English Language Teaching in its Social Context: A Reader (Teaching English Language Worldwide)
By C. Candlin
* Publisher:Routledge
* Number Of Pages:368
* Publication Date:2001-01-10
* ISBN-10 / ASIN:0415241227
* ISBN-13 / EAN:9780415241229
Product Description:
English Language Teaching in its Social Context presents four major principles of English language teaching:
* focusing on the roles played by teachers and learners
* recognizing the individuality of language learners
* supporting teachers in the provision of active guidance for students' learning
* examining both positive and negative patterns of interaction between learners and teachers.
Polyglot: How I Learn Languages
By Kato Lomb
* Publisher:Tesl-Ej
* Number Of Pages:215
* Publication Date:2008-01
* ISBN-10 / ASIN:1606437062
* ISBN-13 / EAN:9781606437063
About the Author:
Kató Lomb (Pécs, February 8, 1909 - Budapest, June 9, 2003) was a Hungarian interpreter, translator, language genius and one of the first simultaneous interpreters of the world.
Originally she graduated in physics and chemistry, but her interest soon led her to languages. Native in Hungarian, she was able to interpret fluently in nine or ten languages (in four of them even without preparation), and she translated technical literature and read belles-lettres in six languages. She was able to understand journalism in further eleven languages. As she put it, altogether she earned money with sixteen languages (Bulgarian, Chinese, Danish, English, French, German, Hebrew, Italian, Japanese, Latin, Polish, Romanian, Russian, Slovak, Spanish, Ukrainian). She learned these languages mostly by self-effort, as an autodidact. Her aims to acquire these languages were most of all practical, to satisfy her interest.
According to her own account, her long life was highlighted not primarily by the command of languages but the actual study of them. Through her books, published in Hungarian in several editions as well as in some other languages, interviews (in print and on the air) and conversations, she tried to share this joy with generations. As an interpreter, she visited all five continents, saw forty countries, and reported about her experiences and adventures in a separate book (Egy tolmács a világ k鰎ül, "An interpreter around the world").
Her language learning method and principles
Her keyword was most of all interest: the word, coming from Latin interesse (originally meaning "to be between"), has a double meaning, referring to the material profit or the mental attraction, together: motivation. This means that I can answer these questions: "How much am I interested in it? What do I want with it? What does it mean for me? What good is it for me?" She didn't believe in the so-called language talent. She tended to express the language skill with a fraction, with motivation in the numerator (through which we can pinch off some ten minutes a day even with the busiest job), and inhibition in the denominator (the fear of starting to speak, of being clumsy, of being laughed at). In her conviction, the stronger the motivation is within us, and the more we can put aside inhibition, the sooner we can take possession of the language.
Summary: Fascinating
Rating: 5
This amazing and fascinating book is a splendid journey into the world of language learning. For anyone who has dabbled with using books as the main texts for self-study (or for those who are looking to be shown the way) this book is a compelling story of Kato Lomb, who is fluent (to varying degrees) in about 16 languages, and points you in the right direction for self-study or supplementing conventional language classes.
Metaphors Dead and Alive, Sleeping and Waking: A Dynamic View
By Cornelia Muller
* Publisher:University Of Chicago Press
* Number Of Pages:290
* Publication Date:2008-11-01
* ISBN-10 / ASIN:0226548252
* ISBN-13 / EAN:9780226548258
Product Description:
Traditional thinking on metaphors has divided them into two camps: dead and alive. Conventional expressions from everyday language are classified as dead, while much rarer novel or poetic metaphors are alive. In the 1980s, new theories on the cognitive processes involved with the use of metaphor challenged these assumptions, but with little empirical support. Drawing on the latest research in linguistics, semiotics, philosophy, and psychology, Cornelia Müller here unveils a new approach that refutes the rigid dead/alive dichotomy, offering in its place a more dynamic model: sleeping and waking.
To build this model, Müller presents an overview of notions of metaphor from the classical period to the present; studies in detail how metaphors function in speech, text, gesture, and images; and examines the way mixed metaphors sometimes make sense and sometimes do not. This analysis leads her to conclude that metaphors may oscillate between various degrees of sleeping and waking as their status changes depending on context and intention. Bridging the gap between conceptual metaphor theory and more traditional linguistic theories, this book is a major advance for the field and will be vital to novices and initiates alike.
The Subjunctive in the Age of Prescriptivism: English and German Developments During the Eighteenth Century (Palgrave Studies in Language History and Language Change)
By Anita Auer
* Publisher:Palgrave Macmillan
* Number Of Pages:272
* Publication Date:2009-02-15
* ISBN-10 / ASIN:0230574416
* ISBN-13 / EAN:9780230574410
Product Description:
The main topic of the monograph is the description, use and development of the inflectional subjunctive in English and German during the eighteenth century.
Preface
The main topic of the present study is the description, use and development
of the inflectional subjunctive in English and German during the
eighteenth century. This book grows out of my doctoral thesis, which
I presented at the University of Manchester in 2005. The fast development
of electronic databases and corpora in recent years allows me
to present much more empirical data in this book, as, for instance,
retrieved from Eighteenth Century Collections Online (ECCO) and the
GerManC Corpus, than I had at my disposal when writing the Ph.D.
dissertation. Furthermore, I have received many valuable comments on
my work on the subjunctive, which I have tried to incorporate in this
book.
I express my gratitude to the following people for all their effort, motivation
and support throughout this research project: First and foremost,
I thank my Ph.D. supervisors Professor Sylvia Adamson and Professor
Martin Durrell. The work presented here would not have been possible
without their support and encouragement. I am especially grateful
for both Sylvia’s and Martin’s constant effort and availability for discussion,
and I am very happy that they remain my mentors! Many
thanks go to my Ph.D. examiners, the late Professor Richard M. Hogg
and Dr Winifred Davies, for the inspiring discussions on the development
of the subjunctive. I sincerely thank Professor Lilo Moessner for
the ongoing exchange of articles and ideas on the English subjunctive
– auf dass es so bleibe! I also thank Professor David Denison, Dr
Louise Sylvester, Professor Marianne Hundt and Professor Richard Watts
for their valuable advice. I am very grateful to Professor Dieter Kastovsky
and Professor Barbara Kryk-Kastovsky from Vienna University for
eliciting my interest in historical linguistics in the first place and for
encouraging me to stay in the field of linguistics. I also owe thanks to
the HiSoN Network and ‘the English eighteenth-century network’, most
notably Professor Ingrid Tieken-Boon van Ostade, Professor Carol Percy,
Professor Joan Beal, Dr Larisa Oldireva Gustafsson and Tony Fairman, for
their useful comments on my work on eighteenth-century grammars.
I am indebted to Professor PeterWiesinger (University of Vienna) for his
advice on the compilation of my Austrian German corpus, and to Mag.
Stephan Gaisbauer (Stifterhaus Linz) for helping me with my search for
texts.
I am grateful to the School of Languages, Linguistics and Cultures at
the University of Manchester for employing me as a Graduate Teaching
Assistant and for financially supporting my studies.
Finally, I sincerely thank all my friends and colleagues for their
support – in particular, Dr Nuria Yá馿z Bouza, Dr Karlijn Navest and Dr
Victorina González-Díaz. Most special thanks are due to my family and
in particular tomymum Pauline and my partnerMichiel for their muchappreciated
support. Thank you so much for your constant encouragement
and belief in me!
Anita Auer
Leiden, 2008
Contents
List of Figures ix
List of Tables x
Preface xii
List of Abbreviations xiv
1 Introduction 1
1 Historical sociolinguistics 3
2 Precept and practice 4
3 Comparative standardology 11
4 Outline of the book 14
2 Eighteenth-Century English Grammarians and the
Subjunctive Mood 16
1 Introduction 16
2 Systems of moods in the history of English 17
3 Eighteenth-century grammarians’ accounts of the
subjunctive mood 27
4 The status of the subjunctive in eighteenth-century
grammars 52
5 Subjunctive accounts after the eighteenth century 58
6 Conclusion 61
3 The Subjunctive Mood in Eighteenth-Century England:
A Corpus Study 62
1 Introduction 62
2 Methodological preliminaries 66
3 The subjunctive mood and its diachronic development 68
4 The inflectional subjunctive and gender variation 79
5 The inflectional subjunctive and genre variation 81
6 Conclusion 85
vii
viii Contents
4 Eighteenth-Century German Grammars and
the Subjunctive Mood 87
1 Introduction 87
2 Systems of moods in the history of German 88
3 Grammarians’ accounts of the subjunctive mood 92
4 The status of the German subjunctive mood in the
eighteenth century 127
5 Subjunctive accounts after the eighteenth century 128
6 Conclusion 131
5 The Subjunctive Mood in Eighteenth-Century
Germany and Austria: A Corpus Study 133
1 Introduction 133
2 The subjunctive mood and its diachronic
development 135
3 The subjunctive mood in Austrian German 143
4 Conclusion 155
6 Standardisation Processes in England and
the German-Speaking Areas 157
1 Introduction 157
2 Selection of norm – the situation in England
and Austria 159
3 Codification of form – the situation in England
and Austria 173
4 Acceptance by the speech community – the situation
in England and Austria 180
5 Elaboration of function – the situation in England
and Austria 183
6 Conclusion 186
Notes 188
Bibliography of Works Consulted 197
Index 216
Researching Communication Disorders (Research and Practice in Applied Linguistics)
By Alison Ferguson, Elizabeth Armstrong
* Publisher:Palgrave Macmillan
* Number Of Pages:272
* Publication Date:2009-02-15
* ISBN-10 / ASIN:0230004504
* ISBN-13 / EAN:9780230004504
Product Description:
An exploration of the applications of linguistics (including both psycholinguistic and sociolinguistics perspectives) to clinical research in the field of communication disorders. This will interest graduate and postgraduate speech-language pathologists and applied linguists as well as psychologists and neuropsychologists.
One in seven people will experience a communication disorder at some point in their lives. There is an urgent and ongoing need to understand more about the nature of communication disorders and their effects on the everyday lives of children and adults whose lives are affected by these difficulties, as well as those directly or indirectly affected as a family member, friend or professional. Research in this area seeks to develop an evidence base in relation to diagnosis, prognosis, intervention, clients’ perspectives, and cost effectiveness. Researching Communication Disorders involves a range of disciplines including speech-language pathology, linguistics and psychology. This book provides an interdisciplinary description of the theoretical frameworks in the field of communication disorders and an overview of the main current methodological approaches. Numerous case examples from the published research literature provide the reader with an understanding of the practicalities of researching in this field. Additionally, the book provides the beginning researcher with examples of key areas in which further research is needed.
List of Contents
Series Editors’ Preface
Acknowledgements
PART I: KEY CONCEPTS AND RESEARCH ISSUES
Paradigms and Research Practice
The Research/Practice Context
PART II: PRACTICAL APPLICATIONS OF RESEARCH
What are the Key Problems in the Field?
Researching Child Communication Disorders
Researching Adult Communication Disorders
PART III: RESEARCH PROJECTS RELATED TO COMMUNICATION DISORDERS
Practical Issues in Planning Research
Communicating Research from Start to Finish
Project Development
Program Development
PART IV: FURTHER RESOURCES
Resources for Researching Communication Disorders
Glossary of Terms
Index
Author Biography
ALISON FERGUSON is Associate Professor in Speech Pathology at the University of Newcastle, Australia. Her internationally-recognized research explores the application of sociolinguistic theory to the analysis of interactions involving people with aphasia, students and speech-language pathologists. Alison received the University of Newcastle's ‘Supervisor of the Year’ Award in 2007, and in 2008 her book Expert Practice: A Critical Discourse was published (Plural Publishing).
BETH ARMSTRONG is Senior Lecturer, Department of Linguistics at Macquarie University, Australia. She has pioneered the application of Systemic Functional Linguistics to the field of speech-language pathology, with her published work appearing in both book chapters and international peer-reviewed publications. Dr Armstrong was the Founding Editor of the International Journal of Speech Language Pathology (formerly Advances in Speech Language Pathology), first published in 1999.
Change in Contemporary English: A Grammatical Study (Studies in English Language)
By
* Publisher:Cambridge University Press
* Number Of Pages:370
* Publication Date:2009-11-16
* ISBN-10 / ASIN:0521867223
* ISBN-13 / EAN:9780521867221
Product Description:
Based on the systematic analysis of large amounts of computer-readable text, this book shows how the English language has been changing in the recent past, often in unexpected and previously undocumented ways. The study is based on a group of matching corpora, known as the 'Brown family' of corpora, supplemented by a range of other corpus materials, both written and spoken, drawn mainly from the later twentieth century. Among the matters receiving particular attention are the influence of American English on British English, the role of the press, the 'colloquialization' of written English, and a wide range of grammatical topics, including the modal auxiliaries, progressive, subjunctive, passive, genitive and relative clauses. These subjects build an overall picture of how English grammar is changing, and the linguistic and social factors that are contributing to this process.
Types and Tokens: On Abstract Objects
By Linda Wetzel
* Publisher:The MIT Press
* Number Of Pages:192
* Publication Date:2009-09-01
* ISBN-10 / ASIN:0262013010
* ISBN-13 / EAN:9780262013017
Product Description:
There is a widely recognized but infrequently discussed distinction between the spatiotemporal furniture of the world (tokens) and the types of which they are instances. Words come in both types and tokens—for example, there is only one word type 'the' but there are numerous tokens of it on this page—as do symphonies, bears, chess games, and many other types of things. In this book, Linda Wetzel examines the distinction between types and tokens and argues that types exist (as abstract objects, since they lack a unique spatiotemporal location).
Wetzel demonstrates the ubiquity of references to (and quantifications over) types in science and ordinary language; types have to be reckoned with, and cannot simply be swept under the rug. Wetzel argues that there are such things as types by undermining the epistemological arguments against abstract objects and offering extended original arguments demonstrating the failure of nominalistic attempts to paraphrase away such references to (and quantifications over) types. She then focuses on the relation between types and their tokens, especially for words, showing for the first time that there is nothing that all tokens of a type need have in common other than being tokens of that type. Finally, she considers an often-overlooked problem for realism having to do with types occurring in other types (such as words in a sentence) and proposes an important and original solution, extending her discussion from words and expressions to other types that structurally involve other types (flags and stars and stripes; molecules and atoms; sonatas and notes).
Formulaic Language, Vol. 2: Acquisition, loss, psychological reality, and functional explanations (Typological Studies in Language)
By Roberta Corrigan, Edith A. Moravcsik, Hamid Ouali, Kathleen M. Wheatley
* Publisher:John Benjamins Publishing Company
* Number Of Pages:361
* Publication Date:2009-05-20
* ISBN-10 / ASIN:9027229961
* ISBN-13 / EAN:9789027229960
Preface
This two-volume collection presents revised versions of a selection of papers from
the 25th UWM Linguistics Symposium on Formulaic Language, held on April
18–21, 2007 at the University of Wisconsin-Milwaukee. To our knowledge, it was
one of the first conferences specifically devoted to this topic.
We are grateful to Joan Bybee, who suggested the topic for this conference,
and to Michael Noonan, who took primary responsibility for organizing it. We
gratefully acknowledge the funds provided by various units of the University of
Wisconsin-Milwaukee – the Department of English, the Department of Foreign
Languages and Linguistics, the Center for International Education, and the College
of Letters and Science – as well as those that came from royalties derived from the
Benjamins’ book series “Typological Studies in Language” due to the generosity
of the editors of the previous volumes of this series and of Cornelis Vaes of John
Benjamins. Heart-felt thanks also to our colleagues, students, and office staff for
their invaluable help in putting on this event.
The indices were prepared by Deborah Mulvaney. We are grateful to her for her
work performed under difficult conditions.
This preface and the introductory paper to follow are included in both volumes.
Table of contents
VOLUME II: ACQUISITION, LOSS, PSYCHOLOGICAL REALITY,
AND FUNCTIONAL EXPLANATIONS
Preface ix
Introduction. Approaches to the study of formulae xi
Roberta Corrigan, Edith Moravcsik, Hamid Ouali & Kathleen Wheatley
Part I. Acquisition and loss
Repetition and reuse in child language learning 297
Colin Bannard & Elena Lieven
Formulaic language from a learner perspective:
What the learner needs to know 323
Britt Erman
The acquisition and development of the topic marker wa in L1 Japanese:
The role of NP-wa? in mother-child interaction 347
Chigusa Kurumada
Formulaic expressions in intermediate EFL writing assessment 375
Aaron Ohlrogge
Connecting the dots to unpack the language 387
Ann M. Peters
The effect of awareness-raising on the use of formulaic constructions 405
Susanne Rott
Can L2 learners productively use Japanese tense-aspect markers?
A usage-based approach 423
Natsue Sugaya & Yasuhiro Shirai
Formulaic and novel language in a ‘dual process’ model of language
competence: Evidence from surveys, speech samples, and schemata 445
Diana Van Lancker Sidtis
Part II. Psychological reality
The psycholinguistic reality of collocation and semantic prosody (2):
Affective priming 473
Nick C. Ellis & Eric Frey
Frequency and the emergence of prefabs: Evidence from monitoring 499
Vsevolod Kapatsinski & Joshua Radicke
Part III. Functional explanations
Formulaic argumentation in scientific discourse 523
Heidrun Dorgeloh & Anja Wanner
Accepting responsibility at defendants’ sentencing hearings:
No formulas for success 545
M. Catherine Gruber
Decorative symmetry in ritual (and everyday) language 567
John Haiman & Noeurng Ourn
Time management formulaic expressions in English and Thai 589
Shoichi Iwasaki
Routinized uses of the first person expression for me in conversational
discourse 615
Joanne Scheibman
Author index i–1
Subject index i–11
Chomsky's Universal Grammar: An Introduction
By Vivian J. Cook, Mark Newson
* Publisher:Wiley-Blackwell
* Number Of Pages:336
* Publication Date:2007-05-11
* ISBN-10 / ASIN:1405111879
* ISBN-13 / EAN:9781405111874
Product Description:
The 3rd edition of Chomsky’s Universal Grammar introduces the reader to Noam Chomsky’s theory of language by setting the specifics of syntactic analysis in the framework of his general ideas.
* Updated and revised to include a broader range of issues and discussion topics
* Traces the development of Chomsky's thinking and of the Minimalist Program since 1995, providing a new picture of this current model of syntactic theory
* Introduces both the general concepts of the theory of Universal Grammar and the main areas of syntax such as X-bar theory, movement and government/binding theory
* Includes discussion topics, exercises, and suggestions for further readings in each chapter
Fundamental Considerations in Language Testing (Oxford Applied Linguistics)
By Lyle F. Bachman
* Publisher:Oxford University Press, USA
* Number Of Pages:420
* Publication Date:1990-04-19
* ISBN-10 / ASIN:0194370038
* ISBN-13 / EAN:9780194370035
Product Description:
Here is a clear and authoritative discussion of the basic concerns which underlie the development and use of language tests, and an up-to-date synthesis of research on testing. Primarily for students on teacher education courses, it is also an invaluable resource for all those professionally involved in designing and administering tests, acting as a complement to practical 'how to' books. Winner MLA Kenneth W Mildenberger Prize
Summary: A Complete Source
Rating: 4
Bachman explores language testing from a theoretical point of view in this book. I found the coverage of measurement, testing purposes, reliability, and validity to be very useful. Perhaps the one warning I would give is that this book is a little statistics-heavy, and it assumes that you have at least some knowledge of statistics. If you don't have any knowledge of statistics, then the sections on reliability and validity may take a little work to get though. In that case, I recommend Brown's text on testing. It's a simpler read. However, this volume by Bachman is more detailed and Bachman is rightly considered to be an authority on testing.
Summary: Language teachers cannot afford not to read it!
Rating: 5
Bachman shows more than just why tests are important. His depth of insight is illuminating and the carefully analysed topics will definetely trigger an ever lasting curiosity in anyone concerned with testing which is certain to render rewarding dividends.
First Language Acquisition: Method, Description and Explanation
By David Ingram
* Publisher:Cambridge University Press
* Number Of Pages:588
* Publication Date:1989-09-29
* ISBN-10 / ASIN:0521349168
* ISBN-13 / EAN:9780521349161
Product Description:
A closely analyzed exposition of how children acquire language that explores the receptive and productive abilities of children in all core areas of language--phonology, morphology, syntax and semantics. Readers will acquire the fundamental knowledge and skill not only to interpret primary literature but to approach their own research with sophistication. While the descriptive facts that are currently available on first language acquisition are central to the book, its emphasis on methodology and explanation distinguishes this text from others. The various ways in which research is conducted is discussed in detail, as well as the strengths and weaknesses of different approaches, leading to new perspectives on key theoretical issues.
Reflexive Language: Reported Speech and Metapragmatics
By John A. Lucy
* Publisher:Cambridge University Press
* Number Of Pages:428
* Publication Date:1993-03-26
* ISBN-10 / ASIN:0521351642
* ISBN-13 / EAN:9780521351645
Product Description:
This volume examines the nature and significance of the reflexive capacity of natural language, its ability to represent its own structure and use through reported speech and explicit statements about language use (metapragmatics). Included are theoretical overviews, case studies of the forms and functioning of reflexive language, and explorations of the broad importance of reflexive language for research in the humanities and social sciences. These innovative essays, many by internationally known researchers, effectively critique research in the human disciplines that fails to take language seriously. It should elicit widespread attention and debate.
Fundamental Concepts of Language Teaching (Oxford Applied Linguistics)
By Hans Heinrich Stern
* Publisher:Oxford University Press
* Number Of Pages:582
* Publication Date:1983-06
* ISBN-10 / ASIN:0194370658
* ISBN-13 / EAN:9780194370653
Product Description:
Professor Stern puts applied linguistics research into its historical and interdisciplinary perspective. He gives an authoritative survey of past developments worldwide and establishes a set of guidelines for the future. There are six parts: Clearing the Ground, Historical Perspectives, Concepts of Language, Concepts of Society, Concepts of Language Learning, and Concepts of Language Teaching.
Summary: Language teachers need read this book.
Rating: 4
If you are language teacher or aiming to be , you need this book.You'd begin to think deeply what language is, what language learning is and then what language teaching is. This book will bring you a chance to consider the relationship of educational linguistics to the study of language education.
Testing in Language Programs
By James Dean Brown
* Publisher:Prentice Hall
* Number Of Pages:324
* Publication Date:1996-05
* ISBN-10 / ASIN:0131241575
* ISBN-13 / EAN:9780131241572
Product Description:
"Testing in Language Programs" is a comprehensive text for teachers and students in teacher-training courses in language testing and assessment. Ideal for both classroom use and personal reference, this book targets the needs of those making both programme-level (e.g. admissions, proficiency and placement) as well as classroom-level testing decisions (e.g. assessing what students have learned through diagnostic and achievement testing).
Summary: good book
Rating: 5
The guy writes a good book. Extremely accessible and informative.
If you've any interest in Language Teaching it's worth a quick read through.
Lots of practical information.
Summary: A Great Resource
Rating: 5
I recently read 7 books for a paper that I was writting on testing in English language programs, and I found this book to be the easiest to read. Most of the other books on testing expect you to have some background in statistics, but this one gives easy explanations for the statistical procedures which are demonstrated. Another thing that I like about this book is that it looks at test development from the classroom teacher's perspective. A lot of the other books are actually discussing the creation and analysis of standardized tests. In other words, large scale tests. In this book, you can apply the method of test development to any class size. I really recommend this book if you are looking for a book on testing for your classroom practice.
Summary: how to make good tests and good decisions about tests
Rating: 4
"Testing in Language Programs" is an ideal book for teachers who want to learn how to make good tests, analyses and interpret the results, and how to improve such tests so that grades or placement decisions can have meaning and be fair to one's students. I liked this book because it is very thorough in basics. You will learn about the different types and uses of language tests such as norm-referenced tests (eg; the TOEFL), which can be used to ascertain general proficiency or for making placement decisions, and criterion-referenced tests (eg; your end-of-term test), which can inform you to what extent students are learning and meeting previously set and well-defined objectives. You will learn how to describe the distribution of your test results in terms of central tendency (average, median, mode) or spread (range, standard deviation), and when to favor one form of presentation over another, and you will also learn the various ways of improving your tests by scrutinizing test items. After you have understood this, you will then be able to understand reliability and error of measurement, and how this can help you in making decisions about grades. Finally, the chapter on validity will help you focus on what you are really measuring in a test and how you can make your tests accountable with respect to language constructs or other well-established tests. If you are a language teacher because of a congenital fear of all-things-math (a myth I used to believe and propagate as a thoroughly obnoxious pupil), then this book may take some time to digest. If not, (or perhaps even if) then this book is well worth buying.
Innovation in English Language Teaching: A Reader (Teaching English Language Worldwide)
By David R. Hall
* Publisher:Routledge
* Number Of Pages:304
* Publication Date:2001-01-10
* ISBN-10 / ASIN:0415241243
* ISBN-13 / EAN:9780415241243
Product Description:
Designed specially for postgraduate TESOL and Applied Linguistics students, Innovation in English Language Teaching is a TESOL reader which provides both theoretical perspectives and practical tools for analyzing and understanding how ELT classroom curricula can be analyzed, developed and evaluated.
Language Acquisition: Studies in First Language Development
By Paul Fletcher, Michael Garman
* Publisher:Cambridge University Press
* Number Of Pages:628
* Publication Date:1986-05-31
* ISBN-10 / ASIN:0521277809
* ISBN-13 / EAN:9780521277808
Product Description:
The aim of the first edition of Language Acquisition was to provide as comprehensive a description and explanation as possible of the changes in the child's language as he or she grows older. In this second edition Paul Fletcher and Michael Garman have the same fundamental aim. Six years later the field has not changed dramatically, but there have been fruitful theoretical developments - the learnability hypothesis, in particular, has been influentially expounded - and empirical work seeking evidence of specific language capacities in children has made notable advances. Equally significant are shifts in emphasis: the growing interest in cross-linguistic studies, for example, or accounts of language development of reading and writing. All these changes are reflected in the second edition. About half the chapters are entirely new, having been specially commissioned for this edition. The remainder of the book consists of substantially revised versions of chapters from the first edition. Like its predecessor, this collection is the work of distinguished specialists from many countries and will provide an invaluable resource for students and professionals alike who have an interest in the field of child language acquisition.
Language of Early Childhood (Collected Works of Mak Halliday, 4)
By M. A. K. Halliday
* Publisher:Continuum
* Number Of Pages:415
* Publication Date:2004-02
* ISBN-10 / ASIN:082645870X
* ISBN-13 / EAN:9780826458704
Product Description:
Webster presents an edited collection of works by British linguist, M. A. K. Halliday, written between the 1970s and 1990s, and based on Halliday's intensive study as a participant-observer of his own son, Nigel, and his developing language skills.
Make an Impact with Your Written English. How to use word power to impress in presentations, reports, PR and meetings (Better Business English)
By Fiona Talbot
* Publisher:Kogan Page
* Number Of Pages:160
* Publication Date:2009-10-28
* ISBN-10 / ASIN:0749455195
* ISBN-13 / EAN:9780749455194
Product Description:
Writing effective business English is about creating clear, concise messages and avoiding verbosity; but the fewer words there are, the more important it is to get them right.
This volume in the “Better Business English” series focuses on presentations, reports, note-taking, PR writing, technical writing, and writing for the web. Make an Impact with Your Written English helps non-native speakers write business English in a confident and competent voice.
The Psychology of Creative Writing
By Scott Barry Kaufman, James C. Kaufman
* Publisher:Cambridge University Press
* Number Of Pages:406
* Publication Date:2009-06-29
* ISBN-10 / ASIN:0521881641
* ISBN-13 / EAN:9780521881647
Product Description:
The Psychology of Creative Writing takes a scholarly, psychological look at multiple aspects of creative writing, including the creative writer as a person, the text itself, the creative process, the writer's development, the link between creative writing and mental illness, the personality traits of comedy and screen writers, and how to teach creative writing. This book will appeal to psychologists interested in creativity, writers who want to understand more about the magic behind their talents, and educated laypeople who enjoy reading, writing, or both. From scholars to bloggers to artists, The Psychology of Creative Writing has something for everyone.
Contemporary Perspectives on Reading and Spelling (New Perspectives on Learning and Instruction)
By Clare Wood, Vincent Connelly
* Publisher:Routledge
* Number Of Pages:304
* Publication Date:2009-08-24
* ISBN-10 / ASIN:0415497175
* ISBN-13 / EAN:9780415497176
Product Description:
With contributions from leading international researchers, Contemporary Perspectives on Reading and Spelling offers a critique of current thinking on the research literature into reading, reading comprehension and writing. Each paper in this volume provides an account of empirical research that challenges aspects of accepted models and widely accepted theories about reading and spelling.
This book develops the argument for a need to incorporate less widely cited research into popular accounts of written language development and disability, challenging the idea that the development of a universal theory of written language development is attainable. The arguments within the book are explored in three parts:
overarching debates in reading and spelling
reading and spelling across languages
written language difficulties and approaches to teaching
Opening up the existing debates, and incorporating psychological theory and the politics surrounding the teaching and learning of reading and spelling, this edited collection offers some challenging points for reflection about how the discipline of psychology as a whole approaches the study of written language skills.
Highlighting ground-breaking new perspectives, this book forms essential reading for all researchers and practitioners with a focus on the development of reading and spelling skills.