Language teaching and learning Books
Springer Editions Oral Presentation in Medicine
Book SynopsisScientific knowledge may be communicated in the written form or orally. Written communication (medical writing) usually takes the form of original or research papers, which appear in scientific journals. Oral communication in medicine is usually made during a meeting and is often called a free paper. Oral medical communication abides by certain rules. The objectives of this book are to examine and discuss these rules. Oral medical communication involves taking the floor to speak, whether it be as a speaker, the person who gives the talk in front of an audience, or as part of the audience, who can then ask questions or make comments. The go between is called the moderator. Some forms of oral communication are more specific to meetings with a large audience: free papers, panel discussions or roundtables, posters, and videos. Others are more characteristic of smaller audiences: hospital staff meet ings, or literature update sessions. Educational talks have a didactic goal and resemble a lecture, for instance, in a course, or are closer to a case report, when they are given during a small class get-together.Trade ReviewFrom the reviews: "This book is an educational manual featuring guidelines on spoken communication in medicine, with particular advice on how to convey a scientific message … . this text provides specific and really interesting techniques in medical publishing … . The information contained in this volume can be of great importance to clinicians, researchers and also students who have an interest in the improvement of their communicative capabilities and possibilities." (M. Monticone, Minerva Medica, Vol. 96 (1), 2005)Table of ContentsPrimary target audiences: - The Speechgiver: Role, posture, public presentation, exposé, oral expression, support materials, slides, posters, video and film, blackboard, or chart. Response to questions from the audience. Settings - informal communications, conferences, round tables, scientific posters, documentary, library, sessions. - The moderator: Role, Pre-Congress: text review, pre-exposé, presentation of the speaker and his/her subject during and after the exposé. Initiating, maintaining and concluding the discussion. - The public: Role-Taking the podium in responding to a question or comment.
£999.99
Yukibooks Mes 100 premiers mots en anglais
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£10.95
Yukibooks 100 mots opposés en anglais: Imagier bilingue
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£10.95
Yukibooks 100 eerste woorden in het frans: Tweetalig
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£10.95
Yukibooks 100 eerste woorden in het pools: Tweetalig
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£10.40
Yukibooks 100 eerste dieren in het engels: Tweetalig
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£10.40
Yukibooks 100 eerste dieren in het spaans: Tweetalig
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£10.40
Yukibooks 100 eerste dieren in het duits: Tweetalig
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£10.95
Yukibooks 100 groenten en fruit in engels: Tweetalig
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£999.99
Yukibooks Apprendre l'italien - 150 mots avec prononciation
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£12.30
Yukibooks Apprendre le vietnamien - 150 mots avec
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£12.30
Springer International Publishing AG Second Language Teacher Professional Development
Book SynopsisThis edited book brings together documented evidence and theoretical propositions on the essential mediating role of digital technology in L2 teacher education and professional development.
£999.99
Palgrave Macmillan Language Learning Theories
Book SynopsisPreface.- Introduction.- Chapter 1: Behaviourism in language learning .- Chapter Two: Innatism in Language Learning.- Chapter Three: Constructivism and Language Learning.- Chapter Four: Input Hypothesis in Language Learning.- Chapter Five: Output Hypothesis in Language Learning.- Chapter Six: The Noticing Hypothesis in Second Language Learning.- Chapter Seven: Automaticity in Language Learning.- Chapter Eight: Learners' Diversity in Language Learning.- Chapter Nine: Connectionism and Language Learning.- Chapter Ten: Sociocultural Theories to Language Learning.- Chapter Eleven: Emergentism and language learning.- Chapter Twelve: Chaos-Complexity Theory and language learning.- Concluding Remarks.
£35.99
Springer International Publishing AG English for International Study
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£41.24
Palgrave Macmillan Exploring Teachers Pedagogical Choices in Using Textbooks to Teach English
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£28.49
De Gruyter Ergativity in German
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£85.00
De Gruyter Aspects of Language Contact: New Theoretical,
Book SynopsisThis edited volume brings together fourteen original contributions to the on-going debate about what is possible in contact-induced language change. The authors present a number of new vistas on language contact which represent new developments in the field. In the first part of the volume, the focus is on methodology and theory. Thomas Stolz defines the study of Romancisation processes as a very promising laboratory for language-contact oriented research and theoretical work based thereon. The reader is informed about the large scale projects on loanword typology in the contribution by Martin Haspelmath and on contact-induced grammatical change conducted by Jeanette Sakel and Yaron Matras. Christel Stolz reviews processes of gender-assignment to loan nouns in German and German-based varieties. The typology of loan verbs is the topic of the contribution by Søren Wichmann and Jan Wohlgemuth. In the articles by Wolfgang Wildgen and Klaus Zimmermann, two radically new approaches to the theory of language contact are put forward: a dynamic model and a constructivism-based theory, respectively. The second part of the volume is dedicated to more empirically oriented studies which look into language-contact constellations with a Romance donor language and a non-European recipient language. Spanish-Amerindian (Guaraní, Otomí, Quichua) contacts are investigated in the comparative study by Dik Bakker, Jorge Gómez-Rendón and Ewald Hekking. Peter Bakker and Robert A. Papen discuss the influence exerted by French on the indigenous languages ofCanada. The extent of the Portuguese impact on the Amazonian language Kulina is studied by Stefan Dienst. John Holm looks at the validity of the hypothesis that bound morphology normally falls victim to Creolization processes and draws his evidence mainly from Portuguese-based Creoles. For Austronesia, borrowings and calques from French still are an understudied phenomenon. Claire Moyse-Faurie’s contribution to this topic is thus a pioneer’s work. Similarly, Françoise Rose and Odile Renault-Lescure provide us with fresh data on language contact in French Guiana. The final article of this collection by Mauro Tosco demonstrates that the Italianization of languages of the former Italian colonies in East Africa is only weak. This volume provides the reader with new insights on all levels of language-contact related studies. The volume addresses especially a readership that has a strong interest in language contact in general and its repercussions on the phonology, grammar and lexicon of the recipient languages. Experts of Romance language contact, and specialists of Amerindian languages, Afro-Asiatic languages, Austronesian languages and Pidgins and Creoles will find the volume highly valuable.
£134.42
De Gruyter Cognitive Linguistic Approaches to Teaching
Book SynopsisMastering the vocabulary of a foreign language is one of the most daunting tasks that language learners face. The immensity of the task is underscored by the realisation that it is not only single words but also numerous standardised phrases (idioms, collocations, etc.) that need to be acquired. There is thus a clear need for instructional methods that help learners tackle this task, and yet few proposals for vocabulary instruction have so far gone beyond techniques for rote-learning and familiar means of promoting of noticing. The reason for this is that vocabulary and phraseology have long been assumed arbitrary. The volume offers a long-overdue alternative by exploring and exploiting the presence of linguistic 'motivation' - or, systematic non-arbitrariness - in the lexicon. The first half of the volume reports ample empirical evidence of the pedagogical effectiveness of presenting vocabulary to learners as non-arbitrary. The data reported indicate that the proposed instructional methods can benefit when both the nature of the target lexis and the basic cognitive orientations of particular learners are taken into account. The first half of the book mostly targets lexis that has already attracted a fair amount of attention from Cognitive Linguists in the past (e.g. phrasal verbs and figurative idioms). The second half broadens the scope considerably by revealing the non-arbitrariness of diverse other lexical patterns, including collocations and word partnerships generally. This is achieved by recognising some long-neglected dimensions of linguistic motivation - etymological and phonological motivation, in particular. Concrete suggestions are made for putting the non-arbitrary nature of words and phrases to good use in instructed language learning. The volume is therefore of interest not only to applied linguists and researchers in Second Language Acquisition/Foreign Language Teaching, but also to second and foreign language teaching professionals.Trade Review"This volume, one in a series of applications of congnitve linguistics, revolves around the importance of figurative thought and linguistic iconicity for vocabulary acquisition. Being mainly devoted to phraseology, it is an important contribution to an area in need of attention. For this reason alone, it is a useful resource for SLA researchers?in particular, for those involved in the training of language teachers."Kirsten Haastrup in: Studies in Second Language Acquisition 4/2009
£156.15
De Gruyter Concepts and the Appeal to Cognitive Science
Book SynopsisThis book evaluates whether or not we can decide on the best theory of concepts by appealing to the explanatory results of cognitive science. It undertakes an in-depth analysis of different theories of concepts and of the explanations formulated in cognitive science. As a result, two reasons are provided for thinking that an appeal to cognitive science cannot help to decide on the best theory of concepts.
£51.78
Springer International Publishing AG Innovative Practices in Language Teacher Education: Spanning the Spectrum from Intra- to Inter-personal Professional Development
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£134.99
Hansebooks Antiquitates Celto-Normannicae: Containing the
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£15.68
de Gruyter Das Passiv im Deutschen
£90.00
![Funktionale Untersuchungen Zur Deutschen Nominal- Und Verbalmorphologie: [Symposium Am 21. U. 22.5. 1992, in Berlin]](//bookcurl.com/cdn/shop/files/9783484303195.jpg?v=1750785354&width=645)
£90.00
de Gruyter Tendenzen europäischer Linguistik
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£114.30
de Gruyter Sprachgeschichte des Neuhochdeutschen
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£114.30
de Gruyter Sprache im Kontext sozialer Lebenswelt
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£94.05
de Gruyter Sprachliche Variation und ihre Beschreibung
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£90.00
de Gruyter Sprachsoziologische Studien Zur Mehrsprachigkeit
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£126.90
de Gruyter Sprachtheorie und deutsche Grammatik
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£102.81
Books on Demand Last Train to Paris: a group novel
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£7.50
Books on Demand Forza! Italienische Verben und ihre Präpositionen
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£16.05
Sefa Verlag Sov godt, lille ulv -
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£7.80
Sefa Verlag Dors bien, petit loup - Tidurlah yang Nyenyak,
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£6.71
Sefa Verlag Schlaf gut, kleiner Wolf -
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£7.80
Sefa Verlag Спи
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£7.80
Books on Demand Berufswortschatz von A bis Z für Deutsch als
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£14.91
Henricus Hyperion oder der Eremit in Griechenland
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£15.10
Akropolis, Nakladatelstvi New Czech Step-by-Step 2. Workbook 2 - lessons
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£24.65
Uso de Corpus en Clase de ELE
Book SynopsisMost courses do not include the use of a corpus,but, paradoxically, many students use them to improve and correct their written texts because accessing one is as easy as doing a Google search. But what can teachers use them for? For years, in class we have taught what we thought most common based on introspection, but the truth is that sometimes the forms we think of as the most prototypical are not the most common in the language. Imagine I want to express an opinion. One of the first options that springs to mind is "It is my opinion that ..."; and yet a much more common way of doing it is to start a sentence with "Well ... I think ...". The only way to know which structures are most used (and therefore the ones we will want to teach in class) is to have samples of real speech. And that is what the corpus contains: samples that help us teach the real language and not a language created in an office in which the grammar is perfect and sentences are never interrupted.
£40.61
Difusion Défi 1 Anglophone Cahier dexercices MP3
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£20.71
Sociedad General Espanola de Libreria Vitamina Basico Libro del alumno. With audio
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£43.65
Vida Publishers Gramática Castellana
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£10.44
Editorial Enclave-Ele Misterio en Santiago de Chile CD audio
£13.53
Alpha Edition Japanese grammar self-taught. (In Roman
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£11.52
Alpha Edition Syntax of the Greek language, especially of the
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£19.17
University of Helsinki Assyrian-English-Assyrian Dictionary: Cuneiform
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£60.31
Joint Publishing (Hong Kong) Co Ltd Chinese Made Easy vol.3 - Reading exercises
£999.99
Qblosh Learn Chinese Visually 10: How to Guess the
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£18.63
![Funktionale Untersuchungen Zur Deutschen Nominal- Und Verbalmorphologie: [Symposium Am 21. U. 22.5. 1992, in Berlin]](http://bookcurl.com/cdn/shop/files/9783484303195.jpg?v=1750785354&width=645)
