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Attention & awareness in foreign language learning
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Issues related to the role of attention and awareness in learning lie at the heart of many theoretical and practical controversies in the foreign language field. This collection of papers presents the results of research into the learning of Spanish, Japanese, Finnish, Hawaiian, and English as a second language (with additional comments and examples from French, German, and miniature artificial languages) that bear on these crucial questions for foreign language pedagogy.

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A framework for testing cross-cultural pragmatics
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This volume presents a framework for developing methods which assess cross-cultural pragmatic ability. Although the framework has been designed for Japanese and American cross-cultural contrasts, it can serve as a generic approach which can be applied to other language contrasts. The focus is on the variables of social distance, relative power, and the degree of imposition within the speech acts of requests, refusals, and apologies. Evaluation of performance is based on recognition of the speech act, amount of speech, forms or formulæ used, directness, formality, and politeness.

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A communicative framework for introductory Japanese language curricula
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In recent years the number of schools offering Japanese nationwide has increased dramatically. Because of the tremendous popularity of Japanese language and the shortage of teachers, quite a few untrained, non-native and native teachers are in the classrooms and are expected to teach several levels of Japanese. These guidelines are intended to assist individual teachers and professional associations throughout the United States in designing Japanese language curricula. They are meant to serve as a framework from which language teaching can be expanded and are intended to allow teachers to enhance and strengthen the quality of Japanese language instruction.

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In 1990, the Department of Education established the first Language Resource Centers (LRCs) at U.S. universities in response to the growing national need for expertise and competence in foreign languages. Now, twenty-five years later, Title VI of the Higher Education Act supports sixteen LRCs, creating a national network of resources to promote and improve the teaching and learning of foreign languages.

LRCs create language learning and teaching materials, offer professional development opportunities for language instructors, and conduct and disseminate research on foreign language learning. All LRCs engage in efforts that enable U.S. citizens to better work, serve, and lead.

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