Language Learning, Discourse and Communication Studies in Honour of Jan Majer [Hardcover]

This volume brings together papers on a wide spectrum of topics within the broad area of language acquisition, stressing the interconnections between applied and theoretical linguistics, as well as language research methodology. These contributions in honor of Professor Jan Majer have been grouped in two sections: language learning, and discourse and communication. The former discusses issues varying from aspects of first, second, and third language acquisition, individual learner differences (i.e. gender, attitudes, learning strategies), and second language research methodology to the analysis of features of learner spoken language, the role of feedback in foreign language instruction, and the position of culture in EFL textbooks. The second part of the volume offers a theoretical counterbalance to the applied nature of the first one. Here, the contributions touch upon spoken and written language analysis, language awareness, and aspects of the English language; also, selected issues of language philosophy are discussed. The wide range of topics covered in the publication, authored by specialists in their respective areas, reflects Professor Majers academic interests and corresponds to the complex nature of the general field the volume aims to portray.Analyzing spoken language for complexity, accuracy and fluency: some methodological considerations.- On Applying Simultaneous Introspection in Researching Language Acquisition.- Takes Two to Tango: Research into accent, comprehensibility and intelligibility and the implications for CLIL.- Core Concerns: Cultural Representation in English Language Teaching (ELT) Coursebooks.- Gender-related distribution of direct learning strategies as a determining factor in successful second language acquisition.- The role of mindsets in foreign language learning: A person-in-context perspective.- Evaluating conference abstracts in applied linguistics and L2 learning and teaching.- What little John does not teach that bog John will l“M