Carol A. Chapelle - The Concise Encyclopedia of Applied Linguistics

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Offers a wide-ranging overview of the issues and research approaches in the diverse field of applied linguistics
 
Applied linguistics is an interdisciplinary field that identifies, examines, and seeks solutions to real-life language-related issues. Such issues often occur in situations of language contact and technological innovation, where language problems can range from explaining misunderstandings in face-to-face oral conversation to designing automated speech recognition systems for business. 
 includes entries on the fundamentals of the discipline, introducing readers to the concepts, research, and methods used by applied linguists working in the field. This succinct, reader-friendly volume offers a collection of entries on a range of language problems and the analytic approaches used to address them.
This abridged reference work has been compiled from the most-accessed entries from 
 
 (www.encyclopediaofappliedlinguistics.com)
the more extensive volume which is available in print and digital format in 1000 libraries spanning 50 countries worldwide. Alphabetically-organized and updated entries help readers gain an understanding of the essentials of the field with entries on topics such as multilingualism, language policy and planning, language assessment and testing, translation and interpreting, and many others. 
Accessible for readers who are new to applied linguistics, 

Includes entries written by experts in a broad range of areas within applied linguistics Explains the theory and research approaches used in the field for analysis of language, language use, and contexts of language use Demonstrates the connections among theory, research, and practice in the study of language issues Provides a perfect starting point for pursuing essential topics in applied linguistics Designed to offer readers an introduction to the range of topics and approaches within the field
 is ideal for new students of applied linguistics and for researchers in the field.

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16 Garner, R., Alexander, P., Slater, W., Hare, V. C., Smith, T., & Reis, R. (1986). Children's knowledge of structural properties of expository text. Journal of Educational Psychology, 78, 411–16.

17 Gathecole, S., & Baddeley, D. (1993). Working memory and language. Hove, England: Erlbaum.

18 Goldman, S. R., & Rakestraw, J. A., Jr. (2000). Structural aspects of constructing meaning from text. In M. L. Kamil, P. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. III, pp. 311–36). Mahwah, NJ: Erlbaum.

19 Goodman, K. S. (1967). Reading: A psycholinguistic guessing game. Journal of the Reading Specialist, 6, 126–35.

20 Goodman, K. S. (1973). Psycholinguistic universals of the reading process. In F. Smith (Ed.), Psycholinguistics and reading (pp. 21–9). New York, NY: Holt, Rinehart and Winston.

21 Hamada, M., & Koda, K. (2010). The role of phonological decoding on second language word‐meaning inference. Applied Linguistics, 31(4), 513–31.

22 Hogaboam, T. W., & Perfetti, C. A. (1978). Reading skill and the role of verbal experience in decoding. Journal of Educational Psychology, 70, 717–29.

23 Jeon, E. H. (2011). Contribution of morphological awareness to K2 reading comprehension. The Modern Language Journal, 95, 217–35.

24 Just, M. A., & Carpenter, P. A. (1980). A theory of reading: From eye fixation to comprehension. Psychological Review, 87, 329–54.

25 Just, M. A., & Carpenter, P. A. (1987). The psychology of reading and language comprehension. Boston, MA: Allyn & Bacon.

26 Ke, S., & Koda, K. (2019). Is vocabulary knowledge sufficient for word–meaning inference? An investigation of the role of morphological awareness in adult L2 learners of Chinese. Applied Linguistics, 40(3), 456–77. doi: 10.1093/applin/amx040

27 Kim, J., & Cho, Y. (2015). Proficiency effects on relative roles of vocabulary and grammar knowledge in second language reading. English Teaching, 70(1), 75–96.

28 Kintsch, W. (1998). Comprehension: A paradigm for cognition. New York, NY: Cambridge University Press.

29 Kleiman, G. M. (1975). Speech recording in reading. Journal of Verbal Learning and Verbal Behavior, 14, 323–39.

30 Koda, K. (2007). Reading and language learning: Cross‐linguistic constraints on second‐language reading development. Language Learning, 57, 1–44.

31 Koda, K. (2016). Development of word recognition in a second language. In X. Chen, V. Dronijc, & R. Helms‐Park (Eds.), Reading in a second language: Cognitive and psycholinguistic perspectives (pp. 70–98). London, England: Routledge.

32 Koda, K. (2017). Reading acquisition in Japanese. In L. Verhoeven & C. Perfetti (Eds.), Reading acquisition across languages and writing systems: An international handbook (pp. 57–81). Cambridge, England: Cambridge University Press.

33 Koda, K., & Ke, S. E. (2018). Advanced reading proficiency in collegiate foreign language learners. In P. A. Malovrh & A. G. Benati (Eds.), The handbook of advanced proficiency in second language acquisition (pp. 483–504). New York, NY: John Wiley.

34 Koda, K., & Miller, R. (2018). Cross‐linguistic interaction in L2 word meaning inference in English as a foreign language. In H. Pae (Ed.), Writing systems, reading processes, and cross‐linguistic influences: Reflections from the Chinese, Japanese and Korean languages. Amsterdam, Netherlands: John Benjamins.

35 Levy, B. A. (1975). Vocalization and suppression effects in sentence memory. Journal of Verbal Learning and Verbal Behavior, 14, 304–16.

36 Muljani, D., Koda, K., & Moates, D. (1998). Development of L2 word recognition. Applied Psycholinguistics, 19, 99–113.

37 Nagy, W., & Anderson, R. C. (1984). How many words are there in printed school English? Reading Research Quarterly, 19, 304–30.

38 Nagy, W. E., McClure, E., & Mir, M. (1997). Linguistic transfer and the use of context by Spanish–English bilinguals. Applied Psycholinguistics, 18, 431–52.

39 Nagy, W., & Townsend, D. (2012). Words as tools: Learning academic vocabulary as language acquisition. Reading Research Quarterly, 47(1), 91–108.

40 Nunes, T., & Bryant, P. (2006). Improving literacy by teaching morphemes. London, England: Routledge.

41 Pearson, P. D., & Fielding, L. (1991). Comprehension instruction. In R. Barr, M. L. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (Vol. II, pp. 815–60). New York, NY: Longman.

42 Reddy, P., & Koda, K. (2012). Orthographic constraints on phonological awareness in biliteracy development. Writing System Research, 4, 1–21.

43 Schreuder, R., & Flores d'Arcais, G. B. (1992). Psycholinguistic issues in the lexical representation of meaning. In W. Marslen‐Wilson (Ed.), Lexical representation and process (pp. 409–36). Cambridge, MA: MIT Press.

44 Seidenberg, M. S., & McClelland, J. L. (1989). A distributed, developmental model of word recognition and naming. Psychological Review, 96, 523–68.

45 Shankweiler, D., & Liberman, I. Y. (1972). Misreading: A search for causes. In J. F. Kavanaugh & I. G. Mattingly (Eds.), Language by eye and by ear (pp. 293–317). Cambridge, MA: MIT Press.

46 Share, D. L. (2008). On the Anglocentricities of current reading research and practice: The perils of overreliance on an “outlier” orthography. Psychological Bulletin, 134(4), 584–615.

47 Share, D. L., & Stanovich, K. E. (1995). Cognitive processes in early reading development: Accommodating individual differences into a model of acquisition. In J. S. Carlson (Ed.), Issues in education: Contributions from psychology (Vol. 1, pp. 1–57). Greenwich, CT: JAI.

48 Shin, Y., & Kim, Y. (2012). Assessing the relative roles of vocabulary and syntactic knowledge in reading comprehension. Korean Journal of Applied Linguistics, 28(2), 169–98.

49 Torgesen, J. K., & Burgess, S. R. (1998). Consistency of reading‐related phonological processes throughout early childhood: Evidence from longitudinal‐correlational and instructional studies. In J. L. Metsala & L. C. Ehri (Eds.), Word recognition in beginning literacy (pp. 161–88). Mahwah, NJ: Erlbaum.

50 Verhoeven, L. (2000). Components in early second language reading and spelling. Scientific Studies of Reading, 4, 313–30.

51 Zhang, D., & Koda, K. (2013). Morphological awareness and reading comprehension in a foreign language: A study of young Chinese EFL learners. System, 41, 901–31.

52 Zhang, H., & Koda, K (2017). Vocabulary knowledge and morphological awareness in Chinese as a heritage language (CHL) reading development. Reading and Writing, 31, 53–74.

Suggested Readings

1 Chen, X., Dronijc, D., & Helms‐Park, R. (Eds.). (2016). Reading in a second language: Cognitive and psycholinguistic perspectives. New York, NY: Routledge.

2 Davis, J. M., Norris, J. M., & Malone, E. (Eds). (2018). Useful assessment and evaluation in language education. Washington, DC: Georgetown University Press.

3 Geva, E., & Ramirez, G. (Eds.). (2015). Focus on reading. London, England: Oxford University Press.

4 Koda, K., & Yamashita, J. (Eds.). (2018). Reading to learn in a foreign language. New York, NY: Routledge.

5 Lesaux, N. K., & Harris, J. R. (2015). Cultivating knowledge, building language. Portsmouth, NH: Heinemann.

6 Malovrh, P. A., & Benati, A. (Eds.). (2018). The handbook of advanced proficiency in second language acquisition. Hoboken, NJ: Wiley‐Blackwell.

7 Pae, H. K. (Ed.). (2018). Writing systems, reading processes, and cross‐linguistic influences. Philadelphia, PA: John Benjamins.

8 Verhoeven, L., & Perfetti, C. (Eds.). (2018). Reading acquisition across languages and writing systems: An international handbook. Cambridge, England: Cambridge University Press.

9 Wen, X., & Xin, J. (Eds.). (2018). Empirical studies on learning and teaching Chinese as a second language. New York, NY: Routledge.

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