The Dynamic Interplay Between Context and the Language Learner - by Jim King (Hardcover)
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<p/><br></br><p><b> About the Book </b></p></br></br>"Traditionally dominant approaches in applied linguistics have tended to emphasise cognitive aspects of second language acquisition, and have placed the language learner as being largely independent from the context. This volume offers a timely challenge to this notion by bringing together a state-of-the-art collection of chapters which acknowledge that learner characteristics and behaviour are in fact dynamic and can be influenced by a multitude of competing temporal and situational factors. An international team of scholars (based in Austria, China, Germany, Hong Kong, Japan, the United Kingdom and the United States) specialising in a range of language learning-related disciplines contribute cutting edge conceptual papers and data-based studies, making this book essential reading for graduate students, researchers and second language practitioners with an interest in psychological and social aspects of language learning. Chapter authors include Jim Askham, Vera Busse, Letty Chan, Joseph Falout, Glenn Fulcher, Alex Gilmore, Michael Handford, Maiko Ikeda, Jim King, Sarah Mercer, Satomi Nakahira, Jian-E Peng, Agneta Svalberg, Florentina Taylor and Tomoko Yashima. Diane Larsen-Freeman's Foreword sets the scene"--<p/><br></br><p><b> Book Synopsis </b></p></br></br>This edited volume offers a series of state-of-the-art conceptual papers and empirical research studies which consider how contextual factors at multiple levels dynamically interact with individuals to influence how they go about the complex business of learning and using a second language.</p><p/><br></br><p><b> Review Quotes </b></p></br></br><br><p>'This pioneering collection of papers develops a range of descriptive and analytical approaches for understanding how language education is generated by the ecological interplay of contexts and language learners. The use of Complexity Theory as a frame makes this an inspiring and forward-looking contribution. The volume also connects to more established theoretical frames, thereby illustrating how the new science of complexity may expand the possibilities for research into the relationship between contexts and language learners. This makes the volume essential reading for students, professionals and researchers needing access to the 'cutting-edge' of scholarship in this area.'</p> <p>? Dr Juup Stelma, Programme Director MA TESOL, University of Manchester, UK</p><br><p/><br></br><p><b> About the Author </b></p></br></br>Jim Askham, University of Leicester, UK Vera Busse, Carl von Ossietzky University, Germany Letty Chan, Hong Kong Shue Yan University Joseph Falout, Nihon University, Japan Glenn Fulcher, University of Leicester, UK Alex Gilmore, University of Tokyo, Japan Michael Handford, University of Tokyo, Japan Maiko Ikeda, Kansai University, Japan Jim King, University of Leicester, UK Diane Larsen-Freeman, University of Michigan, Ann Arbor, USA Sarah Mercer, University of Graz, Austria Satomi Nakahira, Kansai University, Japan Jian-E Peng, Shantou University, China Agneta Svalberg, University of Leicester, UK Florentina Taylor, University of Greenwich, London Tomoko Yashima, Kansai University, Japan
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