Language teaching theory and methods Books
Taylor & Francis Ltd Testing Second Language Speaking Applied Linguistics and Language Study
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£49.99
Taylor & Francis Observation in the Language Classroom Applied Linguistics and Language Study
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£45.99
Taylor & Francis Ltd Vocabulary and Language Teaching Applied Linguistics and Language Study
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£54.99
Taylor & Francis Ltd Rethinking Linguistics 3 Routledge Advances in Communication and Linguistic Theory
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£128.25
Taylor & Francis Individual Differences in Second Language Learning Secondlanguage Acquisition Series
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£37.99
Taylor & Francis Second Language Acquisition and the Critical Period Hypothesis
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£128.25
Taylor & Francis Multiple Perspectives on Interaction
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£128.25
Taylor & Francis What English Language Teachers Need to Know Volume I
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£128.25
Taylor & Francis The Routledge Handbook of Second Language Acquisition and Corpora
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£199.50
Taylor & Francis Symptom Symbol and the Other of Language
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£40.84
Taylor & Francis The Second R Writing Development in the Junior School Routledge Library Editions Literacy
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£31.99
Taylor & Francis Analysing Scientific Discourse from A Systemic Functional Linguistic Perspective A Framework for Exploring Knowledge Building in Biology Routledge Studies in Linguistics
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£128.25
Taylor & Francis EnglishMedium Instruction from an English as a Lingua Franca Perspective
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£142.50
Taylor & Francis Rethinking Language Text and Context
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£128.25
Taylor & Francis Ltd Teaching and Researching Writing
Book SynopsisThe new edition of Ken Hyland's text provides an authoritative guide to writing theory, research, and teaching. Emphasising the dynamic relationship between scholarship and pedagogy, it shows how research feeds into teaching practice. Teaching and Researching Writing introduces readers to key conceptual issues in the field today and reinforces their understanding with detailed cases, then offers tools for further investigating areas of interest. This is the essential resource for students of applied linguistics and language education to acquire and operationalise writing research theories, methods, findings, and practicesas well as for scholars and practitioners looking to learn more about writing and literacy.New to the fourth edition: Added or expanded coverage of important topics such as translingualism, digital literacies and technologies, multimodal and social media writing, action research, teacher reflection, curriculumTable of ContentsContents Series Editor Preface Preface Acknowledgements SECTION I Understanding Writing 1 An Overview of Writing 1.1 Text-Oriented Understandings 1.2 Writer-Oriented Understandings 1.3 Reader-Oriented Understandings 1.4 Conclusion Further Reading 2 Key Issues in Writing 2.1 Writing and Context 2.2 Literacy and Expertise 2.3 2.4 Academic and Disciplinary Writing Writing, Technology and Digital Literacy 2.5 2.6 Multimodal Writing Writing and Identity 2.7 English, Dominance and Writing 2.8 Conclusion Further Reading 3 Quandaries and Possibilities 3.1 Writing Instruction and Culture 3.2 3.3 Information Technology and Social Networks Writing Wikis and Blogs 3.4 Multimodal Writing Instruction 3.5 Writing Instruction and Plagiarism 3.6 3.7 Writing Instruction and Written Corrective Feedback Automated Writing Evaluation (AWE) 3.8 Conclusion Further Reading SECTION II Researching Writing 4 Research Practices and Issues 4.1 Reflective Practice 4.2 Practitioner Research 4.3 Research Design 4.4 Research Methods 4.5 4.6 4.7 Research Methodologies Research Topics Conclusion Further Reading 5 Research Cases: Observing and Reporting 5.1 Questionnaire Research on Teachers Writing Book Reviews 5.2 Experimental Research on Peer Response 5.3 Interview Research on Academic Blogs 5.4 Protocol Research on Primary Students’ Writing Strategies 5.5 Diary Blogs Research on Drafting a Research Paper 5.6 Keystroke Logging Research on Writing Strategies 5.7 Conclusion Further Reading 6 Research Cases: Texts and Contexts 6.1 Genre Analysis Research on Grant Proposal Abstracts 6.2 Corpus Research on Learner Uses of Lexical Bundles 6.3 Case-Study Research of a Chinese Doctor Writing for Publication 6.4 Ethnographic Research on Student Peer Review of Writing 6.5 Multimodal Research of Elementary Students’ Maths Writing 6.6 Synthesis Research on the Effectiveness of Peer Feedback 6.7 Conclusion Further Reading SECTION III Teaching Writing 7 Approaches to Teaching Writing 7.1 Text-Oriented Approaches to Teaching 7.2 Writer-Oriented Approaches to Teaching 7.3 Reader-Oriented Approaches to Teaching 7.4 Conclusion Further Reading 8 Teaching Writing: Materials and Practices 8.1 Research Writing: A Series of Advanced Writing Guides 8.2 Corpora in Writing Instruction 8.3 Leaner blogs 8.4 8.5 Writing Teaching and Academic Word Lists Scaffolding School Literacy: Writing Frames 8.6 Wikis in the writing class 8.7 Writing Portfolios: Pedagogy and Assessment Further Reading 9 Teaching Writing: Classes and Courses 9.1 Writ 101: A Modified Process Approach 9.2 Genre in Australian Schools 9.3 English for Clinical Pharmacy: A Specific EAP Course 9.4 Go for Gold—Writing for a Reason 9.5 Data Driven Learning for Research Postgraduates Further Reading SECTION IV Exploring Writing 10 Significant Areas and Key Texts 10.1 Literacy and writing 10.2 Rhetoric 10.3 Scientific and Technical Writing 10.4 Professional and Business Writing 10.5 Academic Writing 10.6 Journalism and Print Media 10.7 First-Language Writing 10.8 Second-Language Writing Instruction 10.9 Pragmatics and Writing 10.10 Translation Studies 10.11 Literary Studies 10.12 Writing using digital technologies 10.13 Writing and Multimodal Texts 10.14 Writing and Forensic Linguistics 10.15 10.16 Writing and young learners Creative Writing 11 Key Sources on Writing 11.1 Research Sources: For analysis and study of writing 11.2 Teaching sources: For practitioners and learners Glossary References Index
£35.99
Taylor & Francis Social and Regional Variation in World Englishes
Book SynopsisThis collection charts the evolution of grammatical variation in Englishes from Late Middle English to the present, using corpus linguistic tools to address divergence and convergence in local and global perspectives.The book considers both diachronic and synchronic perspectives in grammatical variation across varieties of English across the UK, North America, Europe, Africa, and Asia. The volume reflects on the questions of whether patterns of variation diverge or converge and to what extent catalysts for change are shared in time and space. Chapters look at different factors in grammatical variation at both the macro and micro level, investigating specific linguistic and grammatical features but also at wider phenomena in contact linguistics, social patterns, social networks, and media-based corpora. Chapters progress from the local to the global, all with an eye towards using the latest methodological approaches from corpus linguistics to shed light on the affordances of d
£37.99
Taylor & Francis Ltd Digital Literacies
Book SynopsisDramatic shifts in our communication landscape have made it crucial for language teaching to go beyond print literacy and encompass the digital literacies which are increasingly central to learners'' personal, social, educational and professional lives. By situating these digital literacies within a clear theoretical framework, this book provides educators and students alike with not just the background for a deeper understanding of these key 21st-century skills, but also the rationale for integrating these skills into classroom practice. This is the first methodology book to address not just why but also how to teach digital literacies in the English language classroom. This book provides: A theoretical framework through which to categorise and prioritise digital literacies Practical classroom activities to help learners and teachers develop digital literacies in tandem with key language skills A thorough analysis of the pedagogicTable of ContentsContents Preface xi Acknowledgements xiv I: From research to implications 1 Diverse literacies for a superdiverse era 2 The Framework of Digital Literacies 3.0 5 Box I.1 What hardware, software & connectivity do we need? 6 First focus: Communicating 11 Print literacy 12 Texting (& reconstructive) literacy 13 Box I.2 What happened to our digital natives? 14 Hypertext literacy 16 Multimodal literacy 16 Box I.3 Do social media belong in our classrooms? 18 Immersive (and gaming/XR) literacy 20 Spatial literacy 21 Mobile literacy 22 Box I.4 Does the digital divide still matter? 22 Code (& technological/AI) literacy 25 Second focus: Informing 27 Tagging (and hashtag) literacy 27 Search literacy 29 Box I.5 Can we trust Wikipedia? 30 Filtering literacy 31 Information (and data) literacy 32 Box I.6 How should we deal with fake news? 32 Third focus: Collaborating 36 Personal (and security) literacy 36 Box I.7 How can we protect our students (and ourselves) online? 37 Network literacy 39 Box I.8 Why do our students need personal learning networks? 39 Participatory literacy 41 Box I.9 How much should we worry about censorship and surveillance? 42 Intercultural literacy 45 Ethical literacy 47 Fourth focus: (Re)designing 48 Attentional literacy 49 Box I.10 Does multitasking work? 50 Critical (and critical mobile/material/philosophical/academic) literacy 51 Box I.11 What do digital technologies mean for people and the planet? 53 Remix literacy 55 Box I.12 How do we deal with copyright and plagiarism? 57 Looking ahead 58 Further reading 59 II: From implications to application 60 Box II.1 Will digital technologies improve our students’ learning? 60 Box II.2 What if we have to teach language classes fully online? 62 The TPACK framework for integrating technology use 64 Box II.3 Who’s afraid of teaching with edtech? 65 The SAMR model for improving technology use 67 The T3 framework for extending technology use 68 Design justice 70 The Digital Activities Grid 72 The Digital Tools Grid 84 The Digital Risks Grid 84 45 Activities 92 Activity 1. Technology past & present 93 Activity 2. Becoming digitally literate 97 Activity 3. Writing the news 100 Activity 4. Extreme weather 103 Activity 5. Cryptic messages 110 Activity 6. Sports linking 114 Activity 7. Building links 119 Activity 8. Food boards 121 Activity 9. Copycat 124 Activity 10. Envisioning the facts 128 Activity 11. Sales techniques 131 Activity 12. Showcasing hobbies 135 Activity 13. Selling English 138 Activity 14. Avatars 141 Activity 15. Peeling back history 145 Activity 16. Spaced out 149 Activity 17. A picture a day 152 Activity 18. Mobile rules 155 Activity 19. This is us 159 Activity 20. Living on the edge 163 Activity 21. My digital assistant 166 Activity 22. Travel clouds 170 Activity 23. Hashtag activism 173 Activity 24. Search race 176 Activity 25. Search me 182 Activity 26. News in my networks 187 Activity 27. Digital social circles 191 Activity 28. Tree octopus 195 Activity 29. Fun facts 200 Activity 30. Faking it 203 Activity 31. Tracking personal wellness 208 Activity 32. Footprints in the wires 213 Activity 33. Setting the scene 215 Activity 34. Going viral 219 Activity 35. A class PLN 223 Activity 36. Our city guide 226 Activity 37. Pictorial vocab bank 230 Activity 38. Questioning stereotypes 233 Activity 39. Sign me up 237 Activity 40. Turn off, tune out 242 Activity 41. Ever mindful 245 Activity 42. An ethical phone? 250 Activity 43. Our digital planet 253 Activity 44. Keep calm and carry on learning English 258 Activity 45. Said no student ever 262 Future learning 265 III: From application to implementation 266 Incorporating activities into the syllabus 266 The coursebook-driven approach 269 The topic-driven approach 271 The digital literacies-driven approach 271 Choosing activities for different levels and contexts 272 Students’ linguistic competence 273 Students’ technological competence 274 Teachers’ technological competence 275 Overall complexity 276 Contexts 276 Teaching in technology-limited environments 279 Assessing digital work 280 A digital assessment matrix 281 Assessing through e-portfolios 282 IV: From implementation to research 285 Conducting and sharing action research and design-based research 285 Building and maintaining personal learning networks 287 Choosing platforms for personal learning networks 289 Twitter 289 Facebook 290 Other social media 290 Blogs 290 Working across platforms 291 Further reading 292 References 293 Activity keys 316
£35.99
Taylor & Francis Ltd Multiliteracies in International Educational Contexts
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.
£35.99
Taylor & Francis Ltd Multilingualism in Southern Africa
Book SynopsisThis collection showcases perspectives from established and emerging scholars on the contemporary landscape of multilingualism in Southern Africa. The book explores the broader impact of colonialism and neocolonialism on language policies and practices, drawing on case studies from such countries as Malawi, South Africa, Tanzania, Zimbabwe and Zambia.The volume is organised thematically around four different sections, looking at issues around linguistic diversity across different sectors including contemporary debates on African languages, language education, youth languages and language documentation. Taken together, the collection seeks to offer readers with a more nuanced understanding of fundamental issues in the development of multilingualism across different countries in Southern Africa today and encourage future research on multilingualism in Africa more broadly. The volume will be of interest to students and scholars in multilingualism, sociolinguistics, langua
£128.25
Taylor & Francis The Psychology of the Language Learner Revisited
Over the past decade, the focus of inquiry into the psychology of SLA has shifted from the analysis of various characteristics within individuals towards a greater consideration of individualsâ dynamic interactions with diverse contexts. This revisit of the bestselling The Psychology of the Language Learner reflects on these developments by challenging some of the assumptions upon which the original text was based, maintaining the familiar structure of the original, while situating the discussion within a very different theoretical framework.Written in a lively, accessible style, the book considers how the field has evolved and maintains a keen eye on the future, suggesting exciting new directions for the psychology of SLA. The Psychology of the Language Learner Revisited will appeal to students and researchers in a wide range of disciplines, including applied linguistics, second language acquisition, modern languages, and psychology.
£58.99
Taylor & Francis Ltd The Routledge Handbook of Spanish Language
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
£204.25
Taylor & Francis Ltd The Diagnosis of Writing in a Second or Foreign
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
£128.25
Taylor & Francis Ltd Reflexivity in Language and Intercultural
Book SynopsisWith the impact of accelerated globalization, digital technologies, mobility, and migration, the fields of Applied Linguistics, Language, and Intercultural Education have been shifting. One shift in need of further exploration is that of systematic and coherent reflexivity in researching language and culture. This unique and timely book thus examines the significance of reflexivity as an integral process, particularly when researching the multifaceted notions of multilingualism and interculturality in education. It also contributes to current critical approaches to representations of languages and cultures in identity politics. As such, the authors offer innovative ways of engaging with reflexivity in teaching, learning, and research through multimodal and complex ways. The chapters span a diverse range of educational settings in Asia, Australia, Europe, and North America.Trade Review"The collection of chapters is valuable particularly because it emphasises that reflexivity should be seen as a dynamic and evolving notion that is applicable to all those involved in research and pedagogy and that can be applied positively to equalise power relationships and lead to greater centrality and legitimacy of the research participant or learner." - John Kullman, School of Language Studies and Applied Linguistics, Canterbury Christ Church University, EnglandTable of ContentsIntroduction Julie S. Byrd Clark and Fred Dervin 1. The Process of Becoming Reflexive and Intercultural: Navigating Study Abroad and Reentry Experience Jane Jackson 2. "Or, just it’s my fault right?": Language Socialization through Reflexive Language Writing Feedback Jérémie Séror 3. Reflexivity and Self-Presentation in Multicultural Encounters: Making Sense of Self and Other Alex Frame 4. Researching Chinese Students’ Intercultural Communication Experiences in Higher Education: Researcher and Participant Reflexivity Prue Holmes 5. Critical Reflexive Ethnography and the Multilingual Space of a Canadian University: Challenges and Opportunities Sylvie A. Lamoureux 6. Reflexivity in Motion in Language and Literacy Learning David Malinowski and Mark Evan Nelson 7. Uses of Digital Text in Reflexive Anthropology: The Example of Educational Workshops for Out-of-school/Educationally Excluded Adolescents Eric Chauvier 8. Reflexivity and Critical Language Education at Occupy L.A. Christian W. Chun 9. Weaving a Method: Mobility, Multilocality, and the Senses as Foci of Research on Intercultural Language Learning Ulrike Najar 10. Everyday Practices, Everyday Pedagogies: A Dialogue on Critical Transformations in a Multilingual Hong Kong School Miguel Pérez-Milans and Carlos Soto Conclusion: Reflexivity in Research and Practice: Moving On? Fred Dervin and Julie S. Byrd Clark Commentary Claire Kramsch
£43.99
Taylor & Francis Ltd An Introduction to Applied Linguistics
Book SynopsisAn Introduction to Applied Linguistics provides a complete, authoritative and up-to-date overview of the state of the field. Divided into three sections covering: a description of language and language use; essential areas of enquiry; and language skills and assessment, the third edition of this highly successful textbook provides: an introductory chapter which familiarises readers with key issues and recurrent themes; 17 chapters offering extended surveys of central elements of applied linguistics; two brand-new chapters on multilingualism and forensic linguistics; re-written chapters on psycholinguistics, language learners, reading and assessment; hands-on activities and further reading sections for each chapter, encouraging practical analysis and wider reading; revised and updated references for every chapter.Co-edited by two leading international specialists, with its accessible style, broad coverage and prTrade Review"An Introduction to Applied Linguistics is essential reading for newcomers and established scholars alike. The third edition builds upon the success of previous editions, providing authoritative updates to scholarship in critical areas, and including new chapters on multilingualism and forensic linguistics. Highly recommended!"Sara T. Cushing, Georgia State University, USATable of ContentsPreface 1 An Overview of Applied Linguistics Norbert Schmitt and Marianne Celce-Murcia1 Description of Language and Language Use2 Grammar Diane Larsen-Freeman and Jeanette DeCarrico3 Vocabulary Paul Nation and Paul Meara4 Discourse Analysis Michael McCarthy, Christian Matthiessen and Diana Slade5 Pragmatics Helen Spencer-Oatey and Vladimir Žegarac6 Corpus Linguistics Randi Reppen and Rita Simpson-Vlach2 Essential Areas of Enquiry in Applied Linguistics7 Second Language Acquisition Nina Spada and Patsy M. Lightbown8 Psycholinguistics Emily Mech, Andrea Takahesu-Tabori, Judith F. Kroll and Kees de Bot9 Sociolinguistics Carmen Llamas and Peter Stockwell10 Focus on the Language Learner: Styles, Strategies and Motivation Andrew D. Cohen and Alastair Henry11 Forensic Linguistics and Language and the Law Tatiana Tkacukova12 Multilingualism Shelley Taylor3 Language Skills and Assessment13 Listening Tony Lynch and David Mendelsohn14 Speaking and Pronunciation Anne Burns and Barbara Seidlhofer15 Reading Xiangying Jiang, William Grabe and Patricia L. Carrell16 Writing Paul Kei Matsuda and Tony Silva17 Assessment Carol A. Chapelle, Benjamin Kremmel and Geoff Brindley18 Suggested Solutions References Index
£39.99
Taylor & Francis Ltd Corpus Linguistics for World Englishes
Book SynopsisCorpus Linguistics for World Englishes offers a detailed account of how to analyse the many fascinating varieties of English around the world using corpus-linguistic methods. Employing case studies for illustration of relevant concepts and methods throughout, this book: introduces the theory and practice of analysing World Englishes illustrates the basics of corpus-linguistic methods and presents the vast World Englishes corpora links World Englishes to Learner Englishes and English as a Lingua Franca offers practical, hands-on exercises and questions for discussion in each chapter provides helpful overviews and course syllabi for students and instructors. Corpus Linguistics for World Englishes is key reading for advanced students of English as a World Language and Corpus Linguistics, as well as anyone keen to understand variation in World Englishes with the help of corpus linguistics.Trade Review"A long-awaited textbook for students and scholars interested in state-of-the-art corpus-based approaches to variation in World Englishes, Learner Englishes and English as a Lingua Franca. The combination of engaging writing, useful exercises and nuanced discussion of models and analytical tools make this an invaluable contribution to the fields of corpus linguistics and World Englishes."Elena Seoane, Universidade de Vigo, Spain"This new book by Lange & Leuckert is an excellent introduction and a very welcome overview of corpus linguistic approaches to World Englishes, which ports students right into the middle of exciting research questions. What is particularly enticing are the many case studies and exercises, which allow students to test their hypotheses and replicate some of the results."Gerold Schneider, University of Zurich, SwitzerlandTable of ContentsList of FiguresList of TablesList of AbbreviationsAcknowledgementsChapter 1: IntroductionChapter 2: World EnglishesChapter 3: Corpus-Linguistic Approaches to LanguageChapter 4: Corpora and World EnglishesChapter 5: Tracing Variation and Change in World EnglishesChapter 6: Interpreting Variation and Change in World EnglishesChapter 7: World Englishes, Learner Englishes, and English as a Lingua FrancaChapter 8: The State of the Art and the Way AheadAppendix
£128.25
Taylor & Francis Ltd Second Language Learning Theories
Book SynopsisWritten by a team of leading experts working in different SLA specialisms, this fourth edition is a clear and concise introduction to the main theories of second language acquisition (SLA) from multiple perspectives, comprehensively updated to reflect the very latest developments SLA research in recent years. The book covers all the main theoretical perspectives currently active in SLA and sets each chapter within a broader framework. Each chapter examines the claims and scope of each theory and how each views language, the learner and the acquisition process, supplemented by summaries of key studies and data examples from a variety of languages. Chapters end with an evaluative summary of the theories discussed. Key features to this fourth edition include updated accounts of developments in cognitive approaches to second language (L2) learning, the implications of advances in generative linguistics and the social turn in L2 research, with re-worked chapters on functionalTable of ContentsTable of ContentsList of illustrationsAcknowledgementsPreface Second language learning: key concepts and issues Introduction What makes for a good theory? Views on the nature of language The language learning process Views of the language learner Links with social practice Conclusion References The recent history of second language learning research Introduction The 1950s and 1960s The 1970s The 1980s: a turning point Continuities and new themes Second language learning timeline References Linguistics and language learning: the Universal Grammar approach Introduction Why a Universal Grammar? What does Universal Grammar consist of? Universal Grammar and L1 acquisition Universal Grammar and L2 acquisition Evaluation of Universal Grammar-based approaches to L2 acquisition References Cognitive approaches to second language learning (1): general learning mechanisms Introduction Input-based emergentist perspectives Processing-based perspectives Evaluation of general cognitive approaches References Cognitive approaches to second language learning (2): Memory systems, explicit knowledge, and skill learning Introduction Memory systems and their role in L2 learning Explicit knowledge, information processing and skill acquisition Awareness and attention in L2 acquisition Working memory and L2 learning Evaluation of cognitive approaches (2): memory systems, explicit knowledge, and skill learning References Interaction in second language learning Introduction The revised Interaction Hypothesis (Long, 1996): an appeal to cognitive theory Negotiation of meaning and the learning of target L2 structures and vocabulary The role of feedback during oral interaction The problem of "noticing" L2 development in computer-mediated interaction Characteristics of learners and of tasks Evaluation References Meaning-based perspectives on second language learning Introduction Early functionalist studies of second language learning Functionalism beyond the case study: the "learner varieties" approach "Time talk": developing the means to talk about time The Aspect Hypothesis Cognitive linguistics and "thinking for speaking" Second language pragmatics Evaluation References Sociocultural perspectives on second language learning Introduction Sociocultural theory Applications of sociocultural theory to second language learning Evaluation References Sociolinguistic perspectives Introduction Sociolinguistically driven variability in second language use Second language socialization Conversation analysis and second language learning Communities of practice and situated learning The language learner as social being: L2 identity, agency and investment Evaluation: the scope and achievement of sociolinguistic inquiry References Integrating theoretical perspectives on second language learning 10.1. Introduction 10.2. The MOGUL framework 10.3. Dynamic Systems Theory (DST) 10.4. Conclusion 10.5. References Conclusion One theory or many? Main achievements of second language learning research Future directions Second language research and language education GlossarySubject indexName index
£43.99
Taylor & Francis Ltd Teaching and Researching Reading
Book SynopsisNow in its third edition, Teaching and Researching Reading charts the field of reading (first and second language) systematically and coherently for the benefit of language teaching practitioners, students, and researchers. This volume provides background on how reading works and how reading differs for second language learners. The volume includes reading-curriculum principles, evidence-based teaching ideas, and a multi-step iterative process for conducting meaningful action research on reading-related topics. The volume outlines 14 projects for teacher adaptation and use, as well as numerous new and substantially expanded resource materials that can be used for both action research and classroom instruction. Trade Review"This is definitely ‘leading edge’ in the field of Applied Linguistics and in particular reading instruction in the TESOL field."Fatima Pirbhai-Illich, University of Regina, USA."I value the ways this textbook prompts pre-service teachers to think about areas of inquiry in their own teaching contexts."Maricel Santos, San Francisco State University, USAPraise for the previous edition"An excellent introduction to current theory on reading processing with a very welcomed emphasis on pedagogical application. Instead of the typical either-or (theory or practice) dilemma common to texts on reading research, the authors manage to effectively marry the two."Clay Williams, Akita International University, Japan"This is definitely ‘leading edge’ in the field of Applied Linguistics and in particular reading instruction in the TESOL field."Fatima Pirbhai-Illich, University of Regina, USA"I value the ways this textbook prompts pre-service teachers to think about areas of inquiry in their own teaching contexts."Maricel Santos, San Francisco State University, USAPraise for the previous edition"An excellent introduction to current theory on reading processing with a very welcomed emphasis on pedagogical application. Instead of the typical either–or (theory or practice) dilemma common to texts on reading research, the authors manage to effectively marry the two."Clay Williams, Akita International University, JapanTable of ContentsContentsGeneral Editors’ Preface ixAuthors’ Acknowledgements and Dedication xiPublisher’s Acknowledgements xiIntroduction 1Section I: Understanding L2 reading X1 The nature of reading abilities X1.1 A description of the miracle of reading (part I) X1.2 An initial definition of reading X1.3 Purposes for reading1.4 Defining fluent reading comprehension1.5 Describing how reading works: Components of reading abilities X1.6 A description of the miracle of reading (part II)1.7 Three models and an approach X1.8 ConclusionAppendix 1-A Factors to take into account when considering the complex nature of reading2 Comparing L1 and L2 reading X2.1 Linguistic and processing differences between L1 and L2 readers X2.2 Individual and experiential differences between L1 and L2 readers X2.3 Socio-cultural and institutional differences influencing L1 and L2 reading development2.4 Similarities between L1 and L2 reading 2.5 Conclusion XSection II: Exploring research in reading X3 Key studies in L1 reading X3.1 Research studies as stories: An extended example X3.2 Ten more key research studies3.3 Research on underlying cognitive skills and the impact of extensive reading3.4 Research on specific component skills in reading comprehension3.5 ConclusionAppendix 3-A Visual example of a SEM pathway analysis 4 Key studies in L2 reading X4.1 Topics to explore in L2 reading research X4.2 Ten good stories from L2 reading research4.3 Implications for L2 instruction4.4 ConclusionAppendix 4-A Discourse structure graphic organizer (DSGO), complete versionAppendix 4-B Discourse structure graphic organizer (DSGO), instructional versionSection III: L2 reading curricula and instruction X5 Principles for L2 reading-curriculum design5.1 Core reading-curriculum principles5.2 Reading-skills development principles5.3 Instructional-design principles5.4 ConclusionAppendix 5-A Common signals and transition wordsAppendix 5-B Common reading strategiesAppendix 5-C Principles that should permeate curricula committed to reading-skills development6 Teaching L2 reading using evidence-based practices6.1 Core reading-curriculum principles translated into practice6.2 Reading-skills development principles translated into practice6.3 Instructional-design principles translated into practice6.4 ConclusionAppendix 6-A Student worksheet: Discourse structure graphic organizersAppendix 6-B Answer key to DSGO in Appendix 6-AAppendix 6-C Sample reading guideSection IV: Investigating reading through action research X7 Reading teachers as action researchers X7.1 Teachers investigating their own classrooms: ‘How to’ guidelines X7.2 Conclusion XAppendix 7-A Explicit vocabulary teaching techniques: Sample tally sheetAppendix 7-B Sample record-keeping sheet to document in-class silent reading time 8 Action research projects: Set I8.1 Model action research projects8.1.1 Deliberate practice: Teacher as coach8.1.2 Motivation: Students’ perceptions of themselves as readers8.1.3 Vocabulary: Students as independent vocabulary collectors8.1.4 Discourse organization: Discourse structures in textbook reading passages8.1.5 Discourse organization: Signal words that provide cues to discourse organization8.1.6 Fluency: Oral paired reading8.2 Additional questions to guide action research8.3 ConclusionAppendix 8-A Examples of discourse structure graphic organizersAppendix 8-B Sampling of reading fluency activities9 Action research projects: Set II9.1 Model action research projects9.1.1 Strategic-reader training: Teacher think-alouds9.1.2 Strategic-reader training: Classroom characteristics that support strategic-reader behaviors9.1.3 Main-idea comprehension: Questioning the Author9.1.4 Pre-during-post reading lesson framework: During-reading tasks9.1.5 Pre-during-post reading lesson framework: Teacher supplementation of textbook post-reading questions9.1.6 Digital literacy: Determination of students’ academic digital-literacy needs9.2 Additional questions to guide action research X9.3 Conclusion XSection V: Resources X Resources for exploring L2 reading Journals dedicated to reading and related issues Journals that publish studies related to reading and related topics Journals that periodically include articles related to teaching (and researching) L2 reading Key L1 reading studies described in the 1st edition of Teaching and Researching Reading (Grabe & Stoller, 2002) Key L2 reading studies described in the 1st edition of Teaching and Researching Reading (Grabe & Stoller, 2002) Key L1 reading studies described in the 2nd edition of Teaching and Researching Reading (Grabe & Stoller, 2011) Key L2 reading studies described in the 2nd edition of Teaching and Researching Reading (Grabe & Stoller, 2011) Open source journals focused on action research Professional organisations of interest to reading teachers Glossary XReferences XSubject Index XAuthor Index X
£37.99
Taylor & Francis Ltd Teaching and Researching Language Learning Strategies
Book SynopsisNow in its second edition, Teaching and Researching Language Learning Strategies: Self-Regulation in Context charts the field systematically and coherently for the benefit of language learning practitioners, students, and researchers. This volume carries on the author''s tradition of linking theoretical insights with readability and practical utility and offers an enhanced Strategic Self-Regulation Model. It is enriched by many new features, such as the first-ever major content analysis of published learning strategy definitions, leading to a long-awaited, encompassing strategy definition that, to a significant degree, brings order out of chaos in the strategy field. Rebecca L. Oxford provides an intensive discussion of self-regulation, agency, and related factors as the soul of learning strategies. She ushers the strategy field into the twenty-first century with the first in-depth treatment of strategies and complexity theory.A major section is devoted to applicatioTrade Review"I welcome this masterly work from a renowned scholar. It is fresh, comprehensive, scholarly and readable. Oxford explores the quagmire of definitions of strategies leading to an integrated definition, and links strategies to self-regulation, autonomy and agency, giving us new ways of viewing this construct. Once again she moves the field forward."— Marion Williams "This book advances our understanding of the complexities of language learning strategies, their diverse theoretical underpinnings, and the individual variations and shifting shapes that characterize them. Rebecca Oxford discusses how complexity theory relates to language learning strategies, develops her S2R model, and provides numerous practical applications for language teachers."— Anna Uhl Chamot, The George Washington University, USA"This long-awaited book presents an excellent linkage between theoretical insights with practical applications, and brings strategy research into a new era. A particular strength is the range of topics it covers: an enhanced Strategic Self-Regulation Model, complexity theory, agency, autonomy, skill-based strategies, and strategy instruction. It also provides an encompassing strategy definition. I commend this comprehensive book highly."— Osamu Takeuchi, Kansai University, Osaka, Japan"Rebecca Oxford‘s new book takes language learning strategies to a new level. It enhances her 2011 S2R Model with a wealth of theoretical insights. Her freeing of strategies from rigid categories while assigning to them multiple roles creates a new perspective that revolutionalises the strategy field. It is definitely a book for teachers, researchers and students looking for practical teaching and researching ideas, and up-to-date references."— Angeliki Psaltou-Joycey, Aristotle University of Thessaloniki, Greece"I'm speechless at the breadth and depth of all that is included Rebecca Oxford’s new strategy volume. This is the most in-depth, comprehensive, and original book ever written on L2 learning strategies. It looks at this important construct from affective, cognitive, and social perspectives; emphasizes the dynamism of strategies in context; and makes clear the power of strategies in learning and teaching. I love everything about the book – the way it is written, the references, and the wonderful questions in each chapter. It is a must-read for researchers and teachers all over the world."— Ana Maria F. Barcelos, Federal University of Viçosa, Brasil"This book is a true treasure for anyone interested in language learning strategies. Rebecca Oxford confronts head-on many of the existing controversies and offers a first comprehensive, brilliant and thought-provoking account of how strategies aid language learning. The landmark volume is a major step forward in the field and is bound to shape research in the years to come."— Mirosław Pawlak, State University of Applied Sciences, Poland"This exciting new edition offers a fresh perspective to the field of language learning strategies. Rebecca Oxford synthesizes information from the relevant literature within psychology and second language acquisition and discusses a series of innovative ideas on researching, assessing and teaching language learning strategies. No collection of readings on the topic would be complete without this book. I will introduce it as a core reading for my module in Topics in the Psychology of Language Learning and Teaching. I love this book, and I am sure my students will love it, too."— Christina Gkonou, University of Essex, UK"The second edition of Rebecca Oxford’s Teaching and Researching Language Learning Strategies is the most exciting book in years in the field of strategic language learning. It offers the most comprehensive and systematic coverage of issues related to the topic, and contains a feast of new ideas and perspectives on strategic language learning. With visionary height, theoretical breadth and depth, and methodological rigour, this book ushers in a new era for research on language learning strategies."— Peter Gu, Victoria University of Wellington, New Zealand"This inspiring, innovative volume will captivate both strategy experts and newcomers. Oxford’s profound theoretical explanations of strategic self-regulation are supported by real-life scenarios, comprehensive reviews of research, and beautifully painted mental images and metaphors. Oxford explains complex ideas in a clear, down-to-earth manner. Readers, prepare yourselves for lively excursions of the mind and plenty of 'aha' moments."— Carmen M. Amerstorfer, Alpen-Adria Universität Klagenfurt, AustriaTable of ContentsSeries Editor PrefacePreface by Dr. Peter MacIntyre and Dr. Tammy GregersenList of IllustrationsAcknowledgmentsIntroductionSection A.Focusing: Greater Clarity for Definitions and Theories Chapter 1 Bringing Order out of Chaos: Definitions and Features of Language Learning StrategiesChapter 2 The Soul of L2 Learning Strategies: Self-Regulation, Agency, Autonomy, and Associated Factors in the Strategic Self-Regulation (S2R) ModelChapter 3Context, Complexity, and Learning Strategies: Recognizing the Crucial Triad Section B.Flexibility and Function: Understanding L2 Learning Strategies According to Their Roles in ContextChapter 4Strategy Role Flexibility, Denial of Dualisms, and Metastrategies in ContextChapter 5 The Multiple Self: Self-Regulation Strategies for Cognitive, Motivational, and Social DomainsChapter 6The Multiple Self, Continued: Emotional Self-Regulation StrategiesSection C.Live Applications: Strategies in the Skill Areas and the Language SubsystemsChapter 7Strategies for L2 Grammar and Vocabulary in ContextChapter 8Strategies for L2 Reading and Writing in ContextChapter 9Strategies for L2 Listening, Phonology, Pronunciation, Speaking / Oral Communication, and Pragmatics in Context Section D.Innovations: Strategy Instruction, Assessment, and ResearchChapter 10Innovations (and Potential Innovations) in Strategy Instruction, Strategy Assessment, and Strategy ResearchPostscript: Brief Summary of the Strategic Self-Regulation (S2R) ModelAbout the AuthorAppendicesAppendix A Definitions of and Comments about Second Language, Foreign Language, and Other Associated TermsAppendix B Sources of Quotations for Epigraphs
£45.59
Taylor & Francis Ltd The Routledge Handbook of Language in the
Book SynopsisThe Routledge Handbook of Language in the Workplace provides a comprehensive survey of linguistic research on language in the workplace written by top scholars in the field from around the world. The Handbook covers theoretical and methodological approaches, explores research in different types of workplace settings, and examines some key areas of workplace talk that have been investigated by workplace researchers. Issues of identity have become a major focus in recent workplace research and the Handbook highlights some core issues of relevance in this area, such as gender, leadership, and intercultural communication. As the field has developed, applications of workplace research for both native and non-native speakers have emerged. Insights can inform and improve input from practitioners training workers in a range of fields and across a variety of contexts, and the Handbook foregrounds some of the ways workplace research can do this. This is an Trade Review"This handbook provides a superb overview of the field of language and communication in the workplace. Written in a highly accessible style, its five main sections offer a comprehensive picture of this multifaceted field, with each of the section chapters explaining historical background as well as current research and developments. I’ll definitely be referring to it regularly. Very highly recommended!" Helen Spencer-Oatey, University of Warwick, UKTable of ContentsPrefaceMeredith Marra and Jo AngouriAcknowledgementsIntroductionBernadette VineSection I: Theoretical and Methodological Approaches1 Interactional SociolinguisticsCynthia Gordon and Joshua Kraut2 Conversation AnalysisMerran Toerien3 Critical Discourse StudiesVeronika Koller4 Linguistic EthnographyNick Wilson5 Corpus LinguisticsMichael Handford6 (Im)politeness TheoryMichael Haugh and Yasuhisa Watanabe7 Rapport ManagementJeannie Fletcher8 Social ConstructionismMariana Lazzaro-Salazar9 Communities of PracticeBrian W. King10 Genre TheoryKieran A. FileSection II: Different Workplace Settings11 Corporate SettingsDorien Van De Mieroop and Jonathan Clifton12 Language in Blue-Collar WorkplacesDorte Lønsmann and Kamilla Kraft13 Language in Legal SettingsBronwen Innes14 Service EncountersJ. César Félix-Brasdefer15 Call Centre DiscourseJon S. Y. Hui16 Genetic CounsellingOlga ZaytsSection III: Key Areas of Workplace Talk17 Directives in Workplace DiscourseJunko Saito and Haruko Minegishi Cook18 Relational Talk at WorkJulien C. Mirivel and Ryan Fuller19 Humour in the WorkplaceBernie Chun Nam Mak20 Workplace NarrativesHans J. Ladegaard21 Miscommunication at WorkMaria Stubbe22 Conflict TalkAlmut Koester23 Argumentation in the WorkplaceJérôme Jacquin24 Interpreting in the WorkplaceChase Wesley RaymondSection IV: Identity and the Workplace25 Gender and the WorkplaceLouise Mullany and Melissa Yoong26 LeadershipStephanie Schnurr27 Intercultural Communication in the WorkplaceJanet Holmes28 Identity in the Workplace in a Context of Increasing MultilingualismGeorges Lüdi29 Men's Talk in Women's Work: Doing Being a NurseJoanne McDowell30 Professional Identity Construction: Cabin Crew DiscourseBarbara ClarkSection V: Applications31 Vocational EducationStefano A. Losa32 Gender, Language, and Leadership: Enabling Women LeadersJudith Baxter33 Language Preparation for Internationally Educated ProfessionalsJulie Kerekes34 Language Learning On-the-JobLynda Yates
£204.25
Taylor & Francis Ltd The Routledge Handbook of Language Awareness
Book SynopsisThe Routledge Handbook of Language Awareness is a comprehensive and informative overview of the broad field of language awareness. It contains a collection of state-of-the-art reviews of both established themes and new directions, authored and edited by experts in the field. The handbook is divided into three sections and reflects the engaging diversity of language awareness perspectives on language teaching and teachers, language learning and learners, and extending to additional areas of importance that are less directly concerned with language instruction.In their introductory chapter, the editors provide valuable background to the language awareness field along with their summary of the chapters and issues covered. A helpful section giving further reading suggestions for each of the chapters is included at the end of the book. This volume is essential reading for graduate students and researchers working in the sphere of language awareness within applied lTrade Review"This volume encapsulates all that is best about language awareness. It provides valuable perspectives on the history of the subject and each chapter brims with insights that carry the subject forward. Across so many areas of human activity the volume underlines the centrality of language awareness to our thinking, teaching, learning and social life, to the ways in which power and control are exercised and to our better understanding of the complex relationships between languages and cultures. This is an indispensable resource for students and researchers across many different disciplines."Ronald Carter, Emeritus Professor, University of Nottingham, UKTable of Contents1. Language awareness: Opening up the field of study by Josep M. Cots and Peter Garrett. PART 1: FOCUS ON LANGUAGE TEACHING AND TEACHERS. 2. Language awareness, language diversity and migrant languages in the primary school by Andrea Young. 3. Form-focused instruction by Leila Ranta and Roy Lyster. 4. Language awareness and teacher development by Stephen Andrews and Angel M. Y. Lin. 5. Teachers’ beliefs and classroom practices by Simon Borg. 6. Language awareness and the teaching of listening and speaking by Christine C. M. Goh. 7. Language awareness in the teaching of reading and writing by Claudia Finkbeiner and Jennifer Schluer. 8. Teaching critical literacy and language awareness by Catherine Wallace. 9. Literature, creativity and language awareness by Geoff Hall. 10. Raising teachers’ awareness about English and English as a lingua franca by Enric Llurda, Yasemin Bayyurt and Nicos Sifakis. 11. English-medium instruction in multilingual university settings: An opportunity for developing language awareness by Emma Dafouz. 12. Language awareness and assessment by Neus Figueras. PART 2: FOCUS ON LANGUAGE LEARNING AND LEARNERS. 13. The study of metalinguistic constructs in second language acquisition research by Daphnée Simard and Xavier Gutiérrez. 14. Revisiting research on learner beliefs: Looking back and looking forward by Paula Kalaja, Ana Maria F. Barcelos and Mari Aro. 15. Language awareness and the development of learners’ plurilingual competence by Ana Luísa Oliveira and Maria Helena Ançã. 16. Language awareness in multilingual learning and teaching by Ulrike Jessner. 17. The role of language awareness in a study abroad context by Àngels Llanes. 18. The role of collaborative tasks and peer interaction in the development of second language awareness by Helen Basturkmen and Jenefer Philp. 19. “I h8 txt msgs”. How social media has had an impact on language awareness by Melinda Dooly. 20. Pragmatic awareness in second language acquisition by Kathleen Bardovi-Harlig. 21. The role of phonological awareness in language learning by Tracey Derwing. PART 3: BEYOND LANGUAGE PEDAGOGY. 22. Language awareness and multimodality: A social semiotic approach to visual composition by Theo van Leeuwen. 23. Folk linguistics and language awareness by Dennis R. Preston. 24. Language awareness and language change by Tore Kristiansen. 25. Language awareness in minority language contexts by David Lasagabaster. 26. Language awareness in diasporic contexts by Anikó Hatoss. 27. Language awareness and the acquisition of Intercultural Communicative Competence by Sarah Boye and Michael Byram. 28. Language awareness and translation by Kirsten Malmkjaer. 29. Language awareness in multilingual and multicultural organisations by Eva Codó. 30. Contesting key terms and concepts in the civil sphere: A neo-Gramscian analysis of language awareness by Tom Bartlett, Nicolina Montesano Montessori and Harriet Lloyd. Further Reading for Each Chapter.
£204.25
Taylor & Francis Ltd The Routledge Handbook of Lexicography
Book SynopsisThe Routledge Handbook of Lexicography provides a comprehensive overview of the major approaches to lexicography and their applications within the field. This Handbook features key case studies and cutting-edge contributions from an international range of practitioners, teachers, and researchers. Analysing the theory and practice of compiling dictionaries within the digital era, the 47 chapters address the core issues of: The foundations of lexicography, and its interactions with other disciplines including Corpus Linguistics and Information Science; Types of dictionaries, for purposes such as translation and teaching; Innovative specialised dictionaries such as the Oenolex wine dictionary and the Online Dictionary of New Zealand Sign Language; Lexicography and world languages, including Arabic, Hindi, Russian, Chinese, and Indonesian; The future of lexicography, including the useTrade Review"As a compendium of lexicographical knowledge, this handbook of lexicography can be said to be second to none as it rivals its predecessors both in scope and variety [...] The handbook’s comprehensiveness is reflected not only in the variety of topics, languages, and countries covered therein but also in the impressive array of its contributors." - Yongwei Gao, Springer Nature 2018 Table of ContentsIntroduction: lexicography in the Internet era Pedro A. Fuertes-Olivera Part 1: Foundations of Lexicography 1. Lexicography as an independent science Sven Tarp 2. Dictionary management Henning Bergenholtz 3. Dictionaries and access Rufus H. Gouws 4. Explaining meaning in lexicographical information tools Heidi Agerbo 5. Dictionary criticism Sandro Nielsen Part 2: The Interdisciplinary Nature of Lexicography 6. Lexicography and interdisciplinarity Sandro Nielsen 7. Lexicography and applied linguistics Pam Peters and Trinidad Fernández 8. Lexicography and corpus linguistics Gertrud Faaß 9. Lexicography and terminology Lynne Bowker 10. Dictionaries and language policy Dion Nkomo 11. Dictionaries and culture Przemyslaw Łozowski 12. Lexicography and natural language processing Aleš Horák and Adam Rambousek 13. Lexicography and information science Theo JD Bothma 14. Domain ontologies Catherine Roussey, Nathalie Hernandez and Haïfa Zargayouna Part 3: Types of Dictionaries 15. The concept of dictionary Sven Tarp 164. Dictionaries for text reception Patrick Leroyer 17. Dictionaries for text production Pedro A. Fuertes-Olivera and Henning Bergenholtz 18. Dictionaries for translation Laura Giacomini 19. Dictionaries to assist teaching and learning Reinhard Heuberger 20. Specialised dictionaries John Humbley 21. Terminological knowledge bases Anne Condamines Part 4: Innovative Dictionaries 22. Learner’s dictionaries of English Julia Miller 23. Revising the Dictionary of Canadianisms on Historical Principles: World Englishes and linguistic variation in real-time Stefan Dollinger 24. FrameNet Josef Ruppenhofer, Hans C. Boas & Collin F. Baker 25. The Online Dictionary of NZ Sign Language: A case study of contemporary sign language dictionaries Rachel McKee and David McKee 26. The Alicante dictionaries Jose Mateo 27. The Oenolex wine dictionary Patrick Leroyer 28. The Accounting Dictionaries Pedro A. Fuertes-Olivera and Marta Niño Amo 29. Wordnik Erin McKean Part 5: World Languages, Lexicography and the Internet 30. African lexicography in the Internet era Danie Prinsloo, Jacobus Prinsloo and Daniel Prinsloo 31. Arabic lexicography in the Internet era Karlheinz Mörth 32. Chinese lexicography in the Internet era Heming Yong and Jing Peng 33. English lexicography in the Internet era Howard Jackson 34. French lexicography in the Internet era Paul Achille Mavoungou 35. German lexicography in the Internet era Petra Storjohann 36. Hindi lexicography in the Internet era Parman Singh and Arimardan Kumar Tripathi 37. Indonesian lexicography in the Internet era Deny Arnos Kwary 38. Portuguese lexicography in the Internet era Teresa Lino 39. Russian lexicography in the Internet era Olga M. Karpova 40. Spanish lexicography in the Internet era Ignacio Bosque and Auxiliadora Barrios Rodríguez Part 6: Looking into the Future: Lexicography in the Internet Era 41. Electronic dictionaries Anna Dziemianko 42. Using the web for lexicographic purposes Vincent Ooi 43. Information retrieval for lexicographic purposes Orin Hargraves 44. Dictionary usage research in the Internet era Carolin Müller-Spitzer, Alexander Koplenig and Sascha Wolfer 45. User participation in the Internet Era Christian M. Meyer and Andrea Abel 46. Dictionary portals Bob Boelhouwer, Hindrik Sijens and Anne Dykstra 47. Towards an International Directory of Lexicography Reinhard R.K. Hartmann Index
£204.25
Taylor & Francis Ltd The Routledge Handbook of Chinese Second Language
Book SynopsisThe Routledge Handbook of Chinese Second Language Acquisition is the first reference work of its kind.The handbook contains twenty contributions from leading experts in the field of Chinese SLA, covering a wide range of topics such as social contexts, linguistic perspectives, skill learning, individual differences and learning settings and testing. Each chapter covers historical perspectives, core issues and key findings, research approaches, pedagogical implications, future research direction and additional references. The Routledge Handbook of Chinese Second Language Acquisition is an essential reference for Chinese language teachers and researchers in Chinese applied linguistics and second language acquisition.Table of ContentsIntroduction and future directions Chuanren Ke Neurocognitive Approaches to Chinese Second Language Learning Ping Li, Jing Yang Cognitive Linguistics Approaches to Chinese Second Language Acquisition Ning Yu, Ben Pin-Yun Wang Corpus-based Research in Chinese as a Second Language Jie Zhang, Hongyin Tao Linguistic Theories and teaching Chinese as a second language Zhuo Jing-Schmidt, Xinjia Peng Chinese second language socialization Patricia Duff, Liam Doherty Research on L2 Chinese Character Acquisition Tianlu Zhang, Chuanren Ke Chinese as a Second Language Reading: Lexical Access and Text Comprehension Helen H. Shen L2 Chinese Grammar Development Yuan Lu, Chuanren Ke Current Trends in Research of Chinese Sound Acquisition Hang Zhang Acquisition and Assessment of L2 Chinese Speaking Jianling Liao Pragmatics Learning and Teaching in L2 Chinese Li Yang Chinese Listening Comprehension: Research and Pedagogy Wei Cai Chinese language acquisition in study abroad contexts Celeste Kinginger, Qian Wu, Sheng-Hsun Lee Learning Chinese as a Heritage Language in Postsecondary Contexts Duanduan Li & Patricia A. Duff A Non-linear view on Interactional Competence: Speaking Chinese as a Heritage Language Agnes Weiyun He Motivation and Chinese Second Language Acquisition Xiaohong Wen Foreign Language Anxiety: The Case of Learning Chinese Han Luo Implicit and Explicit Learning, Knowledge, and Instruction in CFL Studies Hong Gang Jin Form-focused Instruction and Task-based Language Teaching in Chinese as a Second Language Fangyuan Yuan Technology and the Teaching and Learning of Chinese as a Foreign Language Jun Da, Yanqun Zheng
£247.00
Cambridge University Press CriterionReferenced Language Testing
a huge range and FREE tracked UK delivery on ALL orders.
£44.60
Cambridge University Press Stories Narrative Activities for the Language Classroom Cambridge Handbooks for Language Teachers
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Cambridge University Press A Qualitative Approach to the Validation of Oral Language Tests 14 Studies in Language Testing Series Number 14
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£56.51
Cambridge University Press Statistical Analyses for Language Assessment Book
Book SynopsisStatistical Analyses for Language Assessment enables practitioners to apply statistics effectively to the development and use of language assessments. The Workbook and CD contain datasets from actual language assessments and data analysis exercises.Table of Contents1 Basic concepts and terms 2 Describing test scores 3 Investigating relationships among different sets of test scores 4 Analyzing test tasks 5 Investigating reliability for norm-referenced tests 6 Investigating reliability for criterion-referenced tests 7 Stating hypotheses and making statistical inferences 8 Tests of statistical significance 9 Investigating validity 10 Reporting and interpreting test scores
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Cambridge University Press Cognition and Second Language Instruction Cambridge Applied Linguistics
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Cambridge University Press Methodology in Language Teaching
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Cambridge University Press The Bilingual Family
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Cambridge University Press Common European Framework of Reference for Languages Learning Teaching Assessment
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Cambridge University Press Pragmatics in Language Teaching
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Cambridge University Press Teachers Narrative Inquiry as Professional Development Cambridge Language Education
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Cambridge University Press Issues in Testing Business English The Revision of the Cambridge Business English Certificates 17 Studies in Language Testing Series Number 17
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Cambridge University Press Continuity and Innovation Revising the Cambridge Proficiency in English Examination 19132002 15 Studies in Language Testing Series Number 15
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Cambridge University Press A Modular Approach to Testing English Language Skills
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Cambridge University Press Extensive Reading Activities for Teaching Language
Book SynopsisExtensive Reading Activities for Teaching Language provides practical ideas for use in the language classroom.Trade Review"This book is an excellent resource for activities and ideas for anyone who is interested in implementing extensive reading or would appreciate efficient help in adding a reading component to a language course." Francois Pichette, The Canadian Modern Language ReviewTable of ContentsPart I . Activities for all classes: 1. Getting started; 2. Introducing reading material; 3. Motivating and supporting reading; 4. Monitoring and evaluating; Part II. Activities for developing oral fluency: 5. Reporting reading; 6. Drama and role play; 7. Having fun; Part III. Activities for writing: 8. Reporting reading; 9. Writing creatively; Part IV. Activities for reading: 10. Developing awareness; 11. Increasing reading rate; Part V. Activities for vocabulary development: Part VI. Activities for looking at culture and society
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Cambridge University Press Developing ProfessionalLevel Language Proficiency
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Cambridge University Press English Language Teaching Materials Theory and Practice Cambridge Language Education
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