This book offers a valuable contribution to the discussion on the complexities of L2 learning processes that pose a challenge to learners. This work also addresses social interactions and cultural background, shedding new light on their role in the context in L2 learning processes.

This book offers several insights into cross-cultural and multilingual learning, drawing upon recent research within two main areas: Language Studies and Multilingual Language Learning/Teaching.

This book investigates and analyzes the way in which factors such as communication apprehension, self-perceived communicative competence and group dynamics influence the communicative behavior of a foreign-language learner.

This book is a collection of essays on neglected aspects of the Great War.

In Part One, emphasis is placed on challenges that second language education has to face, both those more general, dealing with language policy issues, and those more specific, concerned with instructional options in the language classroom.

The book's theoretical chapters address such concepts as bilingualism, the process of L2 writing, and identity in L2 writing. The book's empirical section discusses the students' views on writing in L1 and in L2, the students' writing processes in both languages, and the students' identities in L1 and L2 writing.

The contributors employ a diverse range of theoretical standpoints - from close reading to deconstruction, from historically informed approaches to linguistic analysis - and thus offer a nuanced panorama of these issues, especially from the nineteenth century onwards.

This book demonstrates how foreign language self-esteem (FLSE) affects foreign language (L2) learning and teaching, and how it fluctuates with growing proficiency.