Bøger udgivet af National Foreign Langauge Resource Center

This volume contains a selection of papers presented at the 2014 International Conference of Pragmatics and Language Learning at Indiana University. It includes fourteen papers on a variety of topics, with a diversity of first and second languages, and a wide range of methods used to collect pragmatic data in L2 and FL settings. This volume is divided into three main sections: Acquisition of Second-Language Pragmatics, Research in Pedagogical Contexts, and Brief Summaries and Reports. The articles advance our understanding of second language pragmatics with regard to learning and the use of pragmalinguistic resources necessary to produce and comprehend speech acts, conventional expressions, discourse markers, relational talk to develop L2 symbolic competence, and polite expressions in language textbooks.

This edited monograph includes 21 papers written by 41 contributors from 9 countries on four continents, sharing their teaching practices, strategies, reflections, and/or findings from their research on online Chinese teaching and learning in 2020. Its introductory chapter authored by the editor, Dr. Shijuan Liu (刘士娟), provides a comprehensive overview of the history of online Chinese teaching and learning and thoughtful analysis of associated terms (e.g., distance education), in addition to summarization of the 21 wonderful papers in this volume. Readers can also gain a solid understanding of many Chinese language programs mentioned in the monograph, as well as the general situation of Chinese language education, and measures taken in responses to the COVID-19 pandemic in several countries, including India and South Africa. This monograph offers practical implications and historic references to the field of Chinese language education and online teaching and learning globally. It serves as a timely and significant addition to the published book edited by the same scholar, Teaching the Chinese Language Remotely: Global Cases and Perspectives, which includes 15 chapters in English from 21 authors in 10 countries on five continents.

This volume focuses on the decision-making potential provided by second language performance assessments. The authors first situate performance assessment within a broader discussion of alternatives in language assessment and in educational assessment in general. They then discuss issues in performance assessment design, implementation, reliability, and validity. Finally, they present a prototype framework for second language performance assessment based on the integration of theoretical underpinnings and research findings from the task-based language teaching literature, the language testing literature, and the educational measurement literature. The authors outline test and item specifications, and they present numerous examples of prototypical language tasks. They also propose a research agenda focusing on the operationalization of second language performance assessments.

The Korean Language Flagship Center (KLFC) aims to produce professionals who can function in Korean in their chosen fields. This volume is the fifth in the series, a compilation of the students' research on critical Korean issues.

The Korean Language Flagship Center (KLFC) aims to produce professionals who can function in Korean in their chosen fields. This volume is the fourth in the series, a compilation of the students' research on critical and controversial issues in Korea or Korea-US relations. It is published by KLFC at the University of Hawai'i at Mānoa.

Although many online intercultural exchanges have been conducted based on the groundbreaking Cultura model, most to date have been between and among European languages. This volume presents several chapters with a focus on exchanges involving Asian and Pacific languages. Many of the benefits and challenges of these exchanges are similar to those reported for European languages; however, some of the difficulties reported in the Chinese and Japanese exchanges might be due to the significant linguistic differences between English and East Asian languages. This volume adds to the body of emerging studies of telecollaboration among learners of Asian and Pacific languages.

Changes in accreditation policies and institutional practices have led to the emergence of student learning outcomes assessment as an important, increasingly common expectation in U.S. college foreign language programs. This volume investigates contemporary outcomes assessment activity, with a primary focus on useful assessment, that is, assessment that is put to use proactively by foreign language educators. Authors approach the topic from distinct perspectives, ranging from a study of national trends in outcomes assessment practices, to reflections on assessment experiences by program leaders, to case studies highlighting language educators' implementation and uses of outcomes assessment for diverse curricular and pedagogical purposes.