Description
This edited collection explores the processes of second language learning and teaching from a psycholinguistic perspective. Authored by leading experts in the field, the book includes studies focusing on theoretical, empirical and practical aspects of second and foreign language education. Part One offers contributions devoted to a range of learner-related factors, dealing with affective and cognitive variables, the process of reading and the acquisition of lexis. Part Two brings together papers related to teacher awareness of second language instruction that focus on conversational styles, fostering intercultural pragmatics, teacher job satisfaction, the development of instructional materials and challenges of teacher training in different contexts. It is of interest to researchers as well as graduate and postgraduate students seeking fresh inspirations for their own empirical investigations of the ways in which second and foreign languages are taught and learned. Foreign Language Learning from the Perspective of Individual Well-being.- “Biasing for the Best”: Looking at New Elements in a Model of Language Learner Well-Being.- Polish Adolescents’ Perceptions of English and their Desire to Learn it.- Investigating Language Learning Motivation from an Ideal Language-self Perspective: Results of a Questionnaire Study.- Reading for Remembering: On the Long-term Impact of Starting Age on Retention and Recall of Target Language Input.- Studying English in Senior Years: A Psycholinguistic Perspective.- Why L2 Readers Cannot Play a Psycholinguistic Guessing Game.- Stages in the Acquisition of Foreign Lexis.
