Books in the Second Language Learning and Teaching series

The book comprises a selection of 14 papers concerning the general theme of cultural conceptualizations in communication and translation, as well as in various applications of language.Ten papers in first part Translation and Culture cover the topics of a cognitive approach to conceptualizations of Source Language ¿ versus Target Language ¿ texts in translation, derived from general language, media texts, and literature.The second part Applied Cultural Models comprises four papers discussing cultural conceptualizations of language in the educational context, particularly of Foreign Language Teaching, in online communication and communication in deaf communities.

The book offers a new approach to the study of Alice Munro's fiction. Part Three consists of an essay on didactic aspects of Munro's fiction and of several interviews with teachers of Canadian literature who have included stories by Munro in their syllabi.

This edited collection explores the conjunction of multiculturalism and the self in literature and culture studies, and brings together essays by prominent researchers interested in literature and culture whose critical perspectives inform discussions of specific examples of multicultural contexts in which individuals and communities strive to maintain their identities. The book is divided into two major parts, the first of which comprises literary representations of multiculturalism and discussions of its impasses and impacts in fictional circumstances. In turn, the second part primarily focuses on culture at large and real-life consequences. Taken together, the two complementary parts offer an illuminating and well-rounded overview of representations of multiculturalism in literature and contemporary culture from a variety of critical perspectives.

This book presents a selection of empirical papers dealing with second and multiple language acquisition, in which qualitative research methodology is employed. Although the main focus is on qualitative methods, some of the papers demonstrate the complementarity of quantitative and qualitative approaches in studying language acquisition.

This book reveals the hitherto critically disregarded ludic elements in popular American comedy films, building on and expanding the theories developed by Johan Huizinga in his classic study Homo Ludens (1938) and Roger Caillois in Les jeux et les hommes (1958).

The magic transformation of "your" money into "their" money is paralleled in contemporary media and culture by the centrality of transformation of one product to another as a media industry practice, as well as the transformation of bodies as a major theme both in the ensuing media products and in people's identity practices in daily life.

PartTwo brings together papers related to teacher awareness of second language instruction that focus on conversational styles, fostering interculturalpragmatics, teacher job satisfaction, the development of instructionalmaterials and challenges of teacher training in different contexts.

This collection gathers contributions from scholars from Poland and abroad addressing different facets of research into the processes of foreign-language and second-language learning and teaching as they transpire in a typical language classroom.

The present volume brings together papers devoted to the role of learner and teacher autonomy in the process of second and foreign language learning, which have been contributed by scholars from Poland and abroad.

In Part One, emphasis is placed on challenges that second language education has to face, both those more general, dealing with language policy issues, and those more specific, concerned with instructional options in the language classroom.

The volume constitutes a state-of-the-art account of issues related to teaching, learning and testing speaking in a second language.

This book presents theoretical considerations and the results of empirical research on pronunciation learning strategies (PLS) deployed by pre-service trainee teachers majoring in English as a foreign language who experienced different levels of language anxiety (LA).

This book is a collection of essays on neglected aspects of the Great War.

The book's theoretical chapters address such concepts as bilingualism, the process of L2 writing, and identity in L2 writing. The book's empirical section discusses the students' views on writing in L1 and in L2, the students' writing processes in both languages, and the students' identities in L1 and L2 writing.

The diverse theoretical and empirical chapters examine a range of familiar and lesser-known constructs, highlighting the importance of taking into account both learner and teacher psychologies, and recognising the complexity, dynamism and situatedness of psychological constructs, as well as the value of employing diverse research methodologies.