Language teaching theory and methods Books

Book SynopsisClearly and attractively presented, this reissue of the second edition of the Collins COBUILD Elementary English Grammar offers pre-intermediate learners of English a firm foundation in the principles of English Grammar.The second edition of the Collins COBUILD Elementary English Grammar has been written for pre- intermediate to intermediate learners of English in order to provide them with a sound understanding of the basics of English Grammar. The reference material is attractively presented on the left-hand pages, with useful and challenging exercises on the right-hand pages, serving as reinforcement. Examples from the Bank of English have been used to illustrate the patterns shown, common phrases have been identified and highlighted, and additional help is offered for spelling and pronunciation. Hundreds of specially-drawn cartoons vividly illustrate the grammatical points being made.Logically organized and attractively presented, the Collins COBUILD Elementary Enlglish Grammar off

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Book SynopsisMona Baker is one of the leading figures in the development of translation studies as an academic discipline. This book brings together fifteen of her most influential articles, carefully selected and grouped under three main topics that represent her most enduring contributions to the field: corpus-based translation studies, translation as renarration and translators in society. These applications and approaches have been widely adopted by translation scholars around the globe.The first section showcases Baker's pioneering work in introducing corpus linguistics methodologies to the field of translation studies, which established one of the fastest growing subfields in the discipline. The second section focuses on her application of narrative theory and the notion of framing to the study of translation and interpreting, and her contribution to demonstrating the various ways in which translators and interpreters intervene in the negotiation of social and political reality. TheTrade ReviewThis collection of Mona Baker’s scholarly contributions illustrates the eclectic range of her thinking and the sheer excitement of her academic trajectory - corpus studies to socio-narrative theory, to activist translation. With this exciting collection, disciplines beyond translation will be challenged to see how translational approaches widen and subvert the questions they traditionally ask. Hilary Footitt, University of Reading, UK.A genealogy of ideas as well as a cartography of possibilities, Researching Translation chronicles the 'future echoes', to borrow Steiner's phrase, not only of corpus linguistics' practicality for our field but narrative's role as a fruitful interdisciplinary approach and as a force for change and community-building in the world, including in activism, prefigurative practice, social movements, and situations of conflict. At their core the thematics here have in common the specificities of language phenomena with which the translator and interpreter must contend as 'intervenient beings', as Carol Maier called them. This is a vital book for finding historical clarity, research orientation, and personal inspiration.Kelly Washbourne, Kent State University, USATable of ContentsList of figuresList of tablesPreface by Theo HermansPreface Part I: Corpus-based translation studiesIntroduction by Frederico Zanettin(1) 1993. ‘Corpus Linguistics and Translation Studies: Implications and Applications’, in Mona Baker, Gill Francis and Elena Tognini-Bonelli (eds) Text and Technology: In Honour of John Sinclair, Amsterdam & Philadelphia: John Benjamins, 233-250. (2) 1995. ‘Corpora in Translation Studies: An Overview and Some Suggestions for Future Research’, Target 7(2): 223-243.(3) 1996. ‘Corpus-based Translation Studies: The Challenges that Lie Ahead’, in Harold Somers (ed) Terminology, LSP and Translation: Studies in Language Engineering in Honour of Juan C. Sager, Amsterdam & Philadelphia: John Benjamins, 175-186. (4) 2000. ‘Towards a Methodology for Investigating the Style of a Literary Translator’, Target 12(2): 241-266. (5) 2004. ‘A Corpus-based View of Similarity and Difference in Translation’, International Journal of Corpus Linguistics 9(2): 167-193.Part II: Translation as RenarrationIntroduction by Neil Sadler(6) 2007. ‘Reframing Conflict in Translation’, Social Semiotics 17(2): 151-169. (7) 2008. ‘Ethics of Renarration: Mona Baker is interviewed by Andrew Chesterman’, Cultus 1(1): 10-33. (8) 2010. ‘Narratives of Terrorism and Security: "Accurate" Translations, Suspicious Frames’, Critical Studies on Terrorism 3(3): 347-364. (9) 2014. ‘Translation as Re-narration’, in Juliane House (ed.) Translation: A Multidisciplinary Approach, Basingstoke: Palgrave Macmillan, 158-177. (10) 2018. ‘Narrative Analysis and Translation’, in Kirsten Malmkjæer (ed.) The Routledge Handbook of Translation and Linguistics, London & New York: Routledge, 179-193.Part III: Translators in SocietyIntroduction by Moira Inghilleri(11) 2010. ‘Interpreters and Translators in the War Zone: Narrated and Narrators’, in Moira Inghilleri and Sue-Ann Harding (eds) Translation and Violent Conflict, Special Issue of The Translator 16(2): 197-222. (12) 2010. ‘Translation and Activism: emerging patterns of narrative community’, in Maria Tymoczko (ed.) Translation, Resistance, Activism, Amherst & Boston: University of Massachusetts Press, 23-41.(13) 2013. ‘Translation as an Alternative Space for Political Action’, Social Movement Studies 12(1): 23-47. (14) 2016. ‘The Prefigurative Politics of Translation in Place-Based Movements of Protest: Subtitling in the Egyptian Revolution’, The Translator 22(1): 1-21. (15) 2016. ‘Beyond the Spectacle: Translation and Solidarity in Contemporary Protest Movements’, in Mona Baker (ed.) Translating Dissent: Voices from and with the Egyptian Revolution, London & New York: Routledge, 1-18. Subject indexName index

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Book SynopsisPictures for Language Learning is a richly illustrated and valuable guide to the role of pictures and other visual materials in language teaching.

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Book SynopsisEmpirical translation studies is a rapidly evolving research area. This volume, written by world-leading researchers, demonstrates the integration of two new research paradigms: socially-oriented and data driven approaches to empirical translation studies. These two models expand current translation studies and stimulate reader debates around how development of quantitative research methods and integration with advances in translation technologies would significantly increase the research capacities of translation studies. Highly engaging, the volume pioneers the development of socially-oriented innovative research methods to enhance the current research capacities of theoretical (descriptive) translation studies in order to tackle real-life research issues, such as environmental protection and multicultural health promotion. Illustrative case studies are used, bringing insight into advanced research methodologies of designing, developing and analysing large scale digital databases forTrade Review'The book provides a wide range of empirical research on translation, covering the most important areas where research in the area of empirical translation studies takes place.' Mario Bisiada, LINGUIST ListTable of ContentsPreface Meng Ji and Michael Oakes; 1. Advances in empirical translation studies Meng Ji; 2. Development of empirical multilingual analytical instruments Meng Ji; 3. Statistics for corpus-based and corpus-driven approaches to ETS Michael Oakes; 4. The evolving treatment of semantics in machine translation Mark Seligman; 5. Translating and disseminating World Health Organization drinking-water quality guidelines in Japan Meng Ji, Glenn Hook and Fukumoto Fumiyo; 6. Developing multilingual automatic semantic annotation systems Laura Löfberg and Paul Rayson; 7. Leveraging large Corpora for translation using the sketch engine Sara Moze and Simon Krek; 8. Developing computerised health translation readability evaluation tools Meng Ji and Zhaoming Gao; 9. Reordering techniques in Japanese and English machine translation Masaaki Nagata; 10. Audiovisual translation in mercurial mediascapes Jorge Diaz-Cintas; 11. Exploiting data-driven hybrid approaches to translation in the EXPERT project Constantin Orasa, Carla Escartin, Lianet Sepulveda Torres and Eduard Barbu; 12. Advances in speech-to-speech translation technologies Mark Seligman and Alex Waibel; 13. Challenges and opportunities of empirical translation studies Meng Ji and Michael Oakes.

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Book SynopsisA comprehensive introduction to how people learn second languages (L2s), this textbook approaches the topic through five problems the L2 learner has to solve: ''breaking into'' the L2; associating forms with meanings; learning sentence structure; learning phrasal and sentential meaning; and learning the use of the L2 in context. These problems are linked throughout to the L2 acquisition of lexis, morphology, syntax, semantics, phonetics/phonology and language-use in a reader-friendly way, using key studiesto build a comprehensive picture of how L2s are learned. ''In a nutshell'' summaries of chapter sections provide helpful signposts to the developing argument, whilst end-of-chapter activities encourage the reader to reflect on the ideas presented, analyse data and think creatively about the problems encountered. The roles of innate knowledge, input, and the age at which learning starts are also considered. This essential textbook will enable students to think objectively about languagTrade Review'This book provides a very clear and accessible introduction to second language acquisition viewed from a linguistic perspective. Readers will come away with an excellent grasp of the central issues that have dominated the field, including the task facing learners and the linguistic properties that must be acquired. The effects of age, input, and the mother tongue are carefully assessed, as well as theories and debates about the nature of second language acquisition. Highly recommended as an introductory textbook for non-specialists and would-be specialists alike.' Lydia White, McGill University, MontrealTable of ContentsList of figures; List of tables; Preface; Acknowledgements; 1. Second language learning: the nature of the task; 2. How words and their parts are learned; 3. Exploring the L2 learning of English verb forms; 4. How sentence structure is learned; 5. Second language learning and universal grammar; 6. How phrasal and sentential meaning are learned; 7. How sound systems are learned; 8. Real-time and contextual use of language by second language speakers; 9. The role of input in second language learning; 10. The effect of starting age on learning second languages; 11. Pulling the threads together – a theory of how second languages are learned?; Glossary; References; Index.

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Book SynopsisInstant English lessons learn in a flash! TEFL Lesson Plans For Dummies is a ready-made course manual for TEFL teachers. With fully fleshed-out lessons, activities, tools, games, and resources, this book contains what is essentially an instant TEFL course.Table of ContentsIntroduction 1 Part I: Methodology in the Madness 7 Chapter 1: Grasping The Basics Of TEFL Teaching 9 Chapter 2: Adapting Recent Approaches and Methodologies to Your Work 19 Chapter 3: Getting Down to Planning 45 Part II: Beginner and Elementary Classes 63 Chapter 4: Getting to Know Each Other on the First Day 65 Chapter 5: Back to Basics: Using Your Own Realia 77 Chapter 6: Getting Flash with Flashcards 87 Chapter 7: Making Use of Mobile Phones 95 Chapter 8: Covering Clothes and Fashion 105 Chapter 9: Acting It Out: Using Role-Plays 113 Part III: Pre-Intermediate and Intermediate Classes 121 Chapter 10: Cultivating Classroom Language from Day One 123 Chapter 11: Back to Basics: Developing Discussions 133 Chapter 12: Thinking Outside the Book 143 Chapter 13: Watching TV Online 151 Chapter 14: Culture: Extracting Language from Art 161 Chapter 15: Communicating through Story-telling 171 Part IV: Upper Intermediate and Advanced Classes 181 Chapter 16: First Day: Improving Intonation 183 Chapter 17: Back to Basics: Teaching Varieties of English 193 Chapter 18: Traditional Resources: Delving Into Dictionaries 203 Chapter 19: Technology: Interactive Websites 213 Chapter 20: Read All About It! Focusing on the News 223 Chapter 21: Dissecting Dictogloss 233 Part V: Mixed Classes 241 Chapter 22: Chatting to Children 243 Chapter 23: Training Teens 253 Chapter 24: Making Use of Readers 263 Chapter 25: Developing Presentation Skills 273 Chapter 26: Focusing on Manners and Etiquette 283 Chapter 27: Team Work: Going on Field Trips 293 Part VI: The Part of Tens 303 Chapter 28: Ten Ways to Improve Your Teaching Skills 305 Chapter 29: Ten Ways to Make Your Students Happy 311 Index 317

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Book SynopsisTeaching English to Second Language Learners in Academic Contexts: Reading, Writing, Listening, and Speaking provides the fundamental knowledge that ESL and EFL teachers need to teach the four language skills. This foundational text, written by internationally renowned experts in the field, explains why skills-based teaching is at the heart of effective instruction in English for academic purposes (EAP) contexts. Each of the four main sections of the book helps readers understand how each skillreading, writing, listening, and speakingworks and explains what research has to say about successful skill performance. Pedagogically focused chapters apply this information to principles for EAP curriculum design and to instructional activities and tasks adaptable in a wide range of language-learning contexts. Options for assessment and the role of digital technologies are considered for each skill, and essential information on integrated-skill instruction is provided. Moving from tTrade Review"This volume uniquely brings together practical applications of theory and research on teaching the four language skills. It is written by experts in the field who understand what teachers need for their practice."--Denise Murray, Macquarie University, Australia"This book offers a critical perspective of the teaching and assessment of the four language skills. It is research-informed and inspiring as it focuses on a variety of topics and tasks to offer an understanding of how reading, writing, listening and speaking can be taught and learned effectively. It is a useful resource, with an accessible treatment of theoretical contents and a well-balance combination of theory, practical illustration and pedagogical insights into the teaching/learning of the four language skills."--Carmen Perez-Llantada, University of Zaragoza, Spain"“…[T]this volume is written in a clear and readable-friendly style, providing an accessible resource for pre-service and in-service teachers keen on the teaching of the four language skils within EAP….[T]his book captures a wide range of topics and synthesizes them from various sources, focusing on the dimensions of pedagogical principles, instructional activities and assessment options for L2 teaching….In view of this, we strongly recommend it as an inspirational resource book for EAP and L2 teachers, curriculum designers as well as graduate students who have research and professional interests in the field of ESL teaching in academic contexts.”--Journal of English for Academic Purposes 37 (2019) pp. 170 -172"Overall, this book offers a professional understanding of language skills teaching and development in the EAP context. The sections will not only inform the experience-based actions undertaken by English teachers, but enlighten the theoretical considerations involving the linkage among the teacher’s profession, instructional methods, academic contexts, and students’ individual characteristics."--Xing Wei, Tsinghua University, Beijing, China, Tesol Quarterly"[This text] aims for instant impact, and it is easy to dip in and out of to find guidance and tips on the run. It is invaluable in invigorating anyone trapped on the Ixion’s wheel of teaching IELTS, with clear pointers on how to bring those formulaic examination materials to engaging pedagogical life….This work moves beyond being a primer on how to teach to offering insightful practical/praxical strategic insights into how English is learned in academic contexts"--TESOL ANZ Journal 2019Table of ContentsChapter 1: Teaching Language Skills in EAP Contexts Section 1: Introduction to Reading Chapter 2: How Reading Comprehension Works Chapter 3: Building an Effective Reading Curriculum: Guiding Principles Chapter 4: Reading: Instructional Activities and Assessment Options Section 2: Introduction to Writing Chapter 5: Writing in a Second Language Chapter 6: Building a Writing Curriculum and Developing Strategic Writers Chapter 7: Writing: Instructional Activities, Feedback, and Assessment Options Section 3: Introduction to Listening Chapter 8: How Listening Comprehension Works Chapter 9: Building a Listening Curriculum Chapter 10: Listening: Instructional activities and assessment options Section 4: Introduction to Speaking Chapter 11: Speaking in a Second Language Chapter 12: Building an Effective Speaking Curriculum: Guiding Principles Chapter 13: Speaking: Instructional Activities and Assessment Options Chapter 14: Language Skill Development and EAP: A Reflection on Seven Key Themes

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Book SynopsisThis volume contributes to the growing body of research on developmental dyslexia, focusing on the behavioural manifestations of the disorder at different levels of the language system. It presents data from experimental and applied research and their applications in language teaching, rehabilitation of reading dysfunctions and teacher training.

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Book SynopsisTeaching Grammar: From Rules to Reasons is a book which outlines an alternative approach to teaching grammar in the language classroom. It explores what speakers and writers of English do with grammar, and how language students can be guided to discover what they mean.This book comprises of lesson materials, systematic lesson procedures, discovery techniques and explores replication activities that can be incorporated into a syllabus and used as demonstration lessons. Teaching Grammar: From Rules to Reasons aims to help teachers to develop their knowledge of grammar, provide a source of grammar lessons and instigate new ways of planning and organising lessons.Table of ContentsSection 11. Why focus on grammar in the language classroom?2. The use of grammar rules3. From rules to reasonsSection 21. Teaching resources2. Creating your own resourcesSection 31. Section 32. Teacher's notes3. Bibliography

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Book SynopsisThis engaging vocabulary workbook for 6th, 7th, and 8th graders makes learning vocabulary skills fun!Colorful, dynamic, and filled with engaging puzzle-format worksheets, McGraw Hill Vocabulary Grades 6-8, Third Edition provides a fun learning experience for your child to learn and practice the skills they need to do well in school and on standardized tests, or as an integral part of their homeschooling curriculum.With more than 500 essential vocabulary words and 50 lessons, McGraw Hill Vocabulary Grades 6-8 features tools to help master different types of words (including easily confused words), guidance on learning prefixes, suffixes, and compound words, and easy ways for students to look up and check their progress. As they work through the book, students will sharpen both their vocabulary and many of the word skills theyâll need to do well on current tests and later grades.Features include:NEW! 5 additional lessons cover

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Book SynopsisScott Thornbury is from New Zealand originally but he started his teaching career in the UK in 1975. Since then he has lived and worked in both Egypt and Spain, teaching, training teachers, and writing materials. In 1991 Scott did an MA in TEFL at the University of Reading. He has written a number of books about language teaching (including How to Teach Grammar and How to Teach Vocabulary), as well as lots of articles for journals and magazines (such as Modern English Teacher and English Teaching Professional). Scott has also given conference presentations at conferences in six different continents. At present Scott lives in Barcelona.

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Book SynopsisGet the expert instruction and practice needed to take your English skills to the next level! Practice Makes Perfect: Intermediate English Grammar for ESL Learners helps you take your English grammar skills to a higher level and gives you the confidence to speak and write in your new language. This accessible workbook leads you through English grammar using concise, easy-to-understand language designed to keep you focused on achieving your goal of total fluency. Youâll learn how to master such tricky topics as verbs, modal, auxiliaries, the passive voice, participial adjectives, subject-verb agreement, and more. The book includes tons of practice and review exercises. Plus, the interactive quizzes available on the app make it easy for you to study on-the-go.  Practice Makes Perfect: Intermediate English Grammar for ESL Learners, 3rd Edition features: âTable of ContentsPreface 1 The sentenceNoun phrasesVerb phrasesModifiers 2 The verb phrase 3 The verbLinking verbsIrregular verbsTenses 4 The progressive tensesThe present progressiveThe past progressiveThe future progressive 5. The perfect tensesThe present perfectThe past perfectThe future perfect 6 Modal auxiliariesShades of meaningSpecial auxiliaries 7 The progressive forms of modal auxiliaries 8 The auxiliary doUsing do in questionsUsing do in negative sentences 9 The passive voiceUsing the passive 10 The passive form of modal auxiliariesThe future tenseThe past tense 11 The stative passiveAdjectives and participlesThe progressive form vs. the stative passivePrepositions 12 Past participles with get 13 Participal adjectivesPresent participlesPast participles 14 Subject-verb agreementThird-person singular and pluralThe verb beExpressions of quantityCollective nounsAuxiliary verbsComplex sentences 15 Agreement with nounsPersonal pronouns and collective nounsIndefinite pronounsComplex nouns 16 Using otherAdjectives Pronouns 17 GerundsDistinguishing gerunds from present participlesThe possessive 18 ConjunctionsCoordinating conjunctionsConjunctions and their meaningCorrelative conjunctionsSubordinating conjunctionsAdverbs that act as conjunctions 19 PrepositionsCompound prepositionsNoun and pronoun objectsMore than one prepositional phrase 20 Adjectives and adverbsAdjectivesAdverbs 21 Filler subjects and impersonal subjectsFiller subjectsImpersonal subjects 22 ClausesIndependent clausesDependent clausesRelative clauses 23 PunctuationThe periodThe commaThe semicolonThe colonThe question markThe exclamation pointThe apostropheQuotation marksThe hyphen and the dashParentheses and brackets 24 Capitalization, numbers, and italicsCapitalizationNumbersItalics Appendix: Review exercisesAnswer key McGraw-Hill Language Lab app:240 Progress Checks and Review Quizzes (unique to app)

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Book SynopsisGive your child the support they need in EnglishThese new practice test materials for Cambridge English: Movers (also known as Young Learners English: Movers) support young learners and include comprehensive guidance for both teachers and parents. By working through the practice tests, children will feel ready for what they need to do on the day of the test, and will also have fun whilst they are learning.The book includes: 3 full practice tests with a colourful and clear design to motivate and encourage young learners, and prepare them for what they will see in the real test Audio is available online with recordings by young native English speakersThe Teacher's Guide and a Parent's Guide are available online, and are full of information and support for anyone preparing their child for their first Cambridge English test.For Teachers and Parents (available online) A full guide to each part of the test Ideas for exam preparation activities Model answer recordings for the Speaking paper recorded by young native English speakers so that learners hear examples of correct English again and again Cambridge English vocabulary list with the key words learners need to know Audio scripts for the Listening and Speaking sections Answer keyTrade Review.

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Book SynopsisThis fully updated second edition provides a comprehensive and readable introduction to teaching young learners. It gives an accessible overview of the issues, including child development, L1 and L2 learning, L2 skills, vocabulary and grammar, learning to learn, materials design, and policy issues. Integrating theory and practice in an accessible way, it draws on up-to-date research and classroom practice that is internationally relevant.Trade Review"This is an excellent book on teaching English to children at primary school. The updated chapters cover a wide range of critical areas - both theoretical and practical - in a highly comprehensible and accessible manner. This book is a must-read and I highly recommend it to all who are passionate about teaching English to children." * Gail Ellis, Adviser Young Learners and Quality, British Council *"This book provides a well-balanced mix of theory and practice about the key aspects of language teaching allowing teachers to make principled decisions in their language classrooms. A book that every teacher of young language learners should have to hand." * Sarah Phillips, Young Learners teacher trainer and author *

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Book SynopsisHow Vocabulary Is Learned presents the major issues that relate to the teaching and learning of vocabulary. Written by leading voices in the field of second language acquisition, the book evaluates a wide range of practical activities designed to help boost students'' vocabulary learning.Trade Review"Teachers will find answers to many of their perennial questions about vocabulary learning-as well as some they had not yet thought to ask! There is research evidence to support established practices, but also new evidence that challenges old ideas." * Patsy Lightbown (co-author of How Languages are Learned, with Nina Spada) *"a tremendous resource... the authors have worked at the cutting edge of research into teaching and learning vocabulary. This factor is apparent throughout the book. They revisit questions previously asked but which till now were never properly answered. Perhaps most importantly, they pose and address new ones for us all to consider." * EL Gazette *"...a comprehensive theoretical understanding of vocabulary learning and teaching, and a rich resource for pre-service and in-service teachers to conduct informed and efficient vocabulary teaching programmes... [It is] particularly welcome for its effectiveness in linking state-of-the-art research findings and tools with classroom pedagogy in an accessible, cogent, and compendious reading. I am certain many teacher trainers will follow in placing it at the top of their recommended reading list for its thought-provoking and intriguing activities, and attentively chosen suggestions for further reading." * System *"How Vocabulary is Learned provides a balanced, accessible and thoughtful account of this most important of topics... This is an indispensable book for any language teacher interested in the role vocabulary should play in their teaching and their learners' list of priorities." * EFL Magazine *"The book is a fascinating and illuminating read." * Humanising Language Teaching *"The particular interest and value of this book for teachers, teacher trainers and materials writers is in its clear presentation of research results and, closely linked to these, persuasive recommendations for classroom practice." * Modern English Teacher *

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Book SynopsisThis guide for teachers and teacher trainees provides a wealth of suggestions for helping learners at all levels of proficiency develop their listening and speaking skills and fluency, using a framework based on principles of teaching and learning. By following these suggestions, which are organised around four strandsmeaning-focused input, meaning-focused output, language-focused learning, and fluency developmentteachers will be able to design and present a balanced programme for their students. Updated with cutting-edge research and theory, the second edition of Teaching ESL/EFL Listening and Speaking retains its hands-on focus and engaging format, and features new activities and information on emerging topics, including: Two new chapters on Extensive Listening and Teaching Using a Course Book Expanded coverage of key topics, including assessment, pronunciation, and using the internet to develop listening and speaking skills Table of Contents 1. Parts and Goals of a Listening and Speaking Course 2. Beginning to Listen and Speak in Another Language 3. Listening 4. Extensive Listening 5. Language-focused Learning through Dictation and Related Activities 6. Pronunciation 7. Learning through Task-based Interaction 8. Learning through Pushed Output 9. Teaching Using a Course Book 10. Language-focused Learning: Deliberate Teaching 11. Developing Fluency 12. Assessing Progress

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Book SynopsisGunther Kress argues for a radical reappraisal of the phenomenon of literacy, and hence for a profound shift in educational practice. Through close attention to the variety of objects which children constantly produce (drawings, cuttings-out, 'writings' and collages), Kress suggests a set of principles which reveal the underlying coherence of children's actions; actions which allow us to connect them with attempts to make meaning before they acquire language and writing.This book provides fundamental challenges to commonly held assumptions about both language and literacy, thought and action. It places these challenges within the context of speculation about the abilities and dispositions essential for children as young adults, and calls for the radical decentring of language in educational theory and practice.Trade Review'A call for a fundamental change in education. Provocatively, he defines school as a place where teachers insist the world can only be known through the abstractions of written language. His book shows the fascinating ways in which children express and exchange meaning on their progress to literacy.' - New Scientist'Before Writing has radical implications both for linguistic theory and for educational practice. It calls into question the accepted focus on written language as a privileged system of representation.' - Journal of SociolinguisticsTable of ContentsList of colour plates, List of figures, Preface, 1 Literacy, identity and futures, 2 ‘My Gawd, I made it like Australia’:making meaning in many media, 3 Making sense of the world:‘The seagulls are reading the newspaper’, 4 Drawing letters and writing dinosaurs:children’s early engagement with print, 5 ‘You made it like a crocodile’:a theory of children’s meaning-making, 7 Teaching literacy, learning literacy, 8 Futures, Sources and contexts, Bibliography, Index

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Book SynopsisPaul Ricoeur turns to a topic at the heart of much of his work: What is translation and why is it so important? Drawing on interesting examples he reflects not only on the challenges of translating one language into another but how one community speaks to another.Trade Review'One of the most distinguished and prolific philosophers of his generation' - The Daily Telegraph'Accessible and peppered with beautiful phrases, Ricoeur's is the kind of philosophical writing that provides an encounter with a feeling of transcendence and the sublime sometimes at odds with the philosophy it advocates' - M/C Reviews'As should be evident from the foregoing, this slim volume packs an enormous quantity of important reflection on the process of translation and its two fundamnetal approaches: the translation of words and phrases or the interpretation of meaningful wholes' - Corrado Federici, Figures of Translation'One of the most distinguished and prolific philosophers of his generation.' - The Daily TelegraphTable of ContentsIntroduction: Ricoeur’s philosophy of translation, 1. Translation as challenge and source of happiness, 2. The paradigm of translation, 3. A ‘passage’: translating the untranslatable, Notes, Index

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Book SynopsisAssessing Reading offers a comprehensive treatment of the assessment of reading in a foreign or second language.Table of Contents1. The Nature of Reading; 2. Variables that affect the nature of reading; 3. Research into the assessment of reading; 4. The reader: defining the construct of reading ability; 5. A framework for test design; 6.Tests in the real world: test purposes; 7. Techniques for testing reading; 8. The development of reading ability; The way forward. Assessing the interaction between reader and text: processes and strategies.

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Book SynopsisAnalyses how different English language teacher identities and power relationships are oriented to and made relevant in social interaction.Table of ContentsIntroduction; Part A: Survey; 1. Different Approaches to the Study of Teacher Learning and Identity; 2. Talk and Identity in Teacher Education and Development; Part B: Analysis; 3. Social Interaction, Knowledge and Identity in Pre-service ELT Teacher Education; 4. Social Interaction and the Global ELT Coursebook; 5. Social Interaction and Reflection in an In-service Context; Part C: Applications; 6. Managing Interaction in Teacher Education Contexts; 7. The Wider Context: Implications for the Global ELT Industry; Conclusion.

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Book SynopsisThe CELTA Course Second edition is the only official CELTA coursebook and provides full coverage of the qualification syllabus.

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Book SynopsisThis Element offers readers an overview of the theory, research, and practice of teaching academic writing to second language/multilingual (L2) students. The Element begins with a discussion of contextual features and some of the most common settings in which L2AW is taught. The Element then defines and shares examples of several concepts, pedagogical approaches, and teaching practices that are particularly relevant to L2AW instruction. Reflective questions guide readers to consider how these aspects of L2AW might be carried out within their own educational settings. Finally, the Element considers the rapid changes in technology and their influences on texts and academic writing.

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Book SynopsisThis is a complete basic course in English phonetics and phonology. Since its first publication, this course has established itself as the most practical, comprehensive text in the field and become widely used in universities and other HE institutions. This fourth edition takes into account recent developments in the teaching of phonology. It includes updated references, fuller coverage of intonation, and a new chapter on different varieties of English. Each chapter includes notes on further reading, discussion of the more challenging issues, written exercises and, where appropriate, suggestions for teachers. Accompanying audio and a full answer key are also provided. Audio files, additional exercises and other supporting material are available online.

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Book SynopsisThis unique collection of essays, edited by and for students of linguistics, offers insights into the personal and professional journeys of some of the key thinkers in language studies.With contributions by fifteen established scholars, including Noam Chomsky, William Labov, Diane Larsen-Freeman, and Ofelia García, the volume provides first-hand insights into the becoming' of a linguist, and the many joys and challenges which come with it. The contributors pair honest and practical academic advice with personal experiences to assist novice and aspiring linguists to find their footing in the rapidly changing landscape of language studies, and guide them through linguistics past, present, and future. Autobiographical and reflexive, each chapter also includes recommendations for key readings and resources used or produced by the contributors.As a volume focused on the people behind the ideas, Becoming a Linguist will be of interest to students and scholars of langu

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Book SynopsisThe go-to guide for learning and reinforcing American English vocabulary for beginning ESL learnersânow enhanced with audio recordings through the McGraw Hill Language Lab app Now enhanced with audio recordings of exercise answers through the McGraw Hill Language Lab app, this bestselling guide to learning ESL is more helpful than ever.  Based on tried-and-true method, Practice Makes Perfect: English Vocabulary for Beginning ESL Learners helps you develop your vocabulary and comprehension skills with practice in word building, analyzing new words, and using them in conversation.Chapters are built around themes, such as nouns to name people and verbs for household activities, to help build a comprehensive foundation. More than 200 practice exercises from old and new vocabulary help you practice as you learn. Subjects included in this guide include names for people, places, and things; adjectives that describe people; verbs for househo

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Book SynopsisThe impact of ICT on the teaching of classical languages, literature and culture has not until now been extensively described and evaluated. Nevertheless, educational technology has made a huge difference to the ways in which Classics is taught at junior, senior and college level. The book brings together twenty major approaches to the use of technology in the classroom and presents them for a wide, international audience. It thus forms a record of current and developing practice, promotes further discussion and use among practitioners (teachers, learners and trainers) and offers suggestions for changes in pedagogical practices in the teaching of Classics for the better. The many examples of practice from both UK and US perspectives are applicable to countries throughout the world where Classics is being taught. The more traditional curricula of high-school education in the UK and Europe are drawing more and more on edutech, whereas educational jurisdictions in the US are increasingTrade ReviewThis must surely now become the seminal text now for all those engaged in the teaching of classics, whether the languages or civilisation. It is also extremely relevant to those who are interested in the development and application of technology in schools and colleges, regardless of subject specialism. * Classics for All *[This book] allows us, in many ways, to better understand the need to adapt the teaching of Classics to the digital and collective age, and provides teachers with valuable advice. educational, theoretical and practical, to arouse a renewed interest in ancient worlds among students. * Anabases (trans. by Bloomsbury Academic) *The main contribution of the volume is its rootedness in practice; instead of manifestos, theory, and prophetic mantras, individual chapters represent reports from the trenches, as it were: real-life experiments with a range of technologies with real students in physical and virtual classrooms … This is an inspiring and useful book and even the most obstinate Hotmail user will find it invigorating. * Greece & Rome *What shines through every chapter of this volume, and the text as a whole, is the persistent relevance of principles underpinning digital Classics pedagogies ... and are more potent now for having been put to the ultimate test. * The Classical Review *Table of ContentsContents List of Figures Editors and Contributors Foreword Kenneth Kitchell, independent scholar, USA Acknowledgements Introduction Bartolo Natoli, Randolph-Macon College, USA and Steven Hunt, University of Cambridge, UK Part I Blended and Distance Models 1 Flipping Romans: experiments in using technology for teaching in higher education Kate Gilliver, Cardiff University, UK 2 Auream quisquis mediocritatem diligit: The Joyful Learning Community Model for Learning Latin Online Justin Schwamm, independent scholar, USA 3 Distance Learning Latin Verity Walden, independent scholar, UK 4 Making IT Count: Measuring Student Engagement with Online Latin Resources at the Open University Mair Lloyd, independent scholar, UK and James Robson, Open University, UK 5 VLW, Latin Literature, and Student Voice Elizabeth Lewis, independent scholar, UK 6 Going Digital: The Principles behind CyberCaesar Alan Chadwick, independent scholar, UK 7 Una Vita: Exploring the Relationship between Play, Learning Science, and Cultural Competency Stephen Slota, University of Connecticut, USA and Kevin Ballestrini, independent scholar, USA Part II Classics without Language: Literature, Culture, and Outreach Models 8 Using Virtual Learning Environments for Classics Outreach Emma Searle, independent scholar, UK 9 From Research on Roman History into Cartoons and Outreach to UK Schools Ray Laurence, Macquarie University, Australia 10 Vase Animations and Primary-Aged Learners Sonya Nevin, independent scholar, UK 11 Sketchup and digital modelling for Classics Matthew Nicholls, University of Reading, UK 12 iPad Technology and the Classics Classroom Caron Downes, independent scholar, UK 13 Just-in-time learning: Using handheld voting devices in the undergraduate lecture room Helen Lovatt, University of Nottingham, UK 14 Teaching the Geography of the Ancient World Scott Arcenas, Dartmouth College, USA Part III Using Technology in the Ancient Language Classroom 15 Bridging the Gap between Students and Antiquity: Language Acquisition Videos with Minecraft and CI/TPRS Jessie Craft, independent scholar, USA 16 On Stage and Screen: ‘Big Book’ Latin and Dialogic Teaching Steven Hunt, University of Cambridge, UK 17 Using Annotations in Google Docs to Foster Authentic Classics Learning Roger Travis, University of Connecticut, USA 18 Project-Based Learning, Technology, and the Advanced Language Classroom Bartolo Natoli, Randolph-Macon College, USA 19 In the Classroom with Multi-Modal Teaching Lisa Hay, independent scholar, UK Appendix I Glossary of terms Appendix II Comparison of UK and US Educational Systems Index

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