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This volume focuses on how far the policies, principles and practices of foreign language teaching and learning are, or can be, informed by theoretical considerations and empirical findings from the linguistic disciplines. Part I deals with the nature of foreign language learning in general, while Part II explores issues arising from linguistic, socio-political, cultural and cognitive perspectives. Part III and IV then consider the different factors that have to be taken into account in designing the foreign language subject and the various approaches to pedagogy that have been proposed. Part V finally addresses questions concerning assessment of learner proficiency and the evaluation of courses designed to promote it. Key features: provides a state-of-the-art description of different areas in the context of foreign language communication and learning presents a critical appraisal of the relevance of the field offers solutions to everyday language-related problems with contributions from renowned experts

Lingua francas are languages used for communication between individuals for whom they are not the first language. Based on empirical work throughout, the individual contributions to this volume address lingua franca communication from sociolinguistic as well as from conversation analytic perspectives, or place this form of communication within the wider context of foreign language teaching. The volume as a whole attempts to broaden the traditional view of lingua francas as languages employed by non-native speakers to serve specific, restricted communicative purposes only. Instead, it is demonstrated that lingua francas have gained a number of varied functions, and that they are employed by a heterogeneous group of speakers for whom they do not always have the same status of a second or foreign language. The papers reveal intriguing similarities in form across different lingua francas, but also point at significant differences. As a result, it is proposed that approaches to teach lingua francas as such need to be developed on the basis of empirical evidence.

Meeting the Intercultural Challenge SIETAR (Society for Intercultural Education Training and Research) ist die älteste und weltweit größte Vereinigung, die ein interdisziplinäres Forum zum Thema interkulturelle Kommunikation bietet. Das Buch faßt die Ergebnisse des Weltkongresses 1996 in rund 50 Beiträgen unter folgenden Schwerpunkten zusammen: Forschung, Wirtschaft und Politik. Es bietet einen umfassenden Überblick über den neuesten Stand der Theorie und Praxis dieser immer bedeutender werdenden Disziplin. Alle Beiträge sind in englischer Sprache geschrieben.