AEQ 2013 - Second Language Acquisition and Pedagogy

Second Language Acquisition and Pedagogy
Feature Editor:
Marilyn Pasqua
ESL Assistant and contract Professor
University of Calabria, Italy
E-mail: marilynpasqua-AT-tiscali.it
Focus:
This issue aims to explore helpful cutting-edge knowledge on second language acquisition and pedagogy. The target language may be any second/foreign language, including English as a second language (ESL). Both quantitative and qualitative studies are welcome. More specific topics encompass, but are not limited to
input and interaction
teacher talk (the language of instruction that second/foreign language teachers use in the classroom)
interlanguage or learner language analysis (i.e., error, discourse, pragmatics, and conversation analyses)
learner variables (such as motivation, personality characteristics, age, aptitude, and learning styles)
study abroad
task or content based instruction (including immersion program)
language for specific purposes (LSP) (including science and technology)
form-focused instruction
teaching cultural understanding in a second/foreign language class
teaching listening, speaking, reading, and/or writing skills
teaching and acquiring pronunciation
teaching and acquiring vocabulary
genre and academic language teaching
methodologies and approaches to language teaching
learning strategies and/or styles
multiple intelligences
learner autonomy.
The edition intends to bring together new findings and insights about second language acquisition and, hence, contribute to the enhanced efficacy of second/foreign language learning and teaching.