Each of us is hopelessly trapped inside of a particular language matrix, until we become consciously aware of how this inexorable process relentlessly operates. This book presents an unified conception of what language is universally, for all sentient beings, in all of its forms and aspects; and how language phenomena operate, through unconsciously projected four-dimensional (time-space) gestalts, in specific situations in the real world, to produce meaningful perceptual closures and useful results. This book operationally identifies the universal "fundamental particles" (NOT phonemes, nor letters of the alphabet, etc.) of any language; and how these fundamental phenomenal "particles" combine, by the activity of unconsciously projected, four-dimensional, perceptual gestalts, to form the more complex language "atoms" (NOT necessarily, "words", etc.), and "molecules" (NOT necessarily, sentences, etc.), which interconnect further with the other culturally "mandated" physical artifacts imbedded in the specific situation, and operate physically, to produce the culturally prescribed, "meanings", and useful objects of intention, of the individuals of whatever species, which are intercommunicating, and inter-operating in the situation. Examples of many kinds are presented, often in terms of concerns, activities, and operations relating to libraries. This book is multidisciplinary in scope.

This book discusses current research on learning theories and pedagogical practices in second language acquisition, and tries to bridge the gap between the two. Second language acquisition is perceived as the study of the relationship between input, intake and output in a particular task performance, and Indian classrooms are the context for the research studies in this book. The empirical studies discussed in this book are based on two tasks: seminar speech task (SST) and written test performance task (WTPT). The pedagogical practices discussed cover three specific areas: tasks, skills, and strategies. The study focuses on text input processing for written versus spoken tasks, at various levels of task performance, and for language versus information. The authors discuss, among other issues, various elements of second language speech production, teachers’ evaluation of communicative versus form-focused tasks, and task-based versus proficiency-based performance. As a study located in multilingual and mixed ability classrooms, this work provides immense insights to teacher-educators and researchers working in ESL settings with learners from diverse backgrounds.

Includes section "Reviews".