Language acquisition Books, bestsellers and new releases

Book SynopsisThis state-of-the-art volume offers a comprehensive and accessible examination of perspectives within the field of discourse analysis on the processes and conditions of second language learning, teaching, and use.Led by Brian Paltridge and Matthew T. Prior, this collection brings together leading global researchers in the field to guide readers through background theories, theoretical paradigms, methodological issues, and pedagogical implications by synthesizing current and past work, and setting a future agenda for discourse-oriented second language research.The book is a critical resource which will be indispensable for scholars and advanced students of applied linguistics, second language acquisition, education, and related fields.

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15 in stock

£204.25

Taylor & Francis Ltd The Role of the Learner in TaskBased Language

15 in stock

Book SynopsisThis comprehensive, forward-looking text is the first holistic research overview and practical methods guide for researching the role that affective and conative factors play in second language learners' task performance and language acquisition. It provides a long overdue update on the role of the learner in task-based language teaching (TBLT). The book brings together theoretical background and major constructs, established and innovative methodological and technological tools, cutting-edge findings, and illuminating suggestions for future work. A group of expert scholars from around the world synthesize the state of the art, detail how to design and conduct empirical studies, and authoritatively set the agenda for future work in this critical, emerging area of language learning and instructional design. With a variety of helpful features like suggested research, discussion questions, and recommended further readings, this will be an invaluable resource to advanced sTrade Review"In The Role of the Learner in Task-Based Language Teaching the editors Lambert, Aubrey, and Bui draw skillfully on diverse research perspectives to integrate the 'affective turn' in language education with the vibrant area of task-based language teaching. The result is a compelling and timely contribution to an exciting field!"Bonny Norton, The University of British Columbia, Canada"The Role of the Learner in Task-Based Language Teaching is a much-needed addition to the growing body of work on task-based teaching. It draws on the expertise of leading authors in the field to provide a comprehensive and readable account of how affective factors influence the way learners perform tasks both negatively and positively. It will become a must-read for anyone interested in the development of task-based teaching."Rod Ellis, Curtin University, Australia"The Role of the Learner in Task-Based Language Teaching offers a wide variety of perspectives on recent conceptualizations and research on the role of affective factors in second language learning. This pioneering volume provides language teachers and researchers with novel insights into how learners’ engagement with language learning tasks can be enhanced."Judit Kormos, Lancaster University, UKTable of ContentsList of ContributorsForewordJean-Marc DewaeleIntroduction1. The Role of the Learner in Task-Based Language Teaching Craig Lambert, Scott Aubrey and Gavin BuiPart 1: Theory2. Personal Investment in TBLT Craig Lambert 3. Willingness to Communicate in TBLT Scott Aubrey and Tomoko Yashima 4. Emotions in TBLT Haydab Almukhaild and Jim King 5. Engagement in TBLT Phil Hiver and Janice Wu 6. Engagement in Technology-Mediated TBLT George Fredrik Smith and Nicole Ziegler Part 2: Research Methods 7. Discourse Analytic Methods Craig Lambert and Scott Aubrey 8. The Idiodynamic Method Peter D. MacIntyre 9. Non-Verbal Behavioural Methods Tammy Gregersen 10. Psychophysiological Methods Craig Lambert 11. Measuring Affective Working Memory Zhisheng (Edward) Wen, Mark Feng Teng and Lili Han Conclusion 12. Future Research on the Role of the Learner in TBLT Scott Aubrey, Craig Lambert and Gavin BuiAfterwordPeter SkehanIndex

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15 in stock

£35.99

Taylor & Francis Ltd The Minority Language as a Second Language

15 in stock

Book SynopsisThis innovative collection is the first of its kind to showcase global perspectives on learning minority languages as second languages, offering unique insights into their acquisition and specific characteristics and raising greater awareness around other languages and contexts where SLA occurs.The volume examines how minority languages are acquired as second languages across a range of geographic settings where these languages are unique minorities; that is, they are spoken in one or more states where they have a minority status. International case studies explore particular features of these languages as well as the challenges of teaching and learning them, including standardization, legal recognition at all educational levels, the dissemination of printed and digital materials and more or less limited language use in the local community. Highlighted languages include Ashaninka, Basque, Frisian, Hawaiian, Irish, Isthmus Zapotec, Quechua Chanka, Tonga and Welsh. Each chapterTable of ContentsEditors and ContributorsChapter 1. Second language acquisition and minority languages Jasone Cenoz and Durk GorterChapter 2. Power to the minorities: Ndebele L1-speaking teachers in Tonga-speaking communities in ZimbabweBusani Maseko and Dion NkomoChapter 3. The acquisition and use of Irish as a minority language Pádraig Ó Duibhir and John Harris Chapter 4. Legitimising the 'bilingual': Identity issues among L2 Welsh-speaking teenagers in English-medium schools in WalesNia Mererid Parry and Enlli Môn ThomasChapter 5. Learning of indigenous languages in university settings: A Decolonizing practiceVilma Huerta Cordova, Mario E. López-Gopar, Kiara Ríos Ríos, Ariadna Teresa Lartigue Mendoza and Ana Edith López Cruz, Chapter 6. Learning indigenous languages as a second language in Bilingual Intercultural Education programs in Peru Karina Sullón and Elizabet ArocenaChapter 7. Language proficiency and language use in Basque as a first or second languageIñaki Martinez de Luna Pérez de Arriba, Maialen Iñarra Arregi and Pablo Suberbiola UnanueChapter 8. Potential new speakers of Frisian in educational settings – implicit and explicit attitudes in learning a minority languageSannah Debreczeni, Joana Duarte and Mirjam Günther-van der MeijChapter 9. Building on the strength of identity in revitalizing Hawaiian on a foundation of second language learnersWilliam H. Wilson and Kauanoe Kamanā Index

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15 in stock

£36.99

Taylor & Francis Conducting GenreBased Research in Applied

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Book SynopsisThis collection is a comprehensive resource on conducting research in applied linguistics involving written genres that is distinctive in its coverage of a multiplicity of interdisciplinary perspectives.The volume explores the central approaches, methodologies, analyses, and tools used in conducting genre-based research, extending the traditional focus on a single framework for defining genres by explicating the major approaches that have been invoked in applied linguistics. Chapters address a mix of commonly used methodologies (e.g., case studies, ethnographic approaches), types of analyses (e.g., metadiscourse, rhetorical move-step analysis, multidimensional analysis, lexical bundles and phrase frames, CALF measures, multimodal analysis), and studies that focus on other areas of second language (L2) teaching and learning (e.g., multilingualism, the Teaching and Learning Cycle). Taken together, the volume provides a theoretically and methodologically diverse introduction to Table of ContentsAbout the Editors About the Contributing AuthorsChapter 1: IntroductionMatt Kessler, Charlene PolioSection I: Research MethodsChapter 2: Case StudiesRaffaella Negretti, Baraa KhuderChapter 3: Ethnographic ResearchChristine M. TardySection II: Analyses, Tools, and TopicsChapter 4: MetadiscourseKen HylandChapter 5: Rhetorical Move-Step AnalysisJ. Elliott Casal, Matt KesslerChapter 6: Lexical Bundles and Phrase FramesViviana CortesChapter 7: Multidimensional AnalysisLarissa Goulart, Shelley StaplesChapter 8: Complexity, Accuracy, and Fluency (CALF) MeasuresCharlene Polio, Hyung-Jo YoonChapter 9: Multimodal AnalysisLarissa D’Angelo, Francesca MarinoSection III: Focus on the Learner and LearningChapter 10: Multilingualism and MulticompetenceBruna Sommer-FariasChapter 11: Systemic Functional Linguistics and the (Expanded) Teaching and Learning CycleKathryn Accurso, Jennifer Walsh MarrIndex

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15 in stock

£37.99

Taylor & Francis Ltd Multiliteracies in International Educational Contexts

15 in stock

Multiliteracies in International Educational Contexts: Towards Education Justice examines how multiliteracies and Learning by Design have been taken up across international second-language instructional contexts, with a focus on inclusive practices and social justice. This edited collection brings together a team of international contributors to offer a global perspective on the application of multiliteracies in L2 education. Through the analysis of classroom-based qualitative and quantitative data on different aspects of the multiliteracies pedagogy, the book shows how the multiliteracies pedagogy can facilitate more inclusive practices while providing suggestions for pedagogical interventions and future research. This book will be a key resource for language educators, researchers, and practitioners interested in the multiliteracies pedagogy, as well as those interested in critical and social justice approaches to language teaching.

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£35.99

Taylor & Francis Ltd ELT

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Book SynopsisELT: The Basics offers a clear, non-jargonistic introduction to English language teaching for EFL/ESL teachers in training, early career teachers, those considering taking up ELT, and experienced teachers who may want to read about the way the profession has developed and continues to evolve.Key features of this book include: Real classroom data and data from ELT training programmes Discussion of a wide range of learning contexts and different types of learners (young learners, adults, third age, academic, refugees and immigrants, etc.) Comparisons of different types of syllabuses and methods, and discussion of current technologies An emphasis on classroom interaction as the key to maximising learning Featuring a glossary of key terms, cartoons and illustrations, further reading, personal reflection points, and discussion of the most important and relevant research, thTrade ReviewThis admirably accessible introduction to ‘the basics’ of ELT provides a review of key elements of English language teaching that is ideally suited to trainee teachers and those early in their career. Drawing on the authors’ wide-ranging knowledge and expertise, this informative text combines real world data with reflective tasks as it outlines key elements of language teaching and learning. With its suggestions for further reading and discussion of pathways for professional development, it provides an excellent overview for those starting out in ELT.Graham Hall, Northumbria University, UKTable of ContentsAcknowledgementsIntroduction to the Reader1 THE RAW MATERIAL: LANGUAGE KNOWLEDGE THE EL IN ELTSUBSTANCETHE STUFF OF LANGUAGESOUNDSINTONATIONWRITINGFORMWORDSGRAMMARLEXICOGRAMMARMEANINGHEALTH, SAFETY, AND DINOSAURSWHAT DO YOU MEAN?COMPLETING THE LANGUAGE PUZZLETHE DISCOURSE PROCESSDISCOURSE IN THE CLASSROOMTEMPLATES AND GENRESWRITING, SPEAKING, OR BOTH AT ONCE?ENGLISH IN THE WORLDFROM VARIATION TO VARIETIESACCENTS AND DIALECTSTHEN WHAT?FURTHER READING2 LANGUAGE SKILLSKNOWLEDGE AND SKILLTHE COMMUNICATION MATRIXLISTENINGA STREAM OF SOUNDBEFORE, DURING, AND AFTERTALKING BACKBOX-TICKINGTHE TWO-SIDED COINWHOSE VOICE?SPEAKINGGO WITH THE FLOWTELL MEWHO’S LISTENING?MIND THE GAPTHINGS TO CONSIDERREADINGWHY READ?STRATEGIESTEXTS: EASY OR HARD?TEXTS: KEEP IT SIMPLE?WRITINGPENS AND KEYBOARDSTIME DELAYAUDIENCE DESIGNPRODUCT AND PROCESSTHE FIFTH SKILLFURTHER READING3 THE MAIN ACTORS: LEARNERS AND LEARNINGWHO ARE OUR LEANERS?AN EARLY STARTNATALIA THE COMMUNICATORSCHOOL AND PEERSIN AT THE DEEP ENDGROWING UPCLILTHE TEENSADULT LEARNERSPATHWAYSA BUSY LIFENATALIA’S MOTHERTHE THIRD AGELEVELS AND LABELSEFL? ESL?MORE PATHWAYSMOVING THROUGH ABCCAN-DO AND CORPORAHOW DOES IT HAPPEN?ACQUISITIONALL IN THE MIND?SLA: HAPPENING OR DOING?LANGUAGE OUT THEREA SOCIO-CULTURAL ANGLECONCLUSIONFURTHER READING4 SYLLABUSES, MATERIALS, METHODSORGANISING LEARNINGCURRICULUM AND SYLLABUSORGANISING A SYLLABUSGRAMMAR AT THE CENTREVOCABULARYTHE LEXICAL SYLLABUSTAKEN TO TASKTASKS TO THE FOREA MIXED GRILLMATERIALSMATERIAL ISSUESARE THEY REAL?DO THEY WORK?METHODOLOGYFASHIONS COME AND GOWHAT LIES BEYOND?FURTHER READING5 BEING A TEACHERORGANISING YOUR WORKTHE CLASSROOMPLANNING THE LESSONCLASSROOM MANAGEMENTYOU AND YOUR COLLEAGUESNATIVE AND EXPERT USERSOBSERVATIONYOU AND YOUR STUDENTSTHE HUMAN FACTORINTELLIGENCEPOWER, ROLES, RELATIONSHIPSIDENTITIESWE ARE WHAT WE SAYJUST YOU AND MEDOING LANGUAGE TEACHINGSO FARPPP? III? TBL? PLEASE NOTICEERROR CORRECTIONGRAMMAR IN THE CLASSROOMSIMPLICITY TO COMPLEXITYPOWER OF THE -ING FORMVOCABULARY: IN THE MIND AND IN USEGETTING TO THE COREREALISTIC GOALSALL IN THE MINDPRONUNCIATIONWHOSE PRONUNCIATION?INTONATION PLUS PRONUNCIATIONCONCLUSIONFURTHER READING6 CLASSROOM INTERACTIONINTERACTINGTALKING THE TALKEASY AS 1, 2, 3SETT: SELF EVALUATION OF TEACHER TALKMANAGERIAL MODEMATERIALS MODESKILLS AND SYSTEMS MODECLASSROOM CONTEXT MODECOULD DO BETTER (CIC)CONCLUSIONFURTHER READING7 LEARNING HOW TO DO IT: TEACHER EDUCATIONELTE PATHWAYSWHAT TEACHERS SAYGETTING STARTED: PRESETCELTABY DEGREES: BA AND MAGAINING ENTRYKEEPING GOING: INSETDELTAPROFESSIONAL DEVELOPMENT ‘IN THE WILD’THINKING IT THROUGHA WAY FORWARD?WHERE’S THE EVIDENCE?IT’S GOOD TO TALKTHE RIGHT TOOLS FOR THE JOBSTIMULATED RECALLENHANCING SETT: SETTVEOFURTHER READING8 TECHNOLOGY IN AND OUT OF THE CLASSROOMOUT WITH THE OLD, IN WITH THE NEWCORPORALOOKING AT LANGUAGECORPORA, TEACHERS, AND LEARNERSELT ONLINETECHNOLOGICAL COMPETENCIESMANAGEMENT COMPETENCIESTEACHER INTERACTIONAL COMPETENCIESTAMING THE WILDERNESSMOBILE LEARNINGSCREENING MATERIALSLET THE MACHINE DECIDE?AUTOMATED ASSESSMENTINTERACTION AND THE BOTTHE JOURNEY AHEADFURTHER READINGGlossary of Key TermsReferencesIndex

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15 in stock

£24.51

Taylor & Francis Ltd Primatology Ethics and Trauma

15 in stock

Book SynopsisPrimatology, Ethics and Trauma offers an analytical re-examination of the research conducted into the linguistic abilities of the Oklahoma chimpanzees, uncovering the historical reality of the research. It has been 50 years since the first language experiments on chimpanzees. Robert Ingersoll was one of the researchers from 1975 to 1983. He is well known for being one of the main carers and best friend of the chimpanzee, Nim Chimpsky, but there were other chimpanzees in the University of Oklahoma''s Institute for Primate Studies, including Washoe, Moja, Kelly, Booee, and Onan, who were taught sign language in the quest to discover whether language is learned or innate in humans. Antonina Anna Scarnà's expertise in language acquisition and neuroscience offers a vehicle for critical evaluation of those studies.Ingersoll and Scarnà investigate how this research failed to address the emotional needs of the animals. Research into trauma has made scientific advances sinceTrade Review"Ingersoll and Scarnà analyse the chimpanzee language studies of the 1970s and 1980s from a different perspective, linking life experiences, conceptual, and artistic processes with neuroscientific studies of trauma."Desmond Morris, Zoologist and EthologistTable of Contents1. Acknowledgment 2. Chimpanzee Family Trees 3. Introduction 4. Chapter 1: 50 Years Later 1.1 Fifty years since language experiments on chimpanzees 1.2 When we swap chimpanzee for child 1.3 A biography of Washoe 5. Chapter 2: Narratives for Flourishing 2.1 Why language and Noam Chomsky for Nim Chimpsky? 2.2 The introduction of language to a chimpanzee, order of the signs, and human parallels 2.3 Age of acquisition, order of acquisition 2.4 Trauma and language 6. Chapter 3: One of Us 3.1 Humans’ need for a healthy upbringing and the needs of a chimpanzee 3.2 Washoe in her enclosure, existing not living, and self efficacy in humans 3.3 Survivors: The effects of trauma on the brain in humans: the Romanian orphanages and the Holocaust 3.4 "Man is the master of animals": the morality behind the authoritarian model over chimpanzees 7. Chapter 4: The Truth About Washoe 4.1 Washoe’s preparation for mothering. What do good mothers do? 4.2 The true story of the death of Sequoyah 4.3 Was Washoe abnormal? Definition of abnormality in humans and in chimpanzees, with use of the DSM-5 4.4 Parental narcissism in humans and in chimpanzees: a sense of self worth, parental neglect, and chimpanzee trust 8. Chapter 5: Post Traumatic Chimpanzees 5.1 Did Washoe have complex PTSD? Living conditions and the turning of James Mahoney 5.2 Finding and building sanctuary 9. Chapter 6: When All The Chimps Have Gone 6.1 How do we look to the future? 6.2 How not to repeat history. Existing models of good practice 6.3 How to honour the memory of Washoe and the other Oklahoma chimpanzees 6.4 The last word

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15 in stock

£33.99

Taylor & Francis Rethinking Language Education in the Age of Generative AI

15 in stock

Book SynopsisRethinking Language Education in the Age of Generative AI bridges the gap between theory, research, and practice in AI and language education. Through conceptual pieces, empirical studies, and practical applications, this book provides critical insights and implications for reimagining language education in the age of generative AI.The contributors explore a wide range of issues, reflections, and innovations in AI and language education across diverse contexts, including ESL, EFL, foreign language learning, post-secondary pathway programs for international students, and language teacher education programs. Topics examined include critical AI literacy, GenAI-informed second language teaching and assessment, teacher and student perceptions, tool development for language learning, as well as ethical considerations, policies, and guidelines. The book incorporates interdisciplinary perspectives, such as L2/foreign language studies, education, and applied linguistics, as wel

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£40.84

Taylor & Francis Mindy and Mos Super Sledge

15 in stock

Book SynopsisMindy and Mo love to play in a wood not far away. Join these two fun-loving adventurers as they speed down a mountain on a sledge to a spring festival. Can Mindy and Mo help Sal cheer up Prince Sim and do his favourite dance together before itâs time to leave? What will the fallen tree be the next time they visit? And what will they see?This Mindy and Mo story has been written to support children who are working on the âsâ sound. Support your childâs practice of their target sound by sharing Mindy and Moâs adventure in Sal and Simâs town and encouraging them to join in with the âsoop, soop, soopâ of the Spring Fest. Engaging characters and plot, supported by a rhythmic and rhyming structure, ensure this book not only supports speech development, but also entertains and inspires. Creatively and descriptively told, this story introduces new words and provides opportunities for developing literacy skills. Through positive characterisation, it also explores the themes of growth mindset, empathy, kindness and resilience, allowing children to make connections to their own lives and experiences.A helpful section of suggested activities at the back of the book can be used to support further practice of the target speech sound. It also includes ideas for how this story can be used to help children to connect to nature through imagination. This humorous and triumphant story has been designed to support the individual child but is one which every child can enjoy!

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£13.27

Taylor & Francis Ltd The Routledge Handbook of Spanish Language

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Book SynopsisThe Routledge Handbook of Spanish Language Teaching: metodologías, contextos y recursos para la enseñanza del español L2 provides a comprehensive, state-of-the-art account of the main methodologies, contexts and resources in Spanish Language Teaching (SLT), a field that has experienced significant growth world-wide in recent decades and has consolidated as an autonomous discipline within Applied Linguistics. Written entirely in Spanish, the volume is the first handbook on Spanish Language Teaching to connect theories on language teaching with methodological and practical aspects from an international perspective. It brings together the most recent research and offers a broad, multifaceted view of the discipline. Features include: Forty-four chapters offering an interdisciplinary overview of SLT written by over sixty renowned experts from around the world; Five broad sections that combine theoretical and practical components: Methodology; LTrade ReviewThe Routledge Handbook of Spanish Language Teaching: metodología, contextos y recursos para la enseñanza del Español L2 es el claro ejemplo de que los procesos de heterogeneidad y homogeneidad asociados a la globalización han irrumpido de lleno en el campo de la lingüística aplicada a la enseñanza de la lengua española. Por un lado, se trata de un trabajo en el que destacados especialistas ubicados en diversos contextos geográficos y de enseñanza exponen los últimos avances en los temas de mayor actualidad en la disciplina. Por otro lado, la homogeneidad se pone de manifiesto en la estructura de los capítulos (introducción y palabras clave bilingües, estado de la cuestión, consideraciones metodológicas, pautas, bibliografía citada y bibliografía recomendada). La calidad y el rigor teóricos se anticipan desde la introducción (por ejemplo, en el interés por precisar las principales nomenclaturas de la investigación y la enseñanza del español). El prurito por la aplicación práctica se plasma en cada capítulo, en la sección de pautas, donde en ocasiones se incluyen además muestras de lengua para ilustrar aspectos pedagógicos concretos. La conjunción de estos y otros muchos aciertos dan como resultado un todo armónico que nos pone a vibrar en una misma sintonía de empoderamiento y confianza en nuestra profesión y en el futuro de nuestra lengua. Martha Jurado, CEPE – Universidad Nacional Autónoma de México (UNAM) This volume covers an extensive range of critical and current topics in teaching Spanish from both veteran and newer voices. Pressing issues of concern to both researchers and practitioners are represented, as well as useful reflections on how to bridge the two. The five principal sections of the book—cutting-edge methodologies, the development of language skills, features of various linguistic structures, a range of sociocultural topics, and a collection of high quality resources—offer readers a state of the art interdisciplinary exploration of current knowledge and best practices. I was especially pleased to see chapters on bilingual/multilingualism, heritage speakers, community service, and immersion programs, all of which are moving students in exciting directions linked to important social justice goals. The inclusion of scholars from across Latin America, the U.S., and Europe ensures representation of a multiplicity of contexts in which Spanish is taught. The editors are to be commended not only for assembling this breadth of high-quality scholarship, but also for doing so in Spanish, which allows the field to "walk the walk" of promoting the use of Spanish in various domains, making this volume an outstanding contribution to the field. Kim Potowski, University of Illinois at Chicago Una de las muchas virtudes de este volumen es hacer fácil lo difícil y, por lo tanto, conjugar lo erudito y lo cercano. Se trata de la primera obra de referencia sobre el español como LE/L2 con una verdadera vocación de conectar la investigación lingüística y la innovación didáctica. Su visión especializada y actual se vale de la investigación teórica para guiar al lector hasta las prácticas docentes de una forma clara y concisa. Su versatilidad resulta de gran utilidad, tanto para aquellos que se inician en el mundo de la enseñanza del español, como para los investigadores que desean estudiar, profundizar o consultar aspectos concretos. El hecho de que integre perspectivas de especialistas en distintos contextos educativos de todo el mundo constituye un verdadero acierto, ya que sus expertas miradas nos exponen los contenidos de cada uno de los capítulos hábilmente divididos en secciones para proporcionarnos una visión histórica, panorámica y global de la enseñanza del español como LE/L2. Este volumen está llamado a convertirse en una obra de referencia obligatoria sobre la materia a la que cualquier profesor e investigador deberá tener acceso. Richard Bueno Hudson, Instituto Cervantes The Routledge Handbook of Spanish Language Teaching underscores the importance of (re)defining and updating our teaching methods and resources. It is an ambitious tome with 44 chapters on teaching methods, curriculum development, applied linguistics, linguistics, and teaching resources for state-of-the-art Spanish instruction. As the first comprehensive account of Spanish Language Teaching at a global level, the handbook provides an up-to-date resource for instructors-in-training and experienced professionals that seek a go-to book on Spanish teaching. Entirely written in Spanish and with direct application into the classroom, the book includes essays by next-gen and established luminaries who share perspectives and approaches to learning and professional development on topics such as sociolinguistics, service learning, Spanish for the professions, virtual learning, pedagogical translation, and gamification, among others. The collection delivers indispensable inspiration and research-based approaches to teacher training and advancement for scholars and practitioners alike in an epoch of global expansion of Spanish Language Teaching. Sheri Spaine Long, American Association of Teachers of Spanish and Portuguese Los procesos que intervienen en el aprendizaje y en la enseñanza de una segunda lengua han representado dos auténticas cajas negras (¿qué mecanismos intervienen?, ¿cómo enseñar de forma eficiente?). Gracias a las aportaciones de la investigación, sabemos que en la actuación lingüística participan multitud de destrezas (hablar, comprender, escribir, leer), de dimensiones (formal o codificada, pragmática, psicolingüística, conversacional…), de situaciones sociales y culturales... Existen progresos evidentes en la dimensión didáctica: planteamientos, organización, praxis docente, multiplicación de recursos, evaluación… Esta obra constituye un excelente, completo y moderno volumen sobre aprendizaje y enseñanza de español L2. Está escrito por especialistas prestigiosos en cada materia y ofrece respuestas contrastadas que iluminan sombras y resuelven dificultades que se puedan presentar a docentes e investigadores. Salvador Gutiérrez Ordóñez, Real Academia Española and Universidad de León Table of ContentsParte 1: Perspectivas metodológicas y curriculares 1. Métodos y enfoques para la enseñanza 2. Autonomía y motivación 3. Estilos y estrategias de aprendizaje 4. Diseño, revisión y evaluación curricular 5. Planificación de unidades didácticas 6. Análisis y diseño de materiales didácticos 7. Análisis y corrección de errores 8. Evaluación 9. Adquisición y enseñanza de segundas lenguas 10. Dimensiones críticas en la enseñanza del español Parte 2: Destrezas lingüísticas y comunicativas 11. Comprensión lectora 12. Expresión escrita 13. Comprensión auditiva 14. Expresión oral 15. Gramática pedagógica 16. Vocabulario 17. Cultura e interculturalidad Parte 3: Aspectos lingüísticos y gramaticales 18. Lingüística cognitiva 19. Fonología y fonética 20. Morfología 21. Sintaxis 22. Semántica 23. Pragmática 24. Sociolingüística 25. Dialectología 26. Lexicografía Parte 4: Contextos sociales y culturales 27. Bilingüismo y multilingüismo 28. Lenguas en contacto 29. Hablantes de herencia 30. Inmigración y enseñanza a adultos 31. Aprendizaje-servicio y aprendizaje comunitario 32. Aprendizaje por contenidos e inmersión lingüística 33. Programas de estudios en el extranjero 34. Español para las profesiones Parte 5: Herramientas didácticas y recursos profesionales 35. Contextos virtuales para el aprendizaje 36. Tecnologías educativas 37. Medios audiovisuales 38. Gamificación 39. Corpus y bases de datos 40. Traducción pedagógica 41. Literatura 42. Investigación en acción 43. Profesores no nativos 44. Desarrollo profesional

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15 in stock

£204.25

Taylor & Francis Ltd The Diagnosis of Writing in a Second or Foreign

15 in stock

Book SynopsisThe Diagnosis of Writing in a Second or Foreign Language is a comprehensive survey of diagnostic assessment of second/foreign language (SFL) writing. In this innovative book, a compelling case is made for SFL writing as an individual, contextual, and multidimensional ability, combining several theoretically informed approaches upon which to base diagnosis. Using the diagnostic cycle as the overarching framework, the book starts with the planning phase, cover design, development, and delivery of diagnostic assessment, ending with feedback and feed-forward aspects to feed diagnostic information into the teaching and learning process. It covers means to diagnose both the writing processes and products, including the design and development of diagnostic tasks and rating scales, as well as automated approaches to assessment. Also included is a range of existing instruments and approaches to diagnosing SFL writing.Addressing large-scale as well as classroom contexts, this voTable of ContentsForewordChapter 1 Introduction to diagnosing SFL writingChapter 2 The development of writing abilityChapter 3 The cognitive basis of writing ability with a special reference to SFL writingChapter 4 How writing ability can be diagnosedChapter 5 Characteristics of tasks designed to diagnose writingChapter 6 Diagnosing the writing processChapter 7 Analyzing writing products by rating themChapter 8 Automated analysis of writingChapter 9 The role of feedback in diagnosing SFL writing abilityChapter 10 Conclusions and ways forwardReferencesIndex

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15 in stock

£128.25

Taylor & Francis Ltd Speech Bubbles 1 User Guide

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Book SynopsisThis book is the supporting guide for Speech Bubbles 1,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. This user guide contains notes for both professionals and caregivers, to support the use of one or all of the picture books in the series.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

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15 in stock

£16.72

Taylor & Francis Ltd Beyond Names for Things

15 in stock

Book SynopsisMost research on children''s lexical development has focused on their acquisition of names for concrete objects. This is the first edited volume to focus specifically on how children acquire their early verbs. Verbs are an especially important part of the early lexicon because of the role they play in children''s emerging grammatical competence. The contributors to this book investigate: * children''s earliest words for actions and events and the cognitive structures that might underlie them, * the possibility that the basic principles of word learning which apply in the case of nouns might also apply in the case of verbs, and the role of linguistic context, especially argument structure, in the acquisition of verbs. A central theme in many of the chapters is the comparison of the processes of noun and verb learning. Several contributors make provocative suggestions for constructing theories of lexical development that encompass the full range of lexical items Trade Review"...a welcome look at the problem of first language verb-learning in young children....the papers cogently spell out the complexity of the verb-learner's problem and the variety of processes required to solve it. A number of interesting, counterintuitive, and often controversial claims emerge....there is a good deal of thematic coherence among subsets of the chapters, which makes reading all the more interesting by pointing out key issues and discrepant claims....a timely volume reporting some of the best current work on the problem of verb-learning in children."—Studies in Second Language Acquisition"...a stimulating collection of papers which not only provides an accurate reflection of the current state of the field, but also allows the reader to compare directly approaches which are more or less diametrically opposed."—British Journal of Developmental Psychology"This book presents many fascinating classic and innovative philosophies and empirical backgrounds designed to focus on longuistic and cognitive peculiarities of verb meaning acquisition."—American Journal of PsychologyTable of ContentsContents: W.E. Merriman, M. Tomasello, Introduction: Verbs Are Words Too. Part I:Early Words for Action.P. Smiley, J. Huttenlocher, Conceptual Development and the Child's Early Words for Events, Objects, and Persons. A. Gopnik, S. Choi, Names, Relational Words, and Cognitive Development in English and Korean Speakers: Nouns Are Not Always Learned Before Verbs. S.R. Braunwald, Differences in the Acquisition of Early Verbs: Evidence From Diary Data from Sisters. Part II:Basic Principles of Verb Learning.M. Tomasello, Pragmatic Contexts for Early Verb Learning. W.E. Merriman, J. Marazita, L. Jarvis, Children's Disposition to Map New Words Onto New Referents. R.M. Golinkoff, K. Hirsh-Pasek, C.B. Mervis, W.B. Frawley, M. Parillo, Lexical Priciples Can Be Extended to the Acquisition of Verbs. K. Nelson, The Dual Category Problem in the Acquisition of Action Words. D.A. Behrend, Processes Involved in the Initial Mapping of Verb Meanings. Part III:The Role of Argument Structure.A. Lederer, H. Gleitman, L. Gleitman, Verbs of a Feather Flock Together: Semantic Information in the Structure of Maternal Speech. L.G. Naigles, A. Fowler, A. Helm, Syntactic Bootstrapping From Start to Finish With Special Reference to Down Syndrome. M. Rispoli, Missing Arguments and the Acquisition of Predicate Meanings. M.D.S. Braine, P.J. Brooks, Verb Argument Structure and the Problem of Avoiding an Overgeneral Grammar. M. Maratsos, G. Deák, Hedgehogs, Foxes, and the Acquisition of Verb Meaning.

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15 in stock

£51.29

Taylor & Francis Ltd The Resilience of Language: What Gesture Creation in Deaf Children Can Tell Us About How All Children Learn Language

15 in stock

Book SynopsisImagine a child who has never seen or heard any language at all. Would such a child be able to invent a language on her own? Despite what one might guess, the children described in this book make it clear that the answer to this question is 'yes'. The children are congenitally deaf and cannot learn the spoken language that surrounds them. In addition, they have not yet been exposed to sign language, either by their hearing parents or their oral schools. Nevertheless, the children use their hands to communicate - they gesture - and those gestures take on many of the forms and functions of language. The properties of language that we find in the deaf children's gestures are just those properties that do not need to be handed down from generation to generation, but can be reinvented by a child de novo - the resilient properties of language. This book suggests that all children, deaf or hearing, come to language-learning ready to develop precisely these language properties. In this way, studies of gesture creation in deaf children can show us the way that children themselves have a large hand in shaping how language is learned.Trade Review'This book is interesting, well written and easy to read. I recommend it highly to all students and researchers who are interested in gesture.' - Sandra Smith, Deafness & Educational International'The data described...inform the study of language acquisistion generally, as well as contributing immensely to the understanding of language and communication in exceptional circumstances. ... It will appeal to those with an interest in language development or with a specific interest in communication and hearing impairment. it would also complement the core texts for any course on language development, and its accessible style should appeal to a wide readership.' - Dr Fiona Lyddy, in The Irish Psychologist, May 2006.Table of ContentsPart 1: The Problem of Language Learning. Out of the Mouths of Babes. How Do Children Learn Language? Language-Learning Across the Globe. Language-Learning by Hand. Does More or Less Input Matter? Part 2: Language Development without a Language Model. Background on Deafness and Language-Learning. How Do We Begin? Words. The Parts of Words. Combining Words Into Simple Sentences. Making Complex Sentences out of Simple Ones: Recursion. Building a System. Beyond the Here-And-Now: The Functions Gesture Serves. How Might Hearing Parents Foster Gesture Creation in Their Deaf Children? Gesture Creation Across the Globe. Part 3: The Conditions that Foster Language and Language-Learning. How Do the Resilient Properties of Language Help Children Learn Language? When Does Gesture Become Language? Is Language Innate? The Resilience of Language. References. Author Index. Subject Index.

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15 in stock

£46.99