Meet the editor

Christine Savvidou is an assistant professor at the University of Nicosia, Cyprus, and has a doctorate in Teacher Education from the University of Nottingham, UK. Her research focuses on teacher education, professional development, and professional knowledge and identity in second language teaching. A member of several professional associations, she is an active researcher and has published her work in several international refereed

journals (*Intercultural Education*, Technology, Pedagogy and Education, *Journal of Teacher Development*, *Teachers and Teaching: Theory and Practice*). She is also a regular reviewer for several international journals.

Contents

Practices and Perspectives *by Christine Savvidou*

Offer Refusals in L2 French *by Bernard Mulo Farenkia*

The Case of Second Language Education

*by Mari Carmen Campoy-Cubillo*

*by Anna De Marco*

*by Patrick Farren*

College in Burundi

Acquisition Studies *by Xiaoming Jiang*

**Preface XI**

**Chapter 1 1**

**Chapter 2 5**

**Chapter 3 23**

**Chapter 4 41**

**Chapter 5 65**

**Chapter 6 87**

**Chapter 7 113**

Multidimensional Networks for Functional Diversity in Higher Education:

Rethinking the Role of Research in Pre-service Training of Teachers of English as a Foreign Language: Case of the University Teacher-Training

Trends in Usage-Based and Pragmatic Language Processing and Learning: A Bibliometric Analysis on Psycholinguistics and Second-Language

Introductory Chapter: Second Language Acquisition - Pedagogies,

Teaching the Prosody of Emotive Communication in a Second Language

'Transformative Pedagogy' in Language Teacher Education

*by Marie-Immaculée Ndayimirije and Rachel Nsimire Bigawa*

## Contents


Preface

This volume recognizes a growing body of research that focuses on second language acquisition (SLA) and second language teaching (SLT), and acknowledges the contribution of such research to an increased understanding of the pedagogies, practices and perspectives within these interrelated fields. As such, this volume brings together different aspects of learning, teaching and researching a second language. Chapters include topics ranging from emotional communication, pragmatic competence, transformative pedagogy, inclusion and functional diversity, reflective teaching and research skills in language teacher education and innovative methodologies in SLA research. The chapters provide a cross-section of international perspectives in as much as the authors are drawn from seven countries across four continents. Working in a variety of educational contexts, the authors address a global audience to offer insights into current theories, research, policies and practices within SLA and SLT. This volume is aimed at students, researchers and practitioners working in these areas in order to reflect on challenges, enhance practice and identify potential research

Chapter 1 introduces the rationale for this volume as it explores the intersection between second language acquisition and teaching. Christine Savvidou outlines a disciplinary shift from a traditional view of SLA and SLT as distinct and separate areas of research to a contemporary understanding of them as interrelated research areas that function within the same interdisciplinary space. The author proposes that within this space, there exist innovative pedagogies, practices and perspectives that are grounded in diverse teaching and learning contexts. It is this space that this

Chapters 2 and 3 both focus on issues of pedagogy within SLA and specifically on how second languages are learned, what challenges are faced and how learning may

In Chapter 2, Anna De Marco examines how the expression and the perception of emotional states represents a challenge for second language (L2) learners. The author presents an overview of the interface between prosody and pragmatic competence in L2 in relation to the expression and perception of emotions. She goes on to outline some of the outcomes of the research in the field, focusing on experimental studies conducted with L2 learners of Italian. The second part of the chapter examines the instructional practices aimed at helping L2 learners improve

Bernard Mulo Farenkia, in Chapter 3, compares the production of offer refusals between native and non-native French speakers in a Canadian context. Specifically, he examines the differences between L1 speakers and L2 learners of French with respect to the use of direct refusals, indirect refusals and adjuncts to refusals. Comparing the differences between L2 French learners with L1 English speakers, he goes on to examine traces of pragmatic transfer in L2 French refusals behavior. The author also considers the implications for teaching and concludes with

their perception and production of emotional communication.

suggestions and perspectives for future research.

directions.

volume sets out to explore.

best be supported.
