. The new dataset presented here provides both quantitative and qualitative information on language learning, social networking and integration and identity development during residence abroad.

The book tracks in detail the language development of participants and relates this systematically to individual participants’ social and linguistic experiences and evolving relationship. It shows that language learning is increasingly dependent on students’ own agency and skill and the negotiation of identity in multilingual and lingua franca environments.