Handbook of Research in Second Language Teaching and Learning

Handbook of Research in Second Language Teaching and Learning

Handbook of Research in Second Language Teaching and Learning

Handbook of Research in Second Language Teaching and Learning


This landmark volume provides a broad-based, comprehensive, state-of-the-art overview of current knowledge and research into second language teaching and learning. All authors are leading authorities in their areas of expertise. The chapters, all completely new for Volume 2, are organized in eight thematic sections:

  • Social Contexts in Research on Second Language Teaching and Learning
  • Second Language Research Methods
  • Second Language Research and Applied Linguistics
  • Research in Second Language Processes and Development
  • Methods and Instruction in Second Language Teaching
  • Second Language Assessment
  • Ideology, Identity, Culture, and Critical Pedagogy in Second Language Teaching and Learning
  • Language Planning and Policy.

Changes in Volume 2:

  • captures new and ongoing developments, research, and trends in the field
  • surveys prominent areas of research that were not covered in Volume 1
  • includes new authors from Asia, Australia, Europe, and North America to broaden the Handbook's international scope.

Volume 2 is an essential resource for researchers, faculty, teachers, and students in MA-TESL and applied linguistics programs, as well as curriculum and material developers.


“And how many hours a day did you do lessons?” said Alice, in a hurry to change the subject.
“Ten hours the first day,” said the Mock Turtle: “nine the next, and so on.”
“What a curious plan!” exclaimed Alice.
“That’s the reason they’re called lessons,” the Gryphon remarked
“because they lessen from day to day.”

Lewis Carroll, Alice’s Adventures in Wonderland


The quickening pace of globalization and the increasing influence of English as lingua franca worldwide has brought to the foreground the importance of research in second (L2) and foreign (FL) language teaching and learning. As was the case with Volume I of the Handbook in Second Language Teaching and Learning, the evolving complexities of human societies, political structures, and the expanding range of needs in L2 and FL learning and teaching call for novel perspectives on L2 research. In addition, however, the appearance of Volume II attests to the fact that the rapid changes in the discipline of L2 and FL teaching and research make practically any state-of-the-art overview dated even before it is published.

The overarching purpose of Volume II of the Handbook is to revisit, review, supplement, and complement Volume I. Several chapters in this book present entirely new perspectives and update the research in the subdisciplines that deal with the essential areas of investigation in L2 teaching and learning. That is, Volume II is not a second edition of Volume I, but it is a whole new book that covers new territories and research venues. As with Volume I, the content of Volume II continues to strive to remain comprehensive and inclusive, as much as possible within the scope of one book. The lineup of chapter authors also adheres to the original strategy of selecting leading authorities in their disciplinary areas. It is important to note, however, that this compendium of articles on research in second language teaching and learning, just like any other of its kind, does not aspire to cover the entire enormous range of variables that directly or indirectly impact L2 teaching and learning. In combination, though, both Volumes I and II have a better chance of presenting more thoroughly essential study areas in the field of language teaching and learning.

A collection of state-of-the-art overviews of what is known, important, advantageous, relevant, influential, fruitful, theoretical, practical, or controversial and contradictory in L2 teaching and learning may have little choice but exclude a number of research areas. This obvious constraint applies equally to both Volumes I and II of the Handbook. In part due to its comparatively short . . .

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