The Handbook of Language Teaching

Bringing together an international and interdisciplinary team of contributors, this Handbook is a wide-ranging and invaluable reference guide to language teaching.

• A comprehensive reference work on language teaching, which combines the latest research findings, coverage of core topics, and examples of teaching experience from a variety of languages and settings
  
• Provides a unique breadth of coverage, including: the psycholinguistic underpinnings of language learning; social, political, and educational contexts; program design; materials writing and course design; teaching and testing; teacher education; and assessment and evaluation
  
• Offers a balanced evaluation of the major positions and approaches, including examining the increasingly important social and political context of language teaching
  
• Written by an international and interdisciplinary group of authors from a dozen different countries; English is only one of the many languages used as examples throughout the volume

List of Contributors x

Part I Overview 1

1 Language Teaching 3
Michael H. Long

Part II Social, Political, and Educational Contexts of Language Teaching 7

2 The Social and Sociolinguistic Contexts of Language Learning and Teaching 9
Sandra Lee McKay and Rani Rubdy

3 The Politics and Policies of Language and Language Teaching 26
Robert Phillipson and Tove Skutnabb-Kangas

4 History of Language Teaching 42
Diane Musumeci

Part III Psycholinguistic Underpinnings of Language Learning 63

5 The Language-Learning Brain 65
Alan Beretta

6 Sequences and Processes in Language Learning 81
Lourdes Ortega

7 The Importance of Cross-Linguistic Similarity in Foreign Language Learning 106
Håkan Ringbom and Scott Jarvis

8 Cognitive-Psychological Processes in Second Language Learning 119
Robert M. DeKeyser

9 Optimizing the Input: Frequency and Sampling in Usage-Based and Form-Focused Learning 139
Nick C. Ellis

Part IV Program Design 159

10 Bilingual and Immersion Programs 161
Jim Cummins

11 Heritage Language Programs 182
Silvina Montrul

12 Specific Purpose Programs 201
Ken Hyland

13 Study Abroad Research: Findings, Implications, and Future Directions 218
Joseph Collentine

14 Less Commonly Taught Languages: Issues in Learning and Teaching 234
Kira gor and Karen Vatz

15 Third Language Acquisition Theory and Practice 250
William P. Rivers and Ewa M. Golonka

Part V Course Design and Materials Writing 267

16 Foreign and Second Language Needs Analysis 269
James Dean Brown

17 Syllabus Design 294
Peter Robinson

18 Advances in Materials Design 311
Alan Waters

19 Corpora in Language Teaching 327
John Flowerdew

20 Technology-Enhanced Materials 351
David Brett and Marta González-Lloret

Part VI Teaching and Testing 371

21 Methodological Principles for Language Teaching 373
Michael H. Long

22 Teaching and Testing Listening Comprehension 395
Larry Vandergrift and Christine Goh

23 Teaching and Testing Speaking 412
Martin Bygate

24 Teaching and Testing Reading 441
William Grabe

25 Learning to Read in New Writing Systems 463
Keiko Koda

26 Teaching and Testing Writing 486
Charlene Polio and Jessica Williams

27 Teaching and Testing Grammar 518
Diane Larsen-Freeman

28 Teaching and Testing Vocabulary 543
Paul Nation and Teresa Chung

29 Teaching and Testing Pragmatics 560
Carsten Roever

30 Task-Based Teaching and Testing 578
John M. Norris

31 Radical Language Teaching 595
Graham Crookes

32 Diagnostic Feedback in Language Assessment 610
Antony John Kunnan and Eunice Eunhee Jang

33 Computer-Assisted Teaching and Testing 628
Carol A. Chapelle

Part VII Teacher Education 645

34 Language Teacher Education 647
Renée Jourdenais

35 Diffusion and Implementation of Innovations 659
Kris Van den Branden

Part VIII Assessing and Evaluating Instruction 673

36 Current Trends in Classroom Research 675
Rosamond F. Mitchell

37 Issues in Language Teacher Evaluation 706
Kathleen M. Bailey

38 Investigating the Effects and Effectiveness of L2 Instruction 726
Rick de Graaff and Alex Housen

39 Program Evaluation 756
Steven J. Ross

Author Index 779

Subject Index 791

“The Handbook offers state-of-the-art research-based analysis on what is currently known about language teaching. The inclusion of new and fast-growing issues as well as the variety of topics is indeed one of its strongest features.” (Studies in Second Language Acquisition, 2012)

Michael H. Long is Professor of Second Language Acquisition in the School of Languages, Literatures, and Cultures at the University of Maryland. Recent publications include The Handbook of Second Language Acquisition, co-edited with Catherine Doughty (Wiley-Blackwell, 2003), Second Language Needs Analysis (2005), and Problems in Second Language Acquisition (2007).

Catherine J. Doughty is Senior Research Scientist and Second Language Acquisition Area Director at the Center for the Advanced Study of Language at the University of Maryland, and is an affiliate Professor of Second Language Acquisition at the University of Maryland. She is co-editor (with Michael Long) of The Handbook of Second Language Acquisition (Wiley-Blackwell, 2003).

Bringing together an international team of specialists from the fields of applied linguistics, second language acquisition, linguistics, education, and psychology, The Handbook of Language Teaching is a wide-ranging and invaluable reference guide. The chapters are structured into seven major sections: the psycholinguistic underpinnings of language learning; social, political, and educational contexts; program design; materials writing and course design; teaching and testing; teacher education; and assessment and evaluation.

Providing a unique breadth of coverage, the Handbook combines the latest research findings on core topics, as well as in several rapidly developing areas, including the language-learning brain, heritage language programs, study abroad, and less commonly taught languages. English is only one of the many languages used as examples throughout. The volume also explores the increasingly important political and social implications on language teaching. The result is an invaluable resource for anyone involved in second or foreign language teaching, SLA, psycholinguistics, and applied linguistics.