Language acquisition Books

Book SynopsisTrade ReviewAbsorbing and engagingly written. . . Costa is a charming and witty guide. This is a rigorous book about complex science but Costa has a winningly informal style, a deadpan wit, and mixes laboratory findings of cognitive neuropsychology with examples from everyday life, TV programmes, sports and politics -- Patrick McGuiness * Guardian *Enlightening and astonishing. . . very readable: the prose is gentle, anecdotal, witty, personal and balanced. . . Albert Costa (a Catalan-Spanish bilingual) died last year, and this book is a great testimony to his lifetime of research into the subject -- Tobias Jones * Observer *Fascinating. . . This engaging book explores just how multiple languages are acquired and sorted out by the brain. . . Costa's work derives from a great fund of knowledge, considerable curiosity and solidly scientific spirit -- Phillip Hensher * Spectator *Absorbing. . . Amiably written, and reader-friendly even when delving into the minutiae of bilingualism, this compact but data-dense book throws out some intriguing ideas about the relationship of dual-language use to attitudes and behaviour -- Boyd Tonkin * Art's Desk *A clear and approachable study by a renowned neurologist * Prospect *A fascinating primer on the science of language. . . Anyone with an inquisitive mind and an interest in language in general, and certainly bilingualism specifically, will find this book a compelling read -- Victoria Murphy * TES *Neuropsychologist Albert Costa spent two decades exploring bilingualism, and his book offers surprising insights * BBC Science Focus *

Read more less

Book SynopsisA unique textbook of guided readings from the great works of Arabic prose for advanced level students of Classical Arabic literature From Ibn Sina to Sindbad makes some of the greatest works of the Golden Age of Arab Civilization accessible to Arabic students at the mid- to high-advanced level of proficiency, while also providing a ready curriculum for teachers of Advanced Arabic. It introduces students to classical Arabic literature through twenty guided readings of works spanning prose genres from travel writing to philosophy, science, religion, humor, and imaginative fiction, including texts by al-Jahiz, al-Kindi, Ibn Khaldun, and Ibn Rushd. Original texts are supplemented with supporting explanatory material, to make them accessible to students, who then progress through an extensive series of exercises to test their comprehension, develop interpretive and critical reading skills, and apply the linguistic structures to their own speaking and writing. Each of the twenty lessons is designed to stand alone for classroom use or individual study, making this a valuable resource for students and teachers alike.Trade Review"DiMeo and Hassan’s anthology of Classical Arabic texts is an accessible and entertaining textbook for the advanced Arabic student. It covers a wide range of topics and styles and the helpful vocabulary lists and comprehension questions are perfect for self-study."—Adam Talib, The American University in Cairo"This text will be a boon to the teacher of Classical Arabic. Not only does it contain a wide range of authentic texts, all with abundant support materials, but it also devotes attention to matters of culture and to skills such as analysis and presentation. It is a welcome addition to the resources currently available for the Classical Arabic classroom."—Kay Heikkinen, The University of ChicagoTable of ContentsIntroduction Lesson One: Biography of the Prophet—Ma’mar Ibn Rashid Lesson Two: Adab—Al-Jahiz Lesson Three: Philosophy—Al-Kindi Lesson Four: Ethnicity in Islam—Ibn Qutayba Lesson Five: Government and Leadership—Ibn ‘Abd RabbihLesson Six: Anthropology and Religion—Al-BiruniLesson Seven: Education—Ibn SinaLesson Eight: Religion vs. Philosophy I—Al-GhazaliLesson Nine: Religion vs. Philosophy II—Ibn RushdLesson Ten: Impressions of Europeans—Usama Ibn MunqidhLesson Eleven: Women in the Caliphal Court—Ibn al-Sa’i Lesson Twelve: Travel Literature—Ibn BattutaLesson Thirteen: History—Ibn KhaldunLesson Fourteen: Popular Storytelling—The Arabian NightsLesson Fifteen: Fantasy and Adventure—Sindbad the Sailor Lesson Sixteen: Moral Literature—Ibn al-Muqaffa Lesson Seventeen: The Maqamat—Al-Hariri Lesson Eighteen: Philosophical Novel—Ibn TufaylLesson Nineteen: Satire—Abu Al-‘Alaa’ al-Ma‘arriLesson Twenty: Animal Rights—Ikhwan al-Safa’Glossary of Vocabulary TermsResources for Further Study

Read more less

Book SynopsisIf your listening is preventing you from getting the score you need in IELTS, Collins Listening for IELTS can help.Don''t let one skill hold you back.Collins Listening for IELTS has been specially created for learners of English who plan to take the IELTS exam to demonstrate that they have the required ability to communicate effectively in English, either at work or at university. It is ideal for learners with band score 5 5.5 who are aiming for band score 6 or higher on the IELTS test (CEF level B1 and above).This major new edition has been thoroughly updated and improved to make it even easier to use. Now in full colour, the book has a new layout and a series of brand new features to help students feel fully prepared for their IELTS exam: Pronunciation info boxes and helpful exercises Enhanced answer keys with further explanations of why answers are right or wrong, or ambiguous Watch out!' boxes that highlight common IELTS mistakes A revision checklist at the end of each section to

Read more less

Book SynopsisBased on whole body approaches to learning perfected by Sally Goddard Blythe and with songs by Michael Lazarev, this book gives us an essential overview of child growth from age three to seven years. It explains why movement and music are essential for healthy brain development and learning, and includes tried and tested exercises for helping children become school ready. Sally describes the neonatal reflexes and how children learn with their bodies, and explains the dangers of speeding up childhood.Two CDs of Michael Lazarev's 10 songs and exercises provide creative and enjoyable music and movement activities to help develop coordination and language skills, while the action-stories and nursery rhymes will encourage children to move, listen, and learn.This invaluable resource is suitable for parents, teachers, early-years educators, health visitors, paediatricians, special needs teachers and educational psychologists.

Read more less

Book SynopsisThe Blackwell Handbook of Language Development provides a comprehensive treatment of the major topics and current concerns in the field; exploring the progress of 21st century research, its precursors, and promising research topics for the future.Trade Review"Catapulting us full-speed into the twenty-first century, the 'Blackwell Handbook of Language Development' offers a stunning vista on contemporary knowledge about language development in our species. The mystery of the child's linguistic mind is laid bare while thoroughly explaining the important social and cognitive contexts in which it grows. The edition's eminent editors, Hoff and Shatz, offer brilliant insights, theoretical notes, and historical views that give depth and urgency to the field's looming modern questions, and the text's contributors are an international tour-de-force whose ingenious research provide a new look on the magic of human language learning. Fascinating accounts of language development in infancy, early childhood, later childhood, the bilingual child, and atypical language development are included. This must-read text will interest scholars, students, and professionals, alike, and will utterly satisfy all those who have ever marveled at the beauty of language or wondered about how our magnificent human mind discovered and learned it." Laura-Ann Pettito, Dartmouth College "Hoff and Shatz have gathered an important and lively set of new articles on child language learning with broad topical coverage, and considerable attention to foundational issues as well as recent empirical findings. Diverse points of view are well represented and explained. This collection would certainly be my choice as a text for advanced courses and seminars on language acquisition." Professor Lila Gleitman, University of Pennsylvania "The authors ... have risen to the monumental challenge of charting language development ... .The book successfully captures the complexities of language development across time." Canadian PsychologyTable of ContentsList of Contributors. Preface. 1. On the Development of the Field of Language Development: Marilyn Shatz (University of Michigan, Ann Arbor). Part I: Basic Foundations and Theoretical Approaches to Language Development:. Introduction. 2. The Neurodevelopmental Bases of Language: Valerie L. Shafer (City University of New York) and Karen Garrido-Nag (City University of New York). 3. Formal and Computational Constraints on Language Development: Helen Goodluck (University of York). 4. Domain-General Learning Capacities: Jenny R. Saffran (University of Wisconsin-Madison) and Erik D. Thiessen (Carnegie Mellon University). 5. How Inherently Social is Language?: Dare Baldwin (University of Oregon, Eugene) and Meredith Meyer (University of Oregon, Eugene). 6. Input and the Acquisition of Language: Three Questions: Virginia C. Mueller Gathercole (University of Wales, Bangor) and Erika Hoff (Florida Atlantic University). 7. The Emergence of Language: A Dynamical Systems Account: Julia L. Evans (San Diego State University). Part II: Language Development in Infancy:. Introduction. 8. Experiential Influences on Speech Perception and Speech Production in Infancy: Linda Polka (McGill University, Montreal), Susan Rvachew (McGill University, Montreal), and Karen Mattock (McGill University, Montreal). 9. Acquiring Linguistic Structure: LouAnn Gerken (University of Arizona, Tucson). 10. Cognitive Processes in Early Word Learning: Diane Poulin-Dubois (Concordia University, Montreal) and Susan A. Graham (University of Calgary). 11. Syntactic Supports for Word Learning: Letitia R. Naigles (University of Connecticut, Storrs) and Lauren D. Swensen (University of Connecticut, Storrs). Part III: Language Development in Early Childhood:. Introduction. 12. Phonological Development: Carol Stoel-Gammon (University of Washington, Seattle) and Anna Vogel Sosa (University of Washington, Seattle). 13. Mechanisms of Word Learning: Gil Diesendruck (Bar-Ilan University, Ramat-Gan, Israel). 14. The Abstract Nature of Syntactic Representations: Consequences for a Theory of Learning: Jeffrey Lidz (University of Maryland, College Park). 15. Conversational Understanding in Young Children: Michael Siegal (University of Trieste/University of Sheffield) and Luca Surian (University of Trieste). 16. Bilingual First Language Acquisition: Fred Genesee (McGill University, Montreal) and Elena Nicoladis (University of Alberta, Edmonton). Part IV: Language Development after Early Childhood:. Introduction. 17. Developing Linguistic Knowledge and Language Use Across Adolescence: Ruth A. Berman (Tel Aviv University). 18. Language and Literacy in Bilingual Children in the Early School Years: D. Kimbrough Oller (University of Memphis) and Linda Jarmulowicz (University of Memphis). 19. Second Language Acquisition in Childhood: Johanne Paradis (University of Alberta, Edmonton). Part V: Atypical Language Development:. Introduction. 20. Children with Specific Language Impairment: Bridging the Genetic and Developmental Perspectives: Mabel L. Rice (University of Kansas, Lawrence). 21. Atypical Language Development: Autism and Other Neurodevelopmental Disorders: Helen Tager-Flusberg (Boston University). 22. Reading and Reading Disorders: Heikki Lyytinen (University of Jyväskylä, Finland), Jane Erskine (Niilo Mäki Institute, Jyväskylä, Finland), Mikko Aro (Niilo Mäki Institute, Jyväskylä, Finland), and Ulla Richardson (University of Jyväskylä, Finland). Author Index. Subject Index

Read more less

Book SynopsisThis prize-winning, readable introduction to research in language acquisition is recommended reading for second language teachers worldwide.Trade ReviewHow Languages Are Learned, 4th edn. P. Lightbown & N. Spada. (2013) Oxford U. Press. ISBN 978-0-19-454126-8; 256pp+. This edition of the standard introductory work on this subject is over 20 pp. longer than the 3rd edition. A strong feature of this admirable book is its concise, clear summaries of important research findings. The chapters are; Language learning in early childhood, Second language learning (SLL), Individual differences in SLL, Explaining SLL, Observing learning and teaching in the SL classroom, SLL in the classroom, and Popular ideas about language learning revisited. Extra activities, study questions, and videos are available online at www.oup.com/elt/teacher/hlal * The Teacher Trainer Journal, Vol 29/3 *Table of ContentsIntroduction1. Language learning in early childhoodPreviewFirst language acquisitionExplaining first language acquisitionLanguage disorders and delaysChildhood bilingualismSummarySuggestions for further reading2. Second language learningPreviewLearner characteristicsLearning conditionsStudying the language of second language learners VocabularyPragmaticsPhonologySampling learners’ languageSummarySuggestions for further reading3. Individual differences in second language learningPreviewResearch on learner characteristicsIndividual differences and classroom instructionAge and second language learningAge and second language instructionSummarySuggestions for further reading4. Explaining second language learningPreviewThe behaviourist perspectiveThe innatist perspectiveThe cognitive perspectiveThe sociocultural perspectiveSummarySuggestions for further reading5. Observing learning and teaching in the second language classroomPreviewNatural and instructional settingsObservation schemesEthnographySummarySuggestions for further reading6. Second language learning in the classroomPreviewProposals for teachingAssessing the proposalsSummarySuggestions for further reading7. Popular ideas about language learning revisitedPreviewReflecting on the popular ideas: Learning from researchConclusion

Read more less

Book SynopsisThis book introduces the main concepts of pragmatics as they relate to the young English language learner classroom and research with young second language learners (YLLs). It considers the speech acts which are particularly relevant to YLLs and presents research findings on learners' development of speech act perception and production. It provides pre- and in-service second language (L2) teachers,teacher educators and researchers with an understanding of young learners' pragmatic development and with ideas for research-based approaches and specific classroom activities to help foster speech act development in the YLL classroom. Moving beyond the research methods traditionally employed in L2 pragmatics research, it also demonstrates how participant-centred data elicitation methods can be effective when conducting research with children. This book will appeal to researchers, advanced undergraduate and postgraduate students in applied linguistics and TESOL,as well as pre- and in-service primary school L2 teachers and teacher educators.

Read more less

Book SynopsisFirst Language Acquisition: The Essential Readings is a collection of pioneering classics that provide a framework for understanding current work in each of the basic areas of language acquisition: morphology, phonology, syntax, semantics, and pragmatics. Collects classic works that provide the foundation for current research in the field of first language acquisition. Includes selections from Noam Chomsky, Jean Piaget, Eric Lenneberg and Roman Jakobson, as well as others who contributed groundbreaking discoveries, insights, concepts, and methods. Presents framework for understanding current work in each of the basic areas of language acquisition: morphology, phonology, syntax, semantics, and pragmatics. Provides valuable resource for students and scholars of language acquisition, cognitive development, and cognitive science. Trade Review"This volume is undoubtedly an outstanding compilation of classic papers on first language acquisition." The Linguist List "An excellent selection of the classic readings in the science of language development, one that I have dearly missed until now. It is a perfect set of background readings for students and researchers interested in the intellectual roots of the field." Steven Pinker, Harvard University, and author of The Language Instinct and Words and Rules: The Ingredients of Language "A well-chosen treasure-house of key readings. They provide a superb grounding for anyone studying child language." Jean Aitchison, University of Oxford "This reader is a great addition to the field, bringing together some of the classic literature that has stimulated debate on the nature of language acquisition for years. Its depth and breadth, in both philosophical and linguistic approaches to the problem, ensure that this volume will soon be a classic itself." Katherine Demuth, Brown University "An excellent collection of classic works, highlighting contributions taking a linguistic approach to the subject of language acquisition." Diane Lillo-Martin, University of ConnecticutTable of ContentsIntroduction: Barbara C. Lust (Cornell University) and Claire Foley (Massachusetts Institute of Technology). Part I: Theory of Language Acquisition:. 1. Selections from Knowledge of Language: Its Nature, Origin, and Use: Noam Chomsky (Massachusetts Institute of Technology). 2. A Review of B.F. Skinner’s Verbal Behavior: Noam Chomsky (Massachusetts Institute of Technology). 3. Selections from The Psychology of the Child: Jean Piaget and Bärbel Inhelder. 4. Language and Learning: The Debate between Jean Piaget and Noam Chomsky: Massimo Piattelii-Palmarini (editor). 5. Selections from Comparative Linguistics and Language Acquisition: Hermine Sinclair (late of University of Geneva). Part II: The Nature-Nurture Controversies:. Nature: Biology. 6. Selections from The Biological Foundations of Language: Eric H. Lenneberg (late of Harvard University). 7. Language and the Brain: Norman Geschwind. 8. Selections from The Bisected Brain: Michael S. Gazzaniga (Dartmouth College). 9. The Linguistic Development of Genie: Susan Curtiss (UCLA), Victoria Fromkin (late of UCLA), Stephen Krashen (USC), David Rigler, & Marilyn Rigler. Nurture: Role of the Input. 10. Derivational Theory and Order of Acquisition in Child Speech: Roger Brown (late of Harvard University) and Camille Hanlon (Connecticut College). 11. Talking to Children: A Search for Universals: Charles A. Ferguson (late of Stanford University). 12. Learning by Instinct: James L. Gould (Princeton University) & Peter Marler (University of California, Davis). Mechanisms of Development. 13. Selections from Language and Experience: Evidence from the Blind Child: Barbara Landau (Johns Hopkins University) & Lila R. Gleitman (University of Pennsylvania). 14. Selections from Language Learnability and Language Development: Steven Pinker (Harvard University). 15. Selections from Learnability and Cognition: Steven Pinker (Harvard University). 16. Selection from Language Acquisition and Cognitive Development: H. Sinclair-deZwart (late of University of Geneva). 17. Selections from Cognitive Prerequisites for the Development of Grammar: Dan I. Slobin (University of California, Berkeley). Part III: Areas of Language Knowledge:. Morphology. 18. The Child’s Learning of English Morphology: Jean Berko (Gleason) (Boston University). 19. Selections from A First Language: Roger Brown (late of Harvard University). Phonology. Speech Perception. 20. Speech Perception in Infants: Peter D. Eimas (Brown University), Einar R. Siqueland (Brown University), Peter Jusczyk (late of Johns Hopkins University), and James Vigorito. Speech Production. 21. The sound laws of child language and their place in general phonology: Roman Jakobson (late of MIT). 22. Universal Tendencies in the Child’s Acquisition of Phonology: N.V. Smith (University College London). 23. The acquisition of phonemic representation: David Stampe (University of Hawai'i, Manoa). Syntax. 24. Selections from The Problem of Serial Order in Behavior: K.S. Lashley (late of Harvard University). 25. The Study of Adam, Eve, and Sarah: Roger Brown (late of Harvard University). 26. Syntactic Regularities in the Speech of Children: E.S. Klima (University of California, San Diego) and Ursula Bellugi (Salk Institute for Biological Studies). 27. The Reduction Transformation and Constraints on Sentence Length: Lois Bloom (Columbia University). Semantics and Pragmatics. 28. The young word maker: A case study of innovation in the child’s lexicon: Eve V. Clark (Stanford University). 29. Strategies for Communicating: Eve V. Clark (Stanford University). Index

Read more less

Book SynopsisA flexible suite of resources providing full coverage of the Cambridge IGCSE? (0520), IGCSE (9-1) (7156) French as a Foreign Language syllabuses for examination 2021. With a skills-based approach and an international outlook, this coursebook with digital access promotes a deeper understanding of French language and culture in francophone countries around the world. Engaging texts, images and audio enhance the activities in the coursebook and help students develop language skills. Revision sections and clear learning objectives encourage self-assessment and support students through the Cambridge IGCSE?, IGCSE (9-1) and O Level French as a Foreign Language courses

Read more less

Book SynopsisIn this first book-length treatment of collaborative writing in second language (L2) classrooms, Neomy Storch provides a theoretical, pedagogical and empirical rationale for the use of collaborative writing activities in L2 classes, as well as some guidelines about how to best implement such activities in both face-to-face and online mode. The book discusses factors that may impact on the nature and outcomes of collaborative writing, and examines the beliefs about language learning that underpin learners' and teachers' attitudes towards pair and group work. The book critically reviews the available body of research on collaborative writing and identifies future research directions, thereby encouraging researchers to continue investigating collaborative writing activities.Trade ReviewAt last, a definitive treatment of collaborative writing in second language classrooms! Storch lays out compelling theoretical, empirical and pedagogical rationales for collaborative writing, convincing the reader of its positive impact on language learning. Aware of the challenges teachers face in implementing in-class and online (e.g. wikis) collaborative activities, she provides practical suggestions about task choice, and the collaborative relationships most conducive to language learning. She addresses both cognitive and social-emotive aspects of pair/group work, calling for longitudinal, qualitative research in diverse language learning contexts. -- Merrill Swain and Sharon Lapkin, The Ontario Institute for Studies in Education, CanadaIn this accessible yet authoritative book, Neomy Storch has provided the field with an illuminating, comprehensive, and novel understanding of the role that collaboration (through writing) and L2 writing (in collaborative environments) can play in advancing L2 competencies. The book is therefore a most welcome addition to the expanding SLA-oriented L2 writing scholarship. -- Rosa M. Manchón, University of Murcia, SpainCollaborative writing is one of the most exciting new directions in second language writing research and instruction. In this book, Neomy Storch, a leader in this important development, lays a foundation by providing a clear and succinct overview of theoretical and research insights from a wide range of intellectual traditions, including second language acquisition, sociocultural theory, composition studies and, of course, second language writing. This book is a great introduction for teachers who wish to understand the rationale behind collaborative writing and for researchers who wish to identify questions for further explorations of this relatively young yet promising research area with practical implications. -- Paul Kei Matsuda, Arizona State University, USAThis new publication will be undoubtedly welcomed by practitioners as an authoritative book in the field of L2 writing, especially for those interested in practical methods of incorporating collaborative writing in class. Researchers too may benefit from the identification of questions for further exploration in an area that is still, by and large, underexplored and in which, according to the author, only a small number of published studies have appeared to date. -- Brett Cumming, Aichi Prefectural University, Japan * JALT Journal, 37.1 *Grounded in a very thorough knowledge of this field, this volume, by one of its leading researchers who is also an experienced ESL and EAP teacher, is a valuable resource. I am happy to recommend it to both teachers and researchers with an interest in collaborative writing. -- Rosemary Wette, University of Auckland, New Zealand in TESOLANZ Journal (2015)Table of ContentsPreface Chapter 1: Introduction Chapter 2: Theoretical and Pedagogical Rationale for Collaborative L2 Writing Chapter 3: Collaborative Writing: L2 Learning and Practice Opportunities Chapter 4: Factors Affecting Languaging in Collaborative Writing Chapter 5: Collaborative Writing and Language Learning Chapter 6: Learners’ Perspectives of Collaborative Writing Chapter 7: Computer Mediated Collaborative Writing Chapter 8: Conclusion: Pedagogical Implications and Research Directions

Read more less

Book SynopsisDeveloped directly with the IB to be fully integrated with the revised MYP Language Acquisition framework, for first teaching in 2020. This comprehensive, inquiry-based resource equips learners to acquire and practice essential language skills while developing wider conceptual and contextual awareness. An inquiry-led, concept-based approach applies key and related concepts to relevant learning material, helping you fully deliver the MYP approach and build meaningful conceptual connections. Fully comprehensive, the resource addresses all the topics suggested in the MYP Language Acquisition Framework to help learners progress confidently into the Diploma Programme.

Read more less

Book SynopsisThis book is intended to help language teachers to work effectively and successfully with students who have Specific Learning Differences (SpLDs). It enables teachers to gain a thorough understanding of the nature of SpLDs and how these affect both general learning processes and the mechanisms of second language acquisition. In addition, the book explores the particular inclusive methods and techniques of teaching and assessment that foster success in language learning. Language teaching is embedded in a wider social and educational context, and therefore the book also provides an in-depth discussion of general educational issues related to identifying and disclosing disabilities and to making transitions from one institution to the other. The content has been thoroughly updated and revised for the second edition, particularly in the areas of inclusive pedagogies, new evidence-based methods and tools for identifying SpLDs, and new conceptualisations of neurodiversity. The book also includes the latest research on assessment, transition and progression, and the impact of SpLDs on additional language learning.Trade ReviewThis timely and informative book addresses the impact of specific learning differences (SpLDs) on learning additional languages and the knowledge and teaching strategies that teachers need to enhance the language learning of SpLDs. This accessible volume promises to be a useful companion for teacher educators in teacher training and in-service contexts. * Esther Geva, University of Toronto, Canada *This book provides a comprehensive overview of how to teach languages to learners with SpLDs. The practical tips included are immensely beneficial for anyone engaged in language teaching. This is a book that every language teacher should keep as a guide for everyday use, and an extremely valuable resource for teacher education programmes. * Bimali Indrarathne, University of York, UK *I am excited about the second edition of this book, and I am truly looking forward to using it in my teaching! The writing style is very accessible, even for those for whom English is not their L1, and the summary of key points at the end of each chapter will be a useful tool for students. * J. Buendgens-Kosten, Goethe University Frankfurt, Germany *Table of ContentsPreface Chapter 1. Discourses of Disability in Education Chapter 2. What are Specific Learning Differences? Chapter 3. The Impact of SpLDs on Learning Additional Languages Chapter 4. Identification and Disclosure Chapter 5. Inclusive Language Teaching Chapter 6. Techniques for Inclusive Language Teaching Chapter 7. Assessment of the Language Skills of Language Learners with SpLDs Chapter 8. Transition and Progression Appendices References Index

Read more less

Book SynopsisThis handbook explores multiple facets of the study of word classes, also known as parts of speech or lexical categories. These categories are of fundamental importance to linguistic theory and description, both formal and functional, and for both language-internal analyses and cross-linguistic comparison. The volume consists of five parts that investigate word classes from different angles. Chapters in the first part address a range of fundamental issues including diversity and unity in word classes around the world, categorization at different levels of structure, the distinction between lexical and functional words, and hybrid categories. Part II examines the treatment of word classes across a wide range of contemporary linguistic theories, such as Cognitive Grammar, Minimalist Syntax, and Lexical Functional Grammar, while the focus of Part III is on individual word classes, from major categories such as verb and noun to minor ones such as adpositions and ideophones. Part IV provideTable of Contents1: Eva van Lier: Introduction Part I. Fundamental issues 2: Martin Haspelmath: Word class universals and language-particular analysis 3: Walter Bisang: Levels of analysis and word classes (root, stem, word) 4: Kasper Boye: Lexical versus functional words 5: Andrej L. Malchukov: Transcategorial operations 6: William A. Foley: Word class systems and other grammatical properties Part II. Theoretical approaches 7: Yoad Winter: Word classes in Formal Semantics 8: Cristiano Broccias: Word classes in Cognitive Grammar 9: Evelien Keizer: Word classes and gradience 10: J. Lachlan Mackenzie: Lexeme classes and word classes in Functional Discourse Grammar 11: William Croft: Word classes in Radical Construction Grammar 12: Hedde Zeijlstra: Word classes in Minimalist Syntax 13: Jan Don: Lexical categories in Distributed Morphology 14: Frank Van Eynde: Word classes in Head-driven Phrase Structure Grammar 15: Mary Dalrymple and Ida Toivonen: . Word classes in Lexical Functional Grammar Part III. Specific word classes 16: Alexander Letuchiy: Verbs 17: Jan Rijkhoff: Nouns 18: David Beck: Adjectives 19: Kees Hengeveld: Adverbs 20: Borja Herce: Adpositions 21: Holger Diessel: Demonstratives 22: Mark Dingemaanse: Ideophones 23: Mark Dingemaanse: Interjections Part IV. Word classes in genetic and areal language groups 24: Elsa Oréal and Martine Vanhove: Word classes in Egyptian, Semitic, and Cushitic (Afroasiatic) 25: Denis Creissels: Word classes in Mande languages 26: Dana Louagie: Word classes in Australian languages 27: Paolo Ramat: Word classes in Indo-European languages 28: Walter Bisang: Word classes in classical Chinese (Sinitic) 29: Donna B. Gerdts and Lauren Schneider: Word classes in Salish languages 30: Karen Michelson: Word classes in Iroquoian languages 31: Marianne Mithun: Word classes in Eskimo-Aleut languages 32: Valentina Vapnarsky: Word classes in Mayan languages 33: Françoise Rose: Word classes in Maweti-Guaraní languages 34: Pieter Muysken: Word classes in Quechuan languages 35: Ulrike Mosel: Word classes in Austronesian languages 36: Marian Klamer: Word classes in Timor-Alor-Pantar and the Papuan region 37: Vadim Kimmelman and Carl Börstell: Word classes in sign languages Part V. Word classes in linguistic sub-disciplines 38: Natalia Levshina: Word classes in corpus linguistics 39: Aaron K. Smith: Word classes and grammaticalization 40: Sabine Stoll: Word classes in first language acquisition 41: Seth Lindstromberg and Frank Boers: Word classes in second language acquisition 42: Yaron Matras and Evangelia Adamou: Word classes in language contact 43: Paul Ibbotson: Word classes in psycholinguistics 44: David Kemmerer: Word classes in neurolinguistics 46: Meladel Mistica, Ekaterina Vylomova, and Francis Bond: Word classes in computational linguistics and artificial intelligence

Read more less

Book SynopsisNo grammar tests. No memory drills. No chance of failure.Welcome to Learn with Paul Noble a unique, tried and tested language learning method that has been used by almost a million people to speak fluently and confidently in no time at all.Take a simple, relaxed approach to learning a language that has been proven to succeed every time. Unlike more traditional language learning courses, Paul Noble's unique method has no grammar tests, no memory drills and no chance of failure. Whatever your experience with languages, this is the course to get you speaking Spanish quickly, easily, and effortlessly. Just listen, interact and learn wherever you are.In this Audio CD, Paul will introduce you to the basics of the Spanish language and guide you through 2 hours of practical, everyday scenarios that will build your confidence.Two native-speaking Mandarin experts (male and female) will help you to perfect your pronunciation as you progress through the course and allow you to quickly make your nTrade ReviewPraise for other titles in the Paul Noble range: ‘More than I ever managed in five years of French at school.’Tom Meltzer, The Guardian ‘I seemed to absorb the phrases taught, without even consciously trying, and quickly felt confident enough to make my own sentences.’Penelope M. Walsh, Canary Wharf Magazine

Read more less

Book SynopsisCollins International English Foundation and Foundation Plus provide inspirational, fun and age-appropriate learning for children in early years and kindergarten classes.The materials have been developed in consultation with expert practitioners to be easy to use in the classroom and to support children following a range of early years curricula and who are preparing for their first year of primary education in an international school, including schools following the Cambridge Assessment International Education primary framework.The course introduces young children to phonics and early literacy skills in an age-appropriate way through topic-based discovery and activity-based learning, with plenty of opportunities to explore books and reading through games and hands-on exploration. Careful progression ensures children develop the skills they need to be ready for English in their first year of primary and beyond.Each level comprises Activity Books A, B and C one for each term supported

Read more less

Book SynopsisCollins International English Foundation and Foundation Plus provide inspirational, fun and age-appropriate learning for children in early years and kindergarten classes.The materials have been developed in consultation with expert practitioners to be easy to use in the classroom and to support children following a range of early years curricula and who are preparing for their first year of primary education in an international school, including schools following the Cambridge Assessment International Education primary framework.The course introduces young children to phonics and early literacy skills in an age-appropriate way through topic-based discovery and activity-based learning, with plenty of opportunities to explore books and reading through games and hands-on exploration. Careful progression ensures children develop the skills they need to be ready for English in their first year of primary and beyond.Each level comprises Activity Books A, B and C one for each term supported

Read more less

Book SynopsisBig Cat Phonics for Little Wandle Letters and Sounds Revised has been developed in collaboration with Wandle Learning Trust and Little Sutton Primary School. It comprises classroom resources to support the SSP programme and a range of phonic readers that together provide a consistent and highly effective approach to teaching phonics.Some reptiles like to surprise us and break all the rules! Discover the three-eyed reptile, the reptile that can grow a new tail and the reptile that can walk on water in this fascinating non-fiction book by Isabel Thomas.Pages 22 and 23 allow children to re-visit the content of the book, supporting comprehension skills, vocabulary development and recall.Reading notes within the book provide practical support for reading with children, including a list of all the sounds and words that the book will cover.

Read more less

Book SynopsisThis volume is the first handbook dedicated to language attrition, the study of how a speaker''s language may be affected by crosslinguistic interference and non-use. The effects of language attrition can be felt in all aspects of language knowledge, processing, and production, and can offer unique insights into the mind of bilingual language users. In this book, international experts in the field explore a comprehensive range of topics in language attrition, examining its theoretical implications, psycho- and neurolinguistic approaches, linguistic and extralinguistic factors, L2 attrition, and heritage languages. The chapters summarize current research and draw on insights from related fields such as child language development, language contact, language change, pathological developments, and second language acquisition.

Read more less

Book SynopsisThis book explores some of the enduring questions in developmental psychology. Paul Harris shows why these questions are important, proposes likely answers, and explains the uncertainties that persist.Trade ReviewA fantastic read - authoritative and thought provoking, yet easily accessible. Paul Harris is one of the main figures in the field of developmental psychology, and his book has some wonderful details of the actual experiments involved. * Bruce Hood, University of Bristol *Books on child development abound, ranging from academic textbooks to practical guides. Paul Harris's new book occupies a unique place in this landscape. Here is one of the leading researchers in developmental psychology sharing his expertise in a rigorous and scientific, yet still very reader friendly, manner. Students of all shapes and sizes are the beneficiaries. A wonderful book. * Michael Tomasello, Duke University *This is simply a terrific contribution. * Choice *Table of Contents1: Where does love come from? Attachment theory 2: How do children learn words? Universality and variation 3: Does language change how children think? The contested relation between language and thought 4: Do children live in a fantasy world? Pretending and the origins of the imagination 5: Are children natural psychologists? One or two early theories of mind 6: Can we trust children's memory? The vulnerable eyewitness 7: Do children understand emotion? Children's insight into their inner lives 8: How do children tell right from wrong? The origins of morality 9: Do children trust what they are told? The role of trust in cognitive development 10: Do children believe in magic? Magic and miracles 11: Is developmental psychology ethnocentric? Cross-cultural differences in ways of thinking 12: What have we learned? Children's minds

Read more less

Book SynopsisThis book provides a clear and accessible introduction to the main methods of analysing samples of learner language. It examines the theoretical and research bases for the different methods, and thereby serves as an introduction to the field of second language acquisition research.The book is intended for students on postgraduate courses in TESOL or Applied Linguistics, or for teachers wishing to do action research to find out more about howlearners learn language.

Read more less

Book SynopsisThis book is part of the Oxford Handbooks for Language Teachers series. This highly regarded series covers the topics language teachers want to know more about. Recommended for reference, or for language teacher educators to use as a basis for teacher education courses or seminars.Trade Review"How Languages are Learned is written in a clear, engaging, and pedagogically rich style. In their authoritative yet accessible book, Lightbown and Spada admirably combine established theories and the latest developments in research. This fifth edition remains the best resource for teachers to understand second language acquisition so they can critically integrate research-based insights into their classrooms." * Lourdes Ortega, Professor in Applied Linguistics, Georgetown University *

Read more less

Book SynopsisThis book represents a major statement of the current research being conducted on the learning of second languages from a sociocultural perspective. The book is divided into a theoretical and an empirical part. Specific topics covered include: learning and teaching languages in the zone of proximal development; L1 mediation in the acquisition of L2 grammar; sociocultural theory as a theory of second language learning; gestural mediation in a second language; and constructing a self through a second language.Table of ContentsIntroducing sociocultural theory ; 1. Sociocultural contributions to understanding the foreign and second language classroom ; 2. Rethinking interaction in SLA: Developmentally appropriate assistance in the zone of proximal development and the acquisition of L2 grammar ; 3. Subjects speak out: How learners position themselves in a psycholinguistic task ; 4. The output hypothesis and beyond: Mediating acquisition through collaborative dialogue ; 5. Playfulness as mediation in communicative language teaching in a Vietnamese classroom ; 6. Social discursive constructions of self in L2 learning ; 7. Second language learning as participation and the (re)construction of selves ; 8. Side affects: The strategic development of professional satisfaction ; 9. The appropriation of gestures of the abstract by L2 learners ; 10. Second language acquisition theory and the truth(s) about relativity ; 11. From input to affordance: Social-interactive learning from an ecological perspective ; Bibliography ; Index

Read more less

Book SynopsisThe series attracts single or co-authored volumes from authors researching at the cutting edge of this dynamic field of interdisciplinary enquiry. The titles range from books that make such developments accessible to the non-specialist reader to those which explore in depth their relevance for the way language is to be conceived as a subject, and how courses and classroom activities are to be designed. As such, these books not only extend the field of applied linguistics itself and lend an additional significance to its enquiries, but also provide an indispensable professional foundation for language pedagogy and its practice. The scope of the series includes: second language acquisitionbilingualism and multi/plurilingualismlanguage pedagogy and teacher educationtesting and assessmentlanguage planning and policylanguage internationalization technology-mediated communicationdiscourse-, conversation-, and contrastive-analysispragmaticsstylisticslexicographytranslationTrade ReviewAn excellent and much-needed, in-depth review of the research on how children and literate adults learn a second language. Ellis provides a sound knowledge base for language teachers and beginning graduate students in applied linguistics, focusing on relevant findings of research on second-language learning by children and literate adults in both naturalistic and instructed contexts. * Elaine Tarone, Director of the Center for Advanced Research on Language Acquisition, University of Minnesota *'[Ellis] fills a gap in the SLA research base. This is a much needed source of information in the study area... This book is intended for a broad audience: undergraduate students who want to explore the field of SLA; graduate students who are involved with applied linguistics and language teaching; and teachers who want to understand better how L2 learners learn in different contexts, and also how about implicit and explicit language learning differ... The author recognizes different studies in SLA research and provides valuable information on theory and research.' * Linguist List *'It is 30 years since Rod Ellis wrote the award-winning and classic Understanding Second Language Acquisition, so an update was probably well overdue... The scope of this edition is wider than its predecessor; it remain scholarly yet accessible, and it will doubtless acquire just as many enthusiastic followers.' * English Teaching Professional *'Rod Ellis has made a twofold contribution to SLA, as a researcher in his own right and as an indefatigable chronicler of the field. In this latter capacity, as the author of this book, he writes - as always - clearly, accessibly and objectively, referring to, comparing and evaluating a huge range of studies old and new, highlighting the benefits and shortcomings of different approaches to research, the theoretical assumptions behind them and the soundness of the conclusions which have been drawn from them. Throughout the text, there are clear summaries of key points, and key terms (about 220 of them) are highlighted in the text and explained in a glossary... What of the relevance of this book to English language teachers? Well, it would be hard to disagree with the author's contention that: "An understanding of how learners learn a foreign language seems to me an essential requirement for language teachers."' * Modern English Teacher *"Understanding Second Language Acquisition, second edition, represents a historic scholarly achievement and unique contribution to the teaching of languages. Writing for teachers and those preparing to become teachers, Rod Ellis provides the most comprehensive and balanced overview of the field of second language acquisition available today. Theoretically and linguistically sophisticated, the text seeks to provide teachers with a ?basis for making pedagogical decisions in a principled way.? This edition contains new chapters on social and cognitive aspects of the field as well as on explicit and implicit instruction. Ellis has contributed to the preparation of generations of modern language teachers; the second edition will ensure that this vital resource will now meet the needs of a new generation." * MLA's Kenneth W. Mildenberger Prize panel *

Read more less

Book SynopsisOptimality theory has revolutionized phonological theory, and its insights are now being applied to other central aspects of language. This book presents the results of research as applied to syntax/language acquisition, as well as considering the main lines of attack by rule-based grammarians.Table of ContentsPART IA: PHONOLOGY - PROSODIC REPRESENTATIONS ; PART IB: PHONOLOGY - SEGMENTAL PHONOLOGY ; PART II: SYNTAX ; PART III: THE ACQUISITION OF SYNTAX AND PHONOLOGY

Read more less

Book SynopsisThis book offers a detailed account of the issues, models, and outcomes of research into the cognition of bilingualism. It begins with a chapter identifying the most important characteristics of this research, and then explores key topics including lexico-semantic representation, cross-language priming, selective lexical access, and code-switching.Table of ContentsPreface List of figures and tables List of abbreviations 1: Introducing bilingual processing research 2: Lexico-semantic organization in bilinguals 3: Cross-language priming 4: Selectivity in bilingual lexical access 5: Language switch and control in bilinguals 6: Bilingualism beyond lexical representation and processing References Index

Read more less

Book SynopsisThis volume brings together new work on prosody and prosodic interfaces from international experts in the field, with parts exploring word prosody and phrase prosody, lexical tone and intonation, and the syntax-prosody interface. The empirical data comes from a wide range of languages, including many that are largely undocumented or understudied.Trade ReviewThis is a valuable collection of individual chapters that together shed light on how word-level and sentence-level prosodic and grammatical phenomena interact and influence one another. Most deal with specific topics in a considerable typological and geographical variety of languages, yet the editors have succeeded in fashioning a coherent and empirically rich anthology of some of the best current work. * D. Robert Ladd, University of Edinburgh *This volume on prosody, edited and written by some of the best-known specialists in the field, is a unique source of information from both the theoretical and the data perspective. Students and researchers will find in-depth analyses of known and less-known languages and discussions of important theoretical issues. * Caroline Féry, Goethe University Frankfurt *Table of ContentsPreface List of figures and tables List of abbreviations The contributors Haruo Kubozono, Junko Ito, and Armin Mester: Introduction Part I: Word prosody and phrase prosody 1: Laura McPherson: Word tone is epiphenomenal: A case study from Poko 2: José Ignacio Hualde: Accent shift and the reconstruction of Old Common Basque accentuation 3: Draga Zec and Elizabeth Zsiga: Tone and stress as agents of cross-dialectal variation: The case of Serbian 4: Sara Myrberg: Two-peakedness in South Swedish and the Scandinavian tone accent typology 5: Larry M. Hyman: Prosodic asymmetries in nominal vs verbal phrases in Bantu 6: Carlos Gussenhoven: How metrical is the Autosegmental-Metrical model? Evidence from pitch accents in Nubi, Persian, and English Part II: Lexical tone and intonation 7: Ryan Bennett, Robert Henderson, and Megan Harvey: Tonal variability and marginal contrast: Lexical pitch in Uspanteko 8: Gabriela Caballero, Yuan Chai, and Marc Garellek: Stress, tone, and intonation in Choguita Rarámuri 9: Haruo Kubozono: Interactions between lexical and postlexical tones: Evidence from Japanese vocative prosody 10: Yosuke Igarashi: Prosodic phrasing, long-distance rise, and structural prominence marking in Japanese dialects without lexically constrastive tones 11: Yuan Chai, Titus Kubri Kajo Kunda, Alejandro Rodríguez, and Sharon Rose: Prosody of declaratives and questions in Rere (Koalib) Part III: The syntax-prosody interface 12: Seunghun J. Lee and Elisabeth Selkirk: Xitsonga tone: The syntax-phonology interface 13: Gorka Elordieta and Elisabeth Selkirk: Unaccentedness and the formation of prosodic structure in Lekeitio Basque 14: Shinichiro Ishihara: On the (lack of) correspondence between syntactic clauses and intonational phrases 15: Jennifer Bellik, Junko Ito, Nick Kalivoda, and Armin Mester: Matching and alignment References Index

Read more less

Book SynopsisThe new edition of a comprehensive introduction to a rapidly developing field, combining developmental data with theory.How do children begin to use language? How does knowledge of language emerge in early infancy, and how does it grow? This textbook offers a comprehensive introduction to knowledge acquisition, drawing on empirical evidence and linguistic theory. The theoretical framework used is the generative theory of Universal Grammar; students should have some familiarity with concepts in linguistic research. Aimed at upper-level undergraduate and graduate students, the book offers end-of-chapter summaries, key words, study questions, and exercises. This second edition has been thoroughly updated, with new content throughout. It has been reorganized according to the three main components of language acquisition. The computational components and the interfaces are covered in chapters on structure building in the verbal and nominal domains, movement-derived structur

Read more less

Book SynopsisBerwick and Chomsky draw on recent developments in linguistic theory to offer an evolutionary account of language and humans' remarkable, species-specific ability to acquire it.“A loosely connected collection of four essays that will fascinate anyone interested in the extraordinary phenomenon of language.”—New York Review of BooksWe are born crying, but those cries signal the first stirring of language. Within a year or so, infants master the sound system of their language; a few years after that, they are engaging in conversations. This remarkable, species-specific ability to acquire any human language—“the language faculty”—raises important biological questions about language, including how it has evolved. This book by two distinguished scholars—a computer scientist and a linguist—addresses the enduring question of the evolution of language.Robert Berwick and Noam Chomsky explain that unti

Read more less

Book SynopsisWhether we grow up with one, two, or several languages during our early years of life, many of us will learn a second, foreign, or heritage language in later years. The field of Second language acquisition (SLA, for short) investigates the human capacity to learn additional languages in late childhood, adolescence, or adulthood, after the first language --in the case of monolinguals-- or languages --in the case of bilinguals-- have already been acquired. Understanding Second Language Acquisition offers a wide-encompassing survey of this burgeoning field, its accumulated findings and proposed theories, its developed research paradigms, and its pending questions for the future. The book zooms in and out of universal, individual, and social forces, in each case evaluating the research findings that have been generated across diverse naturalistic and formal contexts for second language acquisition. It assumes no background in SLA and provides helpful chapter-by-chapter summarieTrade ReviewThis volume is impressive in many ways, including its state-of-the art coverage of the field, the scope and depth of the material reviewed, and its engaging and accessible style of delivery...the strengths of this book cannot be overstated...This volume is sure to soon become a standard SLA text in the field of applied linguistics.Nina Spada - OISE University of TorontoLourdes Ortega has succeeded admirably in her goal of helping students construct personal understandings of the interdisciplinary field of SLA. She is thorough in presenting the most up-to-date research bearing on the important controversies in SLA and does so with an engaging, personable, reader-friendly style that invites students to stay focused on the broader meanings of the research findings.Professor Mark Sawyer, Kwansei Gakuin University, JapanMy students thoroughly enjoyed this text. It provides a thorough and yet accessible overview of major theories and trends in the field. I believe it is destined to become the standard text for survey courses on SLA.Linda Harklau, University of Georgia, USA Ortega has ... provided an invaluable source of information and reference for novice and seasoned researchers. This book will be of use to researchers from different corners of the world who share an interest in uncovering SLA. Ammar Ahlem, McGill University, The Canadian Modern Language Review, Volume 66, Number 3, March 2010, pp.467-469Understanding Second Language Acquisition is an eminently useful, thorough and elaborate overview of the most important debates in the field of Second Language Acquisition (SLA). [It] is laid out in a well-organised and well structured manner. The language used is engaging and straight forward and the arguments are all cogent, coherent and at the appropriate level for the intended audience. ...all universities with a TESOL, Modern Foreign Languages and/or Applied Linguistics group would find this book extremely valuable. BAAL NewsParvaneh Tavakoli - London Metropolitan UniversityTable of ContentsChapter 1. IntroductionChapter 2. AgeChapter 3. Crosslinguistic influencesChapter 4. The linguistic environmentChapter 5. CognitionChapter 6. Development of learner languageChapter 7. Foreign language aptitudeChapter 8. MotivationChapter 9. Affect and other individual differencesChapter 10. Social dimensions of L2 learning

Read more less

Book SynopsisSpeech Bubbles 1 is the first set in an exciting new series of picture books designed to be used by Speech Language Therapists/Pathologists, parents/caregivers, and teachers with children who have delayed or disordered speech sound development, children receiving speech therapy, or by those wanting to provide sound awareness activities for their children.The set includes eleven picture books that each target a different speech sound within the story. The set is also accompanied by a user guide with notes for professionals and caregivers alike. Eleven different speech sounds have been chosen that are early developing sounds, or sounds commonly targeted in speech language therapy. With titles such as Who Bit My Tail?, Crocodiles Can't Climb Trees and Ben the Bubble Bear, the stories are light and engaging, with colourful and fun pictures on every page to keep the child interested.Perfect not just for therapy, but also for encouraging early sTable of ContentsContentsPack ContentsUser GuideDon’t Feed the DogWho Bit My Tail?Ben the Bubble BearPolly’s Pink PaintGus the Gulping GoatCrocodiles Can’t Climb TreesWhere’s Mummy Mouse?A Bunny Called NoodleMuffin the FishSally’s SandcastlesSteven the SnailUser Guide ContentsIntroductionUsesFor Speech Language Therapists/PathologistsFor Parents/Caregivers and TeachersNotes for individual BooksDon’t Feed the Dog - /g/ soundWho Bit My Tail? - /t/ soundBen the Bubble Bear - /b/ soundPolly’s Pink Paint /p/ soundGus the Gulping Goat - /g/ soundCrocodiles Can’t Climb Trees - /k/ soundWhere’s Mummy Mouse? - /m/ soundA Bunny Called Noodle - /n/ sound Muffin the Fish - /f/ soundSally’s Sandcastles - /s/ soundSteven the Snail - /s/ blends

Read more less

Book SynopsisBen the bear loves to blow bubbles, but what happens when he tries to blow the biggest bubble in the world?This picture book targets the /b/ sound, and is part of Speech Bubbles 1, a series of picture books that target specific speech sounds within the story. The series can be used for children receiving speech therapy, for children who have a speech sound delay/disorder, or simply as an activity for children's speech sound development and/or phonological awareness. They are ideal for use by parents, teachers or caregivers.Bright pictures and a fun story create an engaging activity perfect for sound awareness. Please see other titles in the series for stories targeting other speech sounds.Table of ContentsContentsPack ContentsUser GuideDon’t Feed the DogWho Bit My Tail?Ben the Bubble BearPolly’s Pink PaintGus the Gulping GoatCrocodiles Can’t Climb TreesWhere’s Mummy Mouse?A Bunny Called NoodleMuffin the FishSally’s SandcastlesSteven the SnailUser Guide ContentsIntroductionUsesFor Speech Language Therapists/PathologistsFor Parents/Caregivers and TeachersNotes for individual BooksDon’t Feed the Dog - /g/ soundWho Bit My Tail? - /t/ soundBen the Bubble Bear - /b/ soundPolly’s Pink Paint /p/ soundGus the Gulping Goat - /g/ soundCrocodiles Can’t Climb Trees - /k/ soundWhere’s Mummy Mouse? - /m/ soundA Bunny Called Noodle - /n/ sound Muffin the Fish - /f/ soundSally’s Sandcastles - /s/ soundSteven the Snail - /s/ blends

Read more less

Book SynopsisPolly the pig loves pink but her friends do not. Can they work it out?This picture book targets the /p/ sound, and is part of Speech Bubbles 1, a series of picture books that target specific speech sounds within the story. The series can be used for children receiving speech therapy, for children who have a speech sound delay/disorder, or simply as an activity for children's speech sound development and/or phonological awareness. They are ideal for use by parents, teachers or caregivers.Bright pictures and a fun story create an engaging activity perfect for sound awareness. Please see other titles in the series for stories targeting other speech sounds.Table of ContentsContentsPack ContentsUser GuideDon’t Feed the DogWho Bit My Tail?Ben the Bubble BearPolly’s Pink PaintGus the Gulping GoatCrocodiles Can’t Climb TreesWhere’s Mummy Mouse?A Bunny Called NoodleMuffin the FishSally’s SandcastlesSteven the SnailUser Guide ContentsIntroductionUsesFor Speech Language Therapists/PathologistsFor Parents/Caregivers and TeachersNotes for individual BooksDon’t Feed the Dog - /g/ soundWho Bit My Tail? - /t/ soundBen the Bubble Bear - /b/ soundPolly’s Pink Paint /p/ soundGus the Gulping Goat - /g/ soundCrocodiles Can’t Climb Trees - /k/ soundWhere’s Mummy Mouse? - /m/ soundA Bunny Called Noodle - /n/ sound Muffin the Fish - /f/ soundSally’s Sandcastles - /s/ soundSteven the Snail - /s/ blends

Read more less

Book SynopsisGus loves to gulp yoghurt, but he is not the only one. Has he met his match?This picture book targets the /g/ sound, and is part of Speech Bubbles 1, a series of picture books that target specific speech sounds within the story. The series can be used for children receiving speech therapy, for children who have a speech sound delay/disorder, or simply as an activity for children's speech sound development and/or phonological awareness. They are ideal for use by parents, teachers or caregivers.Bright pictures and a fun story create an engaging activity perfect for sound awareness. Please see other titles in the series for stories targeting other speech sounds.Table of ContentsContentsPack ContentsUser GuideDon’t Feed the DogWho Bit My Tail?Ben the Bubble BearPolly’s Pink PaintGus the Gulping GoatCrocodiles Can’t Climb TreesWhere’s Mummy Mouse?A Bunny Called NoodleMuffin the FishSally’s SandcastlesSteven the SnailUser Guide ContentsIntroductionUsesFor Speech Language Therapists/PathologistsFor Parents/Caregivers and TeachersNotes for individual BooksDon’t Feed the Dog - /g/ soundWho Bit My Tail? - /t/ soundBen the Bubble Bear - /b/ soundPolly’s Pink Paint /p/ soundGus the Gulping Goat - /g/ soundCrocodiles Can’t Climb Trees - /k/ soundWhere’s Mummy Mouse? - /m/ soundA Bunny Called Noodle - /n/ sound Muffin the Fish - /f/ soundSally’s Sandcastles - /s/ soundSteven the Snail - /s/ blends

Read more less

Book SynopsisLucas the Monkey loves to play soccer by the river, but he has a problem Mr. Crocodile, who would love to make Lucas his dinner.This picture book targets the /k/ sound, and is part of Speech Bubbles 1, a series of picture books that target specific speech sounds within the story. The series can be used for children receiving speech therapy, for children who have a speech sound delay/disorder, or simply as an activity for children's speech sound development and/or phonological awareness. They are ideal for use by parents, teachers or caregivers.Bright pictures and a fun story create an engaging activity perfect for sound awareness. Please see other titles in the series for stories targeting other speech sounds.Table of ContentsContentsPack ContentsUser GuideDon’t Feed the DogWho Bit My Tail?Ben the Bubble BearPolly’s Pink PaintGus the Gulping GoatCrocodiles Can’t Climb TreesWhere’s Mummy Mouse?A Bunny Called NoodleMuffin the FishSally’s SandcastlesSteven the SnailUser Guide ContentsIntroductionUsesFor Speech Language Therapists/PathologistsFor Parents/Caregivers and TeachersNotes for individual BooksDon’t Feed the Dog - /g/ soundWho Bit My Tail? - /t/ soundBen the Bubble Bear - /b/ soundPolly’s Pink Paint /p/ soundGus the Gulping Goat - /g/ soundCrocodiles Can’t Climb Trees - /k/ soundWhere’s Mummy Mouse? - /m/ soundA Bunny Called Noodle - /n/ sound Muffin the Fish - /f/ soundSally’s Sandcastles - /s/ soundSteven the Snail - /s/ blends

Read more less

Book SynopsisMolly mouse wakes to find her Mummy has vanished, so she sets off to find her meeting some interesting creatures along the way. This picture book targets the /m/ sound, and is part of Speech Bubbles 1, a series of picture books that target specific speech sounds within the story. The series can be used for children receiving speech therapy, for children who have a speech sound delay/disorder, or simply as an activity for children's speech sound development and/or phonological awareness. They are ideal for use by parents, teachers or caregivers.Bright pictures and a fun story create an engaging activity perfect for sound awareness. Please see other titles in the series for stories targeting other speech sounds.Table of ContentsContentsPack ContentsUser GuideDon’t Feed the DogWho Bit My Tail?Ben the Bubble BearPolly’s Pink PaintGus the Gulping GoatCrocodiles Can’t Climb TreesWhere’s Mummy Mouse?A Bunny Called NoodleMuffin the FishSally’s SandcastlesSteven the SnailUser Guide ContentsIntroductionUsesFor Speech Language Therapists/PathologistsFor Parents/Caregivers and TeachersNotes for individual BooksDon’t Feed the Dog - /g/ soundWho Bit My Tail? - /t/ soundBen the Bubble Bear - /b/ soundPolly’s Pink Paint /p/ soundGus the Gulping Goat - /g/ soundCrocodiles Can’t Climb Trees - /k/ soundWhere’s Mummy Mouse? - /m/ soundA Bunny Called Noodle - /n/ sound Muffin the Fish - /f/ soundSally’s Sandcastles - /s/ soundSteven the Snail - /s/ blends

Read more less

Book SynopsisMuffin is a quirky little fish full of fun ideas. What will he get up to next?This picture book targets the /f/ sound, and is part of Speech Bubbles 1, a series of picture books that target specific speech sounds within the story. The series can be used for children receiving speech therapy, for children who have a speech sound delay/disorder, or simply as an activity for children's speech sound development and/or phonological awareness. They are ideal for use by parents, teachers or caregivers.Bright pictures and a fun story create an engaging activity perfect for sound awareness. Please see other titles in the series for stories targeting other speech sounds.Table of ContentsContentsPack ContentsUser GuideDon’t Feed the DogWho Bit My Tail?Ben the Bubble BearPolly’s Pink PaintGus the Gulping GoatCrocodiles Can’t Climb TreesWhere’s Mummy Mouse?A Bunny Called NoodleMuffin the FishSally’s SandcastlesSteven the SnailUser Guide ContentsIntroductionUsesFor Speech Language Therapists/PathologistsFor Parents/Caregivers and TeachersNotes for individual BooksDon’t Feed the Dog - /g/ soundWho Bit My Tail? - /t/ soundBen the Bubble Bear - /b/ soundPolly’s Pink Paint /p/ soundGus the Gulping Goat - /g/ soundCrocodiles Can’t Climb Trees - /k/ soundWhere’s Mummy Mouse? - /m/ soundA Bunny Called Noodle - /n/ sound Muffin the Fish - /f/ soundSally’s Sandcastles - /s/ soundSteven the Snail - /s/ blends

Read more less

Book SynopsisA day at the seaside sounds magical to Sally, who brings her bucket and spade for a sandcastle making adventure.This picture book targets the /s/ sound, and is part of Speech Bubbles 1, a series of picture books that target specific speech sounds within the story. The series can be used for children receiving speech therapy, for children who have a speech sound delay/disorder, or simply as an activity for children's speech sound development and/or phonological awareness. They are ideal for use by parents, teachers or caregivers.Bright pictures and a fun story create an engaging activity perfect for sound awareness. Please see other titles in the series for stories targeting other speech sounds.Table of ContentsContentsPack ContentsUser GuideDon’t Feed the DogWho Bit My Tail?Ben the Bubble BearPolly’s Pink PaintGus the Gulping GoatCrocodiles Can’t Climb TreesWhere’s Mummy Mouse?A Bunny Called NoodleMuffin the FishSally’s SandcastlesSteven the SnailUser Guide ContentsIntroductionUsesFor Speech Language Therapists/PathologistsFor Parents/Caregivers and TeachersNotes for individual BooksDon’t Feed the Dog - /g/ soundWho Bit My Tail? - /t/ soundBen the Bubble Bear - /b/ soundPolly’s Pink Paint /p/ soundGus the Gulping Goat - /g/ soundCrocodiles Can’t Climb Trees - /k/ soundWhere’s Mummy Mouse? - /m/ soundA Bunny Called Noodle - /n/ sound Muffin the Fish - /f/ soundSally’s Sandcastles - /s/ soundSteven the Snail - /s/ blends

Read more less

Book SynopsisSteven is having a birthday party, but it's a long journey to the party. Will me make it in time, and in one piece?This picture book targets /s/ blends, and is part of Speech Bubbles 1, a series of picture books that target specific speech sounds within the story. The series can be used for children receiving speech therapy, for children who have a speech sound delay/disorder, or simply as an activity for children's speech sound development and/or phonological awareness. They are ideal for use by parents, teachers or caregivers.Bright pictures and a fun story create an engaging activity perfect for sound awareness. Please see other titles in the series for stories targeting other speech sounds.Table of ContentsContentsPack ContentsUser GuideDon’t Feed the DogWho Bit My Tail?Ben the Bubble BearPolly’s Pink PaintGus the Gulping GoatCrocodiles Can’t Climb TreesWhere’s Mummy Mouse?A Bunny Called NoodleMuffin the FishSally’s SandcastlesSteven the SnailUser Guide ContentsIntroductionUsesFor Speech Language Therapists/PathologistsFor Parents/Caregivers and TeachersNotes for individual BooksDon’t Feed the Dog - /g/ soundWho Bit My Tail? - /t/ soundBen the Bubble Bear - /b/ soundPolly’s Pink Paint /p/ soundGus the Gulping Goat - /g/ soundCrocodiles Can’t Climb Trees - /k/ soundWhere’s Mummy Mouse? - /m/ soundA Bunny Called Noodle - /n/ sound Muffin the Fish - /f/ soundSally’s Sandcastles - /s/ soundSteven the Snail - /s/ blends

Read more less

Book SynopsisConfident Speaking provides language teachers and teacher educators with evidence-informed ideas to help second language (L2) learners speak fluently and confidently in different social and academic contexts.Christine C. M. Goh and Xuelin Liu, thought leaders in the field of language education, draw on scholarly literature and their own experience to show language teachers how to apply insights from research and theory in everyday classroom teaching. They offer 80 hands-on activities to help learners develop speaking skills through fluency practice and language-focused activities, and tap into their metacognitive thinking to adopt strategies for facilitating oral communication. Also included is guidance for teachers in designing lessons and larger units of work with the activities and carrying out professional inquiry activities into their own practice of teaching L2 speaking.This book is a valuable resource for language teachers and teacher educators, as well aTable of Contents Permissions & AcknowledgementsSeries Editor Preface1 From Research to ImplicationsIntroductionA. Processes in Speech Production1. Conceptualisation, Formulation and Articulation2. Monitoring and EvaluationB. Linguistic Knowledge for Speaking1. Knowledge of Discourse2. Knowledge of Grammar and PronunciationC. Learning to Speak and Speaking to Learn1. Speaking Skills2. Discussion Skills3. Metacognitive KnowledgeD. Instructional Enablers that Support Speaking Performance and Development1. Pre-Task Planning2. Task Repetition3. Strategy Use and InstructionE. Practical Implications for Teaching L2 Speaking1. Develop Learners’ Knowledge about Speaking2. Plan Learning Activities for Practice and Holistic DevelopmentF. Application, Implementation and Research2 From Implications to ApplicationOverviewA. Developing Speaking Fluency and SkillsB. Learning to DiscussC. Learning about Spoken Discourse and LanguageD. Developing Metacognitive Knowledge and Strategy UseA. Developing Speaking Fluency and Skills I. OFF-THE-CUFF ACTIVITIESActivity A1: Sequence and CompleteActivity A2: Ask and AnswerActivity A3: Share and ReconstructActivity A4: Imagine and ShareActivity A5: Respond and ShareII. PLANNED ACTIVITIESActivity A6: Read and CompareActivity A7: Listen and CompareActivity A8: Sequence and CompleteActivity A9: Construct and ExplainActivity A10: Construct and CompareActivity A11: Select and NarrateActivity A12: Respond and ShareActivity A13: Recall and RecountActivity A14 Prepare and TalkActivity A15: Construct and RetellActivity A16: Explain and AdviseActivity A17: Describe and ShareActivity A18: Draw, Share and ThinkActivity A19: Describe and ChooseActivity A20: Infer and ConstructActivity A21: Design and ShareActivity A22: Select and ExplainActivity A23: Create and DemonstrateActivity A24: Reflect and ShareActivity A25: Share and PredictActivity A26: Summarise and OrganiseActivity A27: Collate and ReportActivity A28: Infer and TellActivity A29: Consider and ResolveActivity A30: Explain and DefendActivity A31: Understand and RetellActivity A32: Describe, Ask and PresentActivity A33: Describe, Draw and CompareB. Learning to DiscussI. UNDERSTANDING THE DEMANDS OF DISCUSSIONActivity B1: Learn about Discussion 1Activity B2: Learn about Discussions 2Activity B3: Learn to Manage Problems During DiscussionsActivity B4: Learn to Lead a DiscussionII. PRACTISING DISCUSSION SKILLSActivity B5: Discuss and AdviseActivity B6: Discuss and JustifyActivity B7: Discuss and ConstructActivity B8: Discuss and EvaluateActivity B9: Discuss and PlanActivity B10: Develop Others’ ViewpointsActivity B11: Offer Alternative ViewpointsActivity B12: Explore Ideas TogetherActivity B13: Discuss and ElaborateActivity B14: Discuss and ProposeActivity B15: Discuss, Demonstrate and ObserveActivity B16: Discuss and SelectC. Learning about Spoken Discourse and LanguageI. DISCOURSE STRUCTURE ACTIVITIESActivity C1: Structure of a Casual ConversationActivity C2: Structure of a NarrativeActivity C3: Structure of an Explanation TextActivity C4: Structure of a Formal Conversation: Survey InterviewActivity C5: Structure of a RecountActivity C6: Structure of a Procedure TextActivity C7: Structure of an Information ReportActivity C8: Structure of an Expository TextActivity C9: Making Speeches in Class DebatesII. LANGUAGE KNOWLEDGE ACTIVITIESActivity C10: Language for Talking about the FutureActivity C11: Language for Conveying Preferences and ComparingActivity C12: Transition Markers When Describing a ProcessActivity C13: Language for Expressing RegretsActivity C14: Language for Interrupting with QuestionsActivity C15: Features of Spoken LanguageActivity C16: Features of Spoken and Written LanguageActivity C17: Features of Different Spoken TextsD. Developing Metacognitive Knowledge and Strategy UseI. PERSON AND TASK KNOWLEDGEActivity D1: An Overview of Metacognitive KnowledgeActivity D2: Person Knowledge (Knowing about Myself)Activity D3: Task Knowledge (Knowing about Speaking Tasks)Activity D4: Task Knowledge (Cognitive Processes in Speaking 1)Activity D5: Task Knowledge (Cognitive Processes in Speaking 2)Activity D6: Task Knowledge (Monitoring and Evaluation)Activity D7: Task Knowledge (Evaluating Speaking Performance)Activity D8: Person and Task Knowledge (Self-Evaluation and Planning)II. STRATEGY KNOWLEDGE AND STRATEGY USEActivity D9: Strategy Knowledge (Knowing Which Strategies to Use)Activity D10: Learning about Communication Strategies Activity D11: Strategies for Presenting and Asking Presenters QuestionsActivity D12: A Proficient L2 Speaker’s StrategiesActivity D13: Sharing Experiences of Strategy UseActivity D14: Sharing Plans for Strategy UseActivity D15: Demonstrating and Observing Strategy Use3 From Application to Implementation IntroductionA. Planning Lessons for L2 Speaking1. Fluency Activities2. Language-Focused Activities3. Metacognitive ActivitiesB. The Teaching Speaking CycleC. Lesson Planning with the Teaching Speaking Cycle1. Sample TSC Plan 12. Sample TSC Plan 23. Sample TSC Plan 34. Planning Your Own Teaching Speaking Cycle4 From Implementation to ResearchIntroductionA. Teachers Inquiring into Your Own PracticeB. Inquiry Tasks1. Doing Inquiry in a Group2. Doing Inquiry on Your Own3. Questions to AskC. Inquiry Projects1. Topics of Inquiry Focus2. Considerations When Planning an Inquiry Project3. Inquiry Tools and ProceduresConclusion and Final ThoughtsAppendix A: Three Types of Metacognitive Knowledge about L2 Speaking from Learners’ Perspectives Appendix B: Communication Strategies for L2 Speaking Appendix C: Themes and Topics for Speaking Activities Appendix D: Language Items to Support Speaking ActivitiesReferencesIndex

Read more less

Book SynopsisThis book presents a comparative review of the latest studies and data on prelinguistic communication and early semantic development in autism spectrum disorder (ASD), Williams syndrome (WMS), attention-deficit/hyperactivity disorder (ADHD), and early language delay. Papaeliou offers a critical analysis of the literature, compares key theoretical approaches, and interprets data on development in atypical populations.A fruitful synthesis of theory and research reveals that, instead of cognitive deficits, the core feature of these neurodevelopmental disorders consists of deficits in the ability for self- and intersubjective coordination, which adversely affects early interactions and, consequently, the emergence of language. The book composes fragmentary proposals on the role of rhythm disruptions in different conditions, setting out the idea that disruption in interactional synchrony is a connecting thread through neurodevelopmental disorders which show high prevalence or high

Read more less

Book SynopsisExtensive Reading is an innovative resource bridging theory and practice for those seeking to learn about extensive reading (ER) for L2 students' language development, including ways to motivate students to read extensively and to assess learning. Grounded in contemporary theory and the latest research both on ER and motivation, experts Sue Leather and Jez Uden offer a rich array of original activities to help teachers in the classroom and beyond with this effective but difficult-to-implement pedagogical tool. Advanced students, researchers, teacher trainers, and pre- and in-service teachers â and ultimately their students themselves â will benefit from this book.Table of ContentsPart 1: From Research to ImplicationsPart 2: From Implications to ApplicationPart 3: From Application to ImplementationPart 4: From Implementation to Research Conclusion References Illustrations

Read more less

Book SynopsisThis text illustrates the crucial role of the mother tongue literacy in second language acquisition by presenting findings from a comparative study conducted in primary schools in Senegal. In addition, the volume provides an in-depth look at the linguistic history of Senegal before, during, and after French colonialism.The Impact of Mother Tongue Illiteracy on Second Language Acquisition discusses the socio-linguistic landscape and ethnolinguistic composition of Senegal and its effect on the second language acquisition. An in-depth analysis of childrenâs phonological awareness, decoding, and reading comprehension in French reveals significant disparities in the literacy skills of Wolof children who have been exposed to Arabic and Qurâanic texts prior to schooling, and those who have not. In doing so, the text explores the impacts of post-colonial language policies in Africa, highlights the pedagogical consequences of mother tongue illiteracy, and questions the use of French as the only language of instruction in Senegalese schools.This detailed research text will of great interest and use to graduate and postgraduate students, researchers, academics, professionals and policy makers in the field of Second Language Acquisition, Multicultural Education, Applied Linguistics, French language education and, Language Policy and Planning.Table of ContentsLists of figuresList of tablesAcknowledgements List of abbreviationsChapter 1: IntroductionChapter 2: Demographic and Socio-linguistic Profiles of SenegalChapter 3: France’s Language Policy and Planning in Senegal during ColonialismChapter 4: Children’s Literacy Experiences in AfricaChapter 5: Researching with Arabic and Non-Arabic PopulationsChapter 6: Mother Tongue Literacy and Second Language LearningChapter 7: Phonological Awareness, Decoding Skills, and Reading ComprehensionChapter 8: Conculsion and Pedagogical ImplicationsBibliography

Read more less

Book SynopsisTranslation as a Cognitive Activity provides an overarching account of translation as a cognitive activity, from the pioneering use of think-aloud protocols as a sole technique used to investigate the translation process in the mid-1980s to the latest developments in the field. This book focuses on the main aspects of translation as a cognitive activity, including detailed descriptions of translation process research as well as research on translation competence and its acquisition. Providing thorough information into ways of studying translation as a cognitive activity by means of systematic references to empirical-experimental investigations, this innovative textbook promotes knowledge about the cognitive study of translation to related fields.With detailed explanations about models related to the functioning of the translation process and translation competence as well as an updated account of methods and instruments used in empirical-experimental research in

Read more less

Book SynopsisBritish English Phonetic Transcription provides an accessible introduction to phonemic, phonetic and intonational transcription with a focus on British English. Featuring exercises, revision tasks and recordings to help students gain hands-on practice, the book takes a learning-by-doing approach and ensures students gain practice using each new symbol or concept introduced before moving on to the next. Consisting of three parts, the book covers: transcribing individual words, including consonants, vowels, primary stress, secondary stress, syllabic consonants and inflections; transcribing phrases and sentences, including liaison, weak forms, elision and assimilation; transcribing intonation, including the structure of English intonation and recognising pitch patterns. Ideally suited as a standalone workbook or for use alongside American English Phonetic Transcription, British Trade Review"Clear, concise, and comprehensive. An ideal way to develop a confident command of this essential branch of phonetics."David Crystal, Honorary Professor of Linguistics at the University of Bangor, UK"Dealing first with the consonant symbols already familiar to us from our traditional alphabet, then the additional consonant symbols required and those used for representing English vowels, this beautifully clear transcription course, written by two internationally acclaimed experts, provides abundant, carefully prepared practice material for committing sounds to paper. Guiding the user not only through the phonemic representation of single words and connected speech, but also including more detailed transcription for the more advanced learner, together with exercises for marking up intonation, this is a fully up-to-date treatment of British English pronunciation, including detailed comparisons with American English and, not least, an appendix on articulation."Brian Mott, University of Barcelona, Spain"Having leafed through this book you ask yourself how you managed to survive all these years without it, because you no longer have to design your own exercises or scrape them together from other sources. This book will develop, improve and consolidate transcription skills; this makes it a must-have book."Petr Rösel, University of Mainz, Germany"Mees and Carley draw on their considerable experience and expertise in teaching and learning English phonetic transcription to produce a step-by-step, clearly written text with a wealth of audio-supported practice activities which will be invaluable to students of English phonetics and linguistics. I predict this will become an essential resource."Jane Setter, University of Reading, UK"Clear, concise, and comprehensive. An ideal way to develop a confident command of this essential branch of phonetics."David Crystal, Honorary Professor of Linguistics at the University of Bangor, UK"Dealing first with the consonant symbols already familiar to us from our traditional alphabet, then the additional consonant symbols required and those used for representing English vowels, this beautifully clear transcription course, written by two internationally acclaimed experts, provides abundant, carefully prepared practice material for committing sounds to paper. Guiding the user not only through the phonemic representation of single words and connected speech, but also including more detailed transcription for the more advanced learner, together with exercises for marking up intonation, this is a fully up-to-date treatment of British English pronunciation, including detailed comparisons with American English and, not least, an appendix on articulation."Brian Mott, University of Barcelona, Spain"Having leafed through this book you ask yourself how you managed to survive all these years without it, because you no longer have to design your own exercises or scrape them together from other sources. This book will develop, improve and consolidate transcription skills; this makes it a must-have book."Petr Rösel, University of Mainz, Germany"Mees and Carley draw on their considerable experience and expertise in teaching and learning English phonetic transcription to produce a step-by-step, clearly written text with a wealth of audio-supported practice activities which will be invaluable to students of English phonetics and linguistics. I predict this will become an essential resource."Jane Setter, University of Reading, UKTable of ContentsSymbols for phonemic transcriptionPhonetic symbols and diacriticsThe International Phonetic AlphabetPreface and acknowledgementsBefore you start transcribing…PART A: TRANSCRIBING WORDS1. The familiar consonants /p b t d k ɡ f v s z h m n w l r/ and the vowels /ɪ æ e ɒ ʌ ʊ/2. Primary stress, schwa /ə/ and unstressed KIT /ɪ/3. Consonants with unfamiliar symbols: /ʃ ʒ ʧ ʤ j ŋ θ ð/4. The FLEECE /iː/ and GOOSE /uː/ vowels5. The PALM /ɑː/, THOUGHT /ɔː/, NURSE /ɜː/ and SQUARE /ɛː/ vowels6. The FACE /eɪ/, PRICE /aɪ/ and CHOICE /ɔɪ/ vowels7. The GOAT /əʊ/ and MOUTH /aʊ/ vowels8. The NEAR /ɪə/ and CURE /ʊə/ vowels9. Syllabic consonants10. Secondary stress11. Inflections and epenthesisPART B: TRANSCRIBING CONNECTED SPEECH12. Connected speech and liaison13. Stress and weak forms14. Elision15. Assimilation16. Connected speech: extended practicePART C: TRANSCRIBING INTONATION17. An introduction to intonation18. Nucleus and tail19. Head and pre-head20. Intonation: Extended practiceAPPENDICESA. Summary of consonant and vowel theoryB. Phonetic transcriptionReferences and suggested readingIndex

Read more less

Book SynopsisReading in Chinese as an Additional Language focuses on Chinese literacy acquisition, which has been considered most difficult by both learners and teachers of Chinese as an additional language (CAL). Three major areas are covered: (1) acquisition of Chinese characters; (2) reading comprehension subskills and reader's identity; (3) reading instruction and assessment. The first part delves into the foundation of Chinese literacy developmenthow to learn and teach Chinese characters. The second part examines various learners' reading comprehension subskills, as well as the evolution of learners' literacy identity. The third part explores effective instructional methods and assessment practices for CAL reading development. Theoretically, this book provides frameworks and evidence from both cognitive and sociocultural perspectives on the nature of CAL reading development. Pedagogically, the book showcases how to teach and assess CAL reading skills. Methodologically, thisTable of ContentsList of FiguresList of TablesList of contributors AcknowledgementsIntroductionLIU LI AND DONGBO ZHANGPART I Acquisition of Chinese characters1. The effects of stroke-order accuracy on L2 Chinese character writingTianxu Chen, Bing Feng, Mengyue Wang, Khanh-Ngan Doan2. The more the merrier? A synthesis study of single-coded and dual-coded word learning in theory-driven L2 Chinese instructionSihui Ke, Chin-His Lin3. Typing vs handwriting on CFL students’ character learningLiu Li4. Effects of timed dictation on Chinese character writing: A preliminary study in beginning-level CFL learners Siyan Hou, Atsushi FukadaPART II Reading comprehension subskills and readers’ identity 5. The role of character-recognition skills in shallow and deep reading comprehensionWei-Li Hsu6. Development of morphological awareness and its impact on reading among young learners of Chinese as a heritage languageYanhui Zhang, Keiko Koda, Chin-Lung Yang, Chan Lü7. Developmental interdependence between word decoding, vocabulary knowledge, and reading comprehension in young L2 readers of ChineseDongbo Zhang, Xiaoxi Sun 8. A tale of two less successful CSL readers: A qualitative study of reading difficulties and strategies use Sha Huang9. Literacy environment and heritage language learner’s literacy identityLiu LiPART IIIReading instruction and assessment10. Beyond the pages of a book: A Chinese language teacher’s discursive behavior of conducting guided book readingZheng Gu 11. Teaching modern Chinese literature to second-language Chinese students through the use of dramaZiv W.N. Kan, Elizabeth K. Y. Loh12. Reading assessment in Chinese as a foreign languageKeiko Koda, Xiaomeng Li13. Validation of a Chinese online placement testLiu LiIndex

Read more less

Book SynopsisNow in its second edition, this fundamental undergraduate textbook provides students with everything they need when studying developmental psychology.Thoroughly revised, this book breaks down key topics into easily accessible concepts and provides students with both an overview of traditional research and theory as well as an insight into the latest research findings and techniques. Taking a chronological approach, the key milestones from birth to adolescence are highlighted and clear links between changes in behaviour and developments in brain activity are made. A new chapter provides a global perspective on development, including findings regarding childrenâs motor, cognitive, literacy, social and emotional development, as well as the importance of cross-cultural studies and their challenges. Each chapter also highlights both typical and atypical developments, as well as discussing and contrasting the effects of genetic and environmental factors.This textbook comes with a wealth of carefully updated pedagogical features, designed to help students engage with the material, including:â Learning objectives for every chapterâ Key term definitionsâ Over 100 colour illustrationsâ Chapter summariesâ Further readingâ Suggested essay questions.A Studentâs Guide to Developmental Psychology is accompanied by a support material package, featuring a range of helpful supplementary resources including exclusive video clips to illustrate key developmental concepts, multiple-choice questions, flashcards and more.This book is essential reading for all undergraduate students of developmental psychology. It will also be of interest to those in education, healthcare and other subjects requiring an up-to-date and accessible overview of child development.

Read more less

Book SynopsisThe Learning and Teaching of Cantonese as a Second Language brings together contributions on such issues as Cantonese textbooks, linguistic description, literacy and tone acquisition, supplemented by case studies from the Netherlands and Japan.The learning and teaching of Cantonese as a second language is a subject of considerable interest in the international academic community, and the first international symposium on teaching Cantonese as a second language, held at the Chinese University of Hong Kong in October 2019, brought together leading researchers in this field. This conference provided the inspiration for the current volume, The Learning and Teaching of Cantonese as a Second Language.In the Hong Kong context, historically, the term Cantonese' refers to the language varieties of immigrants who came to the territory from various areas in Guangdong province, including Macau, Panyu, Taishan, Xinhui and Zhongshan. From the late nineteenth centuryTrade Review"This edited book offers an important contribution to this subject. The book contributes to the field of language teaching, particularly to teaching Cantonese as a second language. This book will appeal to many language teachers, particularly to teachers of Cantonese as a second language. This book also attracts strong interest from scholars working in the field of Chinese linguistics, Cantonese studies, and sociolinguistics."Ng Hok Chung, Language Centre, Hong Kong Baptist UniversityTable of ContentsList of figuresList of tablesList of contributors1 Introduction: The learning and teaching of Cantonese as a second languagePART I Linguistic perspective on the learning of Cantonese2 The Cantonese mixed script3 Written Cantonese and Cantonese textbooks in mainland China4 How not to acquire tone: Cross-linguistic influence in prosody5 Teaching literacy skills to Cantonese learnersPART IICase studies from the Netherlands and Japan6 Cantonese heritage language teaching in the Netherlands: Towards an inclusive classroom7 The learning of Cantonese as a foreign language at Japanese universitiesPART IIICurrent trends in Cantonese language education8 Curriculum design and Cantonese teaching at a Hong Kong university9 Teaching Cantonese tones to international university students in Hong Kong10 A corpus-based approach to learning and teaching Cantonese11 Textbook Cantonese romanization systems12 Learning, teaching and performing Cantonese on the InternetIndex

Read more less

Book SynopsisThe importance of the early years in young childrenâs lives and the rigid inequality in literacy achievement are a stimulating backdrop to current research in young childrenâs language and literacy development. This book reports new data and empirical analyses that advance the theory of language and literacy, with researchers using different methodologies in conducting their study, with both a sound empirical underpinning and a captivating analytical rationalization of the results. The contributors to this volume used several methodological methods (e.g. quantitative, qualitative) to describe the complete concept of the study; the achievement of the study; and the study in an appropriate manner based on the studyâs methodology. The contributions to this volume cover a wide range of topics, including dual language learners; Latino immigrant children; children who have hearing disabilities; parentsâ and teachersâ beliefs about language development; early literacy skills of toddlers and preschool children; interventions; multimodalities in early literacies; writing; and family literacy. The studies were conducted in various early childhood settings such as child care, nursery school, Head Start, kindergarten, and primary grades, and the subjects in the studies represent the pluralism of the globe â a pluralism of language, backgrounds, ethnicity, abilities, and disabilities. This book was originally published as a special issue of Early Child Development and Care. Table of ContentsIntroduction – Literacy and language: new developments in research, theory, and practice 1. Research, policy, and practice in early childhood literacy 2. Early reading and practice-inspired research 3. Creating mathematicians and scientists: disciplinary literacy in the early childhood classroom 4. Is dosage important? Examining Head Start preschoolers’ language and literacy learning after one versus two years of ExCELL 5. Testing a nested skills model of the relations among invented spelling, accurate spelling, and word reading, from kindergarten to grade 1 6. Young dual language learners’ emergent writing development 7. Quality standards matter: a comparative case study examining interactive writing in the preschool setting 8. Understanding influences on writing instruction: cases of two kindergarten teachers 9. Scaffolded writing and early literacy development with children who are deaf: a case study 10. Contributions of Skinner’s theory of verbal behaviour to language interventions for children with autism spectrum disorders 11. The effects of the Language for Learning programme on the social adjustment of kindergarten children 12. Are young children’s utterances affected by characteristics of their learning environments? A multiple case study 13. Translanguaging in a Reggio-inspired Spanish dual-language immersion programme 14. Conversation Compass© Communication Screener: a conversation screener for teachers 15. Talking about talk: reviewing oracy in English primary education 16. Talking the talk: translating research to practice 17. Language insights for caregivers with young children 18. Investigating predictors of fidelity of implementation for a preschool vocabulary and language curriculum 19. Parents’ shared storybook reading – learning to read 20. Multimodal play–literacy: a preschooler’s storytelling, drawing, and performing of dinosaur extinction theories 21. Increasing early reading skills in young signing deaf children using shared book reading: a feasibility study 22. Informational and fictional books: young children’s book preferences and teachers’ perspectives 23. A small-scale, feasibility study of academic language time in primary grade language arts 24. Literacy in the twenty-first century: children, families and policy 25. Family literacy programmes and young children’s language and literacy development: paying attention to families’ home language 26. Effective interventions to strengthen early language and literacy skills in low-income countries: comparison of a family-focused approach and a pre-primary programme in Ethiopia 27. Early literacy programme as support for immigrant children and as transfer to early numeracy 28. Childcare, language-use, and vocabulary of second-generation Latino immigrant children growing up in a new immigrant enclave in the United States 29. Supporting preschool dual language learners: parents’ and teachers’ beliefs about language development and collaboration 30. The relative importance of English versus Spanish language skills for low-income Latino English language learners’ early language and literacy development 31. Assessing the early literacy skills of toddlers: the development of four foundational measures 32. Development of the language proficiency of five- to seven-year-olds in rural areas 33. Evidence-based reform: enhancing language and literacy in early childhood education

Read more less