Language teaching theory and methods Books
V&R unipress GmbH Wendepunkte in der Fremdsprachenlehr- und
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£35.99
Verlag Barbara Budrich Curriculum Design for Language Courses:
Book SynopsisThe course design process is an important empirical type of research. However, course designers often neglect to follow the academic guidelines in curriculum theory and development. This study on curriculum design in English as a Foreign Language (EFL) links theory with practice and provides a practical guide for teachers and language professionals in designing foreign language courses. This book will be beneficial for researchers working on educational sciences and foreign languages and also for those working as professionals (teachers, lecturers etc.) in the teaching of English as a foreign language.Table of ContentsChapter 1: Introduction Chapter 2: Review of Literature 2.1. Conceptual Background: Theoretical Influence on the Basis of Language Curriculum 2.1.1. Acquisition-learning distinction 2.1.2. Comprehensible input 2.1.3. Affective filter 2.1.4. Competence and performance in language 2.1.5. Nature of linguistic communication 2.2. Design and Procedural Background: Communicative Curriculum in Theory and Practice 2.2.1. Nature of language 2.2.2. Nature of language learning 2.2.3. Nature of educational-cultural philosophy 2.3. Research-wise Background: Studies in relation to English Speaking Skills 2.4. Authentic Materials and Communicative Competence Chapter 3: Needs Assessment 3.1. A Snapshot of the Needs Assessment 3.1.1. Who Were Involved in the Needs Assessment? 3.1.2. What Types of Information Was Gathered? (Present Situation Analysis and Target Situation Analyses) 3.1.3. How Was This Information Gathered? 3.2. Needs Assessment Plan for the Further Speaking Course 3.2.1. Data collection procedures 3.2.1.1. A writing activity 3.2.1.2. Student Interviews 3.2.1.3. Teacher interviews 3.2.1.4. Questionnaires to the students 3.2.1.5. Meeting 3.2.2. Data analysis procedures 3.2.3. Results of the needs assessment 3.2.3.1. Results of the writing activity 3.2.3.2. Results of the teacher interviews 3.2.3.2.1. Results of the interviews with content department teachers 3.2.3.2.2. Results of the interviews with the English language teachers 3.2.3.2.3. Results of the interviews with students 3.2.3.3. Results of the student questionnaire 3.2.3.3.1. Results for the perceived difficulty on the skills 3.2.3.3.2. Results for the perceived importance on the skills 3.2.3.3.3. Results for the topic selection 3.3. Reflections from the Needs Assessment to Use in the Design of the Further Speaking Skills Curriculum Chapter 4: Curriculum Design 4.1 Description and Components of the Curriculum Design Model Used 4.2. Application of the Model to the Further Speaking Course 4.2.1. Articulating beliefs. 50 4.2.2. Defining the context and needs assessment 4.2.3 Formulating goals and rationale 4.2.3.1. Goals 4.2.3.2. Course rationale 4.2.4. Conceptualizing content and course grid 4.2.5. Organizing the course and course syllabus 4.2.6. Refined course goals and intended learning outcomes 4.2.6.1. Goals and intended learning outcomes for FSC 4.2.7. Instructional planning and an instructional plan for the FSC 4.2.8. Methods (teaching) strategies 4.2.8.1. Learner roles 4.2.8.2. Teacher roles 4.2.8.3. The roles of instructional materials 4.2.8.4. Instructional activities to be used 4.2.9. Planning Evaluation and an Evaluation Plan for the FSC 4.2.9.1. Course evaluation 4.2.9.2. Student evaluation 4.2.9.2.1 FSC Class evaluation plan Chapter 5: Unit and Lesson Plan 5.1. Unit Plan 5.1.1. Rationale 5.1.2. Introduction 5.1.3. Sequence 5.1.4. Instructional foci 5.1.5. ILOs 5.1.6. General teaching strategies 5.1.7. Unintended learning outcomes 5.1.8. Evaluation 5.2. Lesson Plan Chapter 6: Field Testing of the Unit Plan Chapter 7: Discussion 7.1. Comments on the Process and Design 7.2. Suggestions for Further Course Design Work
£28.90
Iudicium Verlag Effektivität von Vokabellernstrategien im
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£36.00
Iudicium Verlag Zur Rolle von Mehrdeutigkeiten in der
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£24.00
Hase und Igel Verlag GmbH Zafira Ein Mdchen aus Syrien Begleitmaterial
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£18.20
Sterling Publishers Pvt.Ltd Unlock Their Future: A Skills-Based Approach to
Book SynopsisEnglish is an important subject today. It is also a difficult subject to teach. Large heterogeneous classes, anachronistic syllabi, boring textbooks boringly taught and purposeless examinations demotivate students from taking English seriously at college. In the twenty-first century there is a need for professionals to be adept at writing, speaking and understanding English because they have to communicate well with native English-speaking clients. Our graduates need to be trained in these linguistic competencies while in college. This book offers practical methods and strategies for preparing students from the metros as well as the small towns in English language skills required in their professional lives.
£9.49
Qualis Books Quick and Easy Way to Learn Chinese
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£4.50
Uniwersytet Jagiellonski, Wydawnictwo Teaching English Through Integrated Education in
Book SynopsisThis book is a voice in the ongoing discussion on the communicative nature and consequences of content and language integrated learning (CLIL). The innovative character of the present study rests upon its context on the one hand, and its perspective on the other. The numerous accounts available in international research literature on this topic typically concern naturally bilingual educational contexts, and focus on the effects of CLIL on the levels of subject knowledge attainment or improvement of second language skills (e.g. Várkuti, 2010; Pessoa, 2007; Jäppinen, 2005). The present study was designed as a comprehensive research into the effects of CLIL in the context of English as a foreign language teaching at lower primary level. Outside the naturally bilingual educational context, cross-curricular instruction is practiced at the level of secondary education but it is hardly ever present in primary school, and even more rarely in the lower primary classroom. Therefore, the author aims to fill the existing gap in literature on the subject in this particular context.The book attempts to provide a thorough qualitative and quantitative analysis offering a wider perspective on the nature and consequences of CLIL methodology on lower primary students' linguistic behavior and executive control. The former aspect is described and discussed on the examples of real language use in the classroom that is rich in multiple code switches characteristic for naturally bilingual contexts. The latter, being a psycholinguistic feature, was measured by means of a Stroop test and subjected to a statistical analysis. Executive control was measured through reaction times in conflict conditions against a control group. The discussion following the description of a longitudinal study led to a conclusion that, over time, young learners have developed a cognitive flexibility and inhibition control as a result of constant voluntary code-switching, displaying conscious control over selective inhibition of competing lexemes. The results suggest a considerable advantage of CLIL at lower primary level in EFL educational contexts.
£32.30
Difusion Centro de Publicacion y Publicaciones de Idiomas, S.L. Un viaje fantastico a la mitad del mundo MP3
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£13.25
Difusion Centro de Publicacion y Publicaciones de Idiomas, S.L. Un viaje fantastico a Yucatan MP3 download
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£13.25
Difusion Centro de Publicacion y Publicaciones de Idiomas, S.L. Variacion linguistica en el aula de espanol. La
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£44.18
Cambridge University Press Guess What Level 2 Teachers Book with Digital
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£40.54
Difusion Centro de Publicacion y Publicaciones de Idiomas, S.L. Cuadernos de didactica: La formacion del
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£40.61
Difusion Centro de Publicacion y Publicaciones de Idiomas, S.L. Cuadernos de didactica: Ensenar lexico en el aula
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£42.23
Ensear gramtica en el aula de espaol
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£36.95
Difusion Cuadernos de didactica: La gestion del aula de
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£40.61
Difusion Aula Plus 2 A2 Edicion hibrida Libro del alumno
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£43.48
Anaya Estrategias de escritura escribir para comunicar
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£23.36
Anaya Investigacion y transferencia
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£26.55
Editorial Edinumen Tareas y Proyectos En Clase
£34.40
Grupo Anaya, S.A. NUEVO Español Por supuesto 2 A2. Guía didáctica
£28.76
Editorial Edinumen 101 Preguntas Para Ser Profe de ELE: Introduccion
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£24.98
Combel Editorial SA El teatro de los titeres de dedo presenta....:
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£8.93
Combel Editorial SA El teatro de los titeres de dedo presenta....:
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£7.75
Combel Editorial SA El teatro de los titeres de dedo presenta....: La
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£8.93
Editorial Edinumen La Dimension Cognitiva En La Ensenanza
£48.93
Editorial Edinumen Ensenanza De Lenguas Basada En Tareas
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£32.68
Editorial Edinumen Que Gramatica Ensenar: Que Gramatica Aprender?
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£23.50
Editorial Edinumen Aproximacion Ensenanza De Pronunciacion
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£24.04
Editorial Edinumen Dinamicas de grupo en la clase de idiomas:
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£24.51
Editorial Edinumen 110 Actividades para la Clase de Idiomas:
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£31.63
Editorial Edinumen Comunicacion y cognicion en ELE: La Perspectiva
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£24.04
Debolsillo El Jinete De Bronce
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£14.60
Aarhus University Press New Thinking in TEFL
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£10.69
Museum Tusculanum Press Writing & Vocabulary in Foreign Language
Book SynopsisThis volume features eight articles on writing and vocabulary acquisition -- two crucial areas of study in foreign language learning and teaching.
£16.19
Museum Tusculanum Press Discipline & Interdisciplinarity: in Foreign
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£30.59
Brill The Writing Shop: Putting 'Shop' Back in Writing
Book SynopsisSince the 1970s, writing workshop has been a go-to method for teaching writing. It’s helped students of all ages find their voices and stories while developing skills and craft. In The Writing Shop, the author reimagines what writing workshop can be. By studying workshops of different kinds—carpentry, textile, machine—she pushes us to see writing workshop the way other makers see their own shops, as places where creativity is fueled by the sensory experience. When the essential elements of all workshops are adopted in writing workshop, the author argues, writers will flourish. The author builds on writing workshop literature to introduce the model to newcomers, while offering practical advice for those looking to strengthen their writing instruction. The Writing Shop illustrates what happens when writing is taught in an authentic shop: play is prioritized, all types of learners are included, and a host of skills beyond the mechanics of composition are embedded in the process of learning to write. With its stories from diverse workshops and emphasis on exploration and experimentation, The Writing Shop shows us that learning to write can be, above all things, fun.Trade Review“Filled with illuminating quotes and inspiring anecdotes, The Writing Shop is potent, simple, and persuasive. It pulled the writer in me back to my notebooks and fueled the teacher in me to refresh the classrooms I work in. A necessary and timely reminder about the importance of authenticity.” – Dorothy Barnhouse, international literacy consultant, author of Readers Front and Center, and co-author of What Readers Really Do “I was given an advance copy of Suzanne Farrell Smith’s book The Writing Shop and I was thrilled to see her promote a refocusing of our work with writers that embraces the brilliance of a shop model. Suzanne believes that just like when learning a craft or trade, a shop is the most engaging environment in which to be mentored, to experiment, and to practice the craft of writing. The human element of developing trusting and nurturing relationships between master and apprentice is central to the premise of her work. She shares anecdotes from her personal life and from real-world experiences of craftsmen to illuminate her ideas and the elements of shop. Suzanne advocates for a playful and stimulating learning environment, without compromising academic expectations. Come take a peek inside her shop and learn from a master!” – Paula Bourque, literacy coach and author of Close Writing: Developing Purposeful Writers in Grades 2–6 and Quick Writing: Nurturing Hearts and Minds in Elementary Classrooms “The Writing Shop is rich. Rich in storytelling, rich in detail, rich in imagery, rich in inspiration. I challenge any teacher reading this book to not be inspired and renewed with a fresh sense of what is possible when children are allowed to play in the process of writing. In The Writing Shop, Suzanne continues a tradition of master teachers generously sharing their hard-earned insight into how teachers can help children steward the shop that is their own imagination and voice. Teachers tasked with helping children master the craft of writing would do well to add this immensely useful and beautiful text to their shelf.” – Nancy Cavillones, writer and former New York City English teacher “Reading Suzanne Farrell Smith’s The Writing Shop is like embarking on a journey of the senses, where one finds oneself immediately endeared to her lovely vision of what writing workshop could be. With frequent nods to the value that play, noise, and “mess” can bring to any kind of workshop, Suzanne reminds us to slow down and enjoy not just the products that students ultimately create, but their beautiful and varying processes as well—for this is where the true magic of writing workshop happens.” – Shawna Coppola, author of RENEW! Become a Better—and More Authentic—Writing Teacher “This beautiful, approachable book not only teaches you how to teach writing, but reclaims the rightful place of “shop” in writing workshop. Suzanne Farrell Smith captures how it should feel for anyone of any age to write: full of exploration, spontaneity, and joy. The Writing Shop is the perfect blend of teaching strategies, student stories, and Suzanne’s own personal journey in becoming a teacher of writing and, more importantly, of writers. Novel in its approach and singular in its voice, The Writing Shop is a must-read book that will undoubtedly make your classroom and your students come alive through the writing process. Every child deserves the kind of writing shop classroom Suzanne will help you create.” – Katie Egan Cunningham, Associate Professor at Manhattanville College and author of Story: Still the Heart of Literacy Learning and Happiness by Design “Real writing is messy business. Rarely do writers churn out perfect works by following a linear, five-step writing process to a T. Why then do we expect our students to perform this way? In The Writing Shop, Suzanne Farrell Smith masterfully breaks down the barriers of product-focused writing instruction and invites teachers to let their students explore the messy business of writing as a craft. Beautifully woven among tidbits and tales of her own young writing students, Suzanne’s detailed, specific suggestions for integrating the essential components of a creative shop into a classroom are perfect for both the novice and the experienced teacher, for those just starting to integrate a workshop model to those who are looking for ways to reinvigorate an existing writing workshop. Best of all, Suzanne focuses on the fun of writing and ignites (or reignites!) an excitement that is essential for any teacher looking to inspire students to find, develop, and hone the skills that make writing messy and real and wonderful.” – Jenni Eaton, writer, English teacher at Takoma Park Middle School and Adjunct Associate Professor of Writing at University of Maryland University College “The Writing Shop connects to the roots of a true workshop and helps us understand that writing is an art of playful making and doing. Suzanne takes concepts like ‘living like a writer’ and makes them crystal clear by weaving in personal stories, teaching stories, and research. Reading this book is a gift to any teacher who wants to ensure that shop is a big part of their writing workshop and that students and teachers alike feel energized and authentically engaged in writing.” – Gravity Goldberg, literacy consultant and author of Teach Like Yourself “In The Writing Shop, educators will find a blueprint for creating a workshop in which students learn the fundamentals of composition with glee rather than dread, that inspires reluctant writers to experiment and play, and facilitates student leadership, competence, and confidence. Writers will find a guide for revolutionizing the writing desk, as well as the practice of writing. With a warm, clear, compassionate voice, Suzanne invites readers to join her in approaching writing as a messy, joyful experiment. Part history, part memoir, part how-to, this book is a celebration of the written word. It is the kind of book you will carry around in your back pocket and, in no small part because of Suzanne’s keen insight and wisdom, the kind of book that becomes a mentor and a friend.” – Sarah Twombly, writer and Adjunct Professor at Husson UniversityTable of ContentsAcknowledgements Introduction Chapter 1: The Drafting Table Chapter 2: Building the Argument Chapter 3: Captain of the Shop: Master Chapter 4: Nuts and Bolts: Mess Chapter 5: Splinters and Steam: Sensory Stimulation Chapter 6: Raise the Bench: Workspace Variety Chapter 7: Get Your Goggles: Safety Procedures Chapter 8: All Hands on Deck: Technical Skills Chapter 9: Apprentice to Artist: Craft Techniques Chapter 10: Share the Masterpiece References About the Author
£25.55
John Benjamins Publishing Co Doing SLA Research with Implications for the
Book SynopsisThis book is unique in bringing together studies on instructed second language acquisition that focus on a common question: “What renders this research particularly relevant to classroom applications, and what are the advantages, challenges, and potential pitfalls of the methodology adopted?” The empirical studies feature experimental, quasi-experimental and observational research in settings ranging from the classroom to the laboratory and CALL contexts. All contributors were asked to discuss issues of cost, ethics, participant availability, experimental control, teacher collaboration, and student motivation, as well as the generalizability of findings to different kinds of educational contexts, languages, and structures.This volume should be of interest to graduate students in second language research, practicing teachers who want some guidance to navigate the sometimes overwhelming array of publications, and to researchers who are planning studies on instructed second language learning or teaching and are looking to make principled decisions on which of the existing methodologies to adopt.
£26.60
John Benjamins Publishing Co Applied Linguistics in the Middle East and North
Book SynopsisThis volume offers a comprehensive and up-to-date overview of applied research efforts in the Middle East and North Africa (MENA). This region has not received due attention in the literature and this publication provides a much-needed contribution to the existing body of knowledge. The editor recruited a number of renowned scholars who either work in the MENA countries or have experience doing research in this region to contribute to this project. The selection of chapters ensured representation of applied linguistics efforts in North Africa, the Levant, and the Gulf. The book looks into language research within social and educational MENA contexts. The final part of the book provides a forward-looking perspective about applied linguistics research and practices in the Middle East and North Africa. The book is primarily written for those interested in applied linguistics, particularly researchers, graduate students, and language professionals in the MNEA region.Table of Contents1. To my parents; 2. Acknowledgments; 3. Chapter 1. Applied linguistics research in the Middle East and North Africa: An overview (by Gebril, Atta); 4. Section I. Language in society; 5. Chapter 2. When the president loses his voice, the people capture speech (by Boussofara, Naima); 6. Chapter 3. Religion and identity in modern Egyptian public discourse (by Bassiouney, Reem); 7. Chapter 4. English between Egyptians: Power and ownership of the English language in Egypt (by Lewko, Alexander M.); 8. Chapter 5. The age of global English: Language use and identity construction in the United Arab Emirates (by Dahan, Laila S.); 9. Chapter 6. The linguistic landscape of Cairo from the Rosetta Stone to the Ring Road billboards: Signs of their times (by Plumlee, Marilyn); 10. Chapter 7. The ongoing rivalry between English and French in Lebanon (by Shaaban, Kassim); 11. Section II. Language in education; 12. Chapter 8. A Qatari case for authenticity in the investigation of reading abilities and strategies (by Reynolds, Dudley); 13. Chapter 9. The development and validation of an Arabic language test in Saudi Arabia (by Norrbom, Bjorn); 14. Chapter 10. A survey of English language proficiency requirements for admission to English-medium universities in Arabic-speaking countries (by Boraie, Deena); 15. Chapter 11. Student teachers' computer-mediated narratives-in-interaction: Sharing notions of culture, teaching and language acquisition (by Fredricks, Lori); 16. Chapter 12. Arabic language teacher education (by Taha, Hanada); 17. Chapter 13. Corpora and the study of Arabic vocabulary (by Abdou, Ashraf); 18. Section III. Future directions of applied linguistics in the MENA countries; 19. Chapter 14. Whither Arabic?: From possible worlds to possible futures (by Eisele, John C.); 20. Chapter 15. A forward-looking conceptual framework for Arabic curriculum design and instructional methodology (by Alosh, Mahdi); 21. Chapter 16. Applied linguistics in the MENA countries: A research agenda (by Gebril, Atta); 21. Bibliographies; 22. Author index; 23. Subject index
£78.85
John Benjamins Publishing Co Pedagogical Grammar
Book SynopsisThis book provides a comprehensive overview of pedagogical grammar research and explores its implications for the teaching of grammar in second language classrooms. Drawing on several research domains (e.g., corpus linguistics, task-based language teaching) and a number of theoretical orientations (e.g., cognitive, sociocultural), the book proposes a framework for pedagogical grammar which brings together three major areas of inquiry: (1) descriptions of grammar in use, (2) descriptions of grammar acquisition processes, and (3) investigations of the relative effectiveness of different approaches to L2 grammar instruction. The book balances research and theory with practical discussions of the decisions that teachers must make on a daily basis, offering guidance in such areas as materials development, data-driven learning, task design, and classroom assessment.Table of Contents1. Acknowledgements; 2. Pedagogical grammar: A framework for language teachers; 3. Pedagogical grammar in applied linguistics: A historical overview; 4. What is grammar and how can it be described?; 5. The lexis-grammar interface: Phraseology, collocation, and formulaic sequences; 6. Evaluating and adapting existing materials; 7. Investigating grammar use through online corpora; 8. The dynamic nature of L2 learner language; 9. Instructed L2 grammar acquisition: Six key theory-practice links; 10. Designing grammar-focused communication tasks; 11. Assessing grammar within a framework of communicative competence; 12. Reflections and suggestions for further study; 13. References; 14. Index
£26.60
John Benjamins Publishing Co Motivation and Foreign Language Learning: From
Book SynopsisMotivation is a key aspect of second language learning. There is no doubt that abstract models are basic to gain theoretical insights into motivation; however, teachers and researchers demand comprehensible explanations for motivation that can help them to improve their everyday teaching and research. The aim of this book is to provide both theoretical insights and practical suggestions to improve motivation in the classroom. With this in mind, the book is divided into two sections: the first part includes innovative ideas regarding language learning motivation, whereas the second is focused on the relationship between different approaches to foreign language learning – such as EFL (English as a foreign language), CLIL (Content and Language Integrated Learning) or immersion – and motivation. Both sections have an emphasis on pedagogical implications that are rooted in both theoretical and empirical work.Table of Contents1. Introduction (by Lasagabaster, David); 2. PART I. Theoretical and practical insights into motivation; 3. Directed motivational current: Energising language learning through creating intense motivational pathways (by Dornyei, Zoltan); 4. Motivation, autonomy and metacognition: Exploring their interactions (by Ushioda, Ema); 5. Motivating teachers and learners as researchers (by Coyle, Do); 6. Motivating language teachers: Inspiring vision (by Kubanyiova, Maggie); 7. Part II. Studies on motivation in foreign language classrooms; 8. Swedish students' beliefs about learning English in and outside of school (by Henry, Alastair); 9. Giving voice to the students: What (de)motivates them in CLIL classes? (by Doiz, Aintzane); 10. Motivation meets bilingual models: Goal-oriented behavior in the CLIL classroom (by Lorenzo, Francisco); 11. Visible learning and visible motivation: Exploring challenging goals and feedback in language education (by Busse, Vera); 12. Epilogue; 13. Motivation: Making connections between theory and practice (by Doiz, Aintzane); 14. Name index; 15. Subject index
£76.00
John Benjamins Publishing Co Audiovisual Input and Second Language Learning
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£28.50
John Benjamins Publishing Co Digital Social Reading and Second Language
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£120.62
John Benjamins Publishing Co Language-Learner Computer Interactions: Theory,
Book SynopsisThis book focuses on learner-computer interactions (LCI) in second language learning environments drawing largely on sociocultural theories of language development. It brings together a rich and varied range of theoretical discussions and applications in order to illustrate the way in which LCI can enrich our comprehension of technology-mediated communication, hence enhancing learners’ digital literacy skills. The book is based on the premise that, in order to fully understand the nature of language and literacy development in digital spaces, researchers and practitioners in linguistics, sciences and engineering need to borrow from each others’ theoretical and practical toolkits. In light of this premise, themes include such aspects as educational ergonomics, affordances, complex systems learning, learner personas and corpora, while also describing such data collecting tools as video screen capture devices, eye-tracking or intelligent learning tutoring systems. The book should be of interest to applied linguists working in CALL, language educators and professionals working in education, as well as computer scientists and engineers wanting to expand their work into the analysis of human/learner interactions with technology communication devices with a view to improving or (re)developing learning and communication instruments.As of January 2019, this e-book is freely available, thanks to the support of libraries working with Knowledge Unlatched.Trade ReviewLanguage-Learner Computer Interactions presupposes knowledge base and expertise in CALL research and language education. It is addressed to novice and established members of the CALL discourse community who want to professionally develop themselves regarding the state of the art research, discussions, and future avenues of inquiry in the area of LCI [Learner-computer interaction]. The volume is an invaluable resource for those practitioners in a number of respects. It is the result of the collaborative work of high-caliber CALL editors and researchers such as Catherine Caws, Marie-Josee Hamel, Mathias Schulze, and Mike Levy to name a few whose pioneering perspectives and invaluable contributions have always furthered and enriched CALL scholarship. The focus on key disciplinary discussions including CALL ergonomics, CALL normalization (Bax, 2003), sustainability, and affordances, the selection of cutting-edge theories and methodologies, as well as thematic organization of the volume are all indicative of the comprehensive knowledge of the editors of the current conversations and concerns in this domain. These informed decisions and quality editing are the factors that distinguishes this volume from similar publications. Moreover, this interesting volume projects a multi-faceted picture of LCI research and pedagogy drawing on a nice patchwork of theoretical and methodological scholarship from various disciplines and areas including computer studies, engineering, TESOL, and applied linguistics. Furthermore, the research reported in this volume enjoys a wide and colourful array of conceptual frameworks, innovative methodological designs and approaches, and contextual diversities and variations which make the book a must-read for target practitioners globally. It also provides invaluable implications and suggestions for further inquiry in the area of LCI. Overall, the book is a very timely and welcome contribution and has done excellent justice to current discussions in this domain. -- Pejman Habibie, The University of Western Ontario, on Linguist List 28.3790 (2017)Table of Contents1. List of figures / List of tables; 2. Book series preface: Language Studies, Science and Engineering; 3. Acknowledgments; 4. Contributor biographies; 5. Cutting-edge theories and techniques for LCI in the context of CALL (by Caws, Catherine); 6. Part I: Frameworks guiding the research; 7. CALL ergonomics revisited (by Caws, Catherine); 8. The theory of affordances (by Blin, Francoise); 9. CALL theory: Complex adaptive systems (by Schulze, Mathias); 10. CALL design and research: Taking a micro and macro view (by Levy, Mike); 11. Part II: Data and elicitation technologies and techniques; 12. Learner personas and the effects of instructional scaffolding on working behaviour and linguistic performance (by Heift, Trude); 13. Video screen capture to document and scaffold the L2 writing process (by Hamel, Marie-Josee); 14. Using eye-tracking technology to explore online learner interactions (by Stickler, Ursula); 15. Analysing multimodal resources in pedagogical online exchanges: Methodological issues and challenges (by Cohen, Cathy); 16. A scientific methodology for researching CALL interaction data: Multimodal LEarning and TEaching Corpora (by Chanier, Thierry); 17. Afterword; 18. Engineering conditions of possibility in technology-enhanced language learning (by Thorne, Steven L.); 19. Author index; 20. Subject index
£76.00
Peeters Publishers La morphologie lexicale Un Domaine Autonome de la
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£31.11
European Interuniversity Press London - Berlin: Authenticity, Modernity, and the
Book SynopsisIn the 19th century, the metropolis became the soothsayer of societies. Here, probabilities of progress could be perceived, felt and smelt; here was the showcase of each nation's prime productions and representations. Travellers took to the metropolis in order to unravel the foreign society, in order to understand and learn about social characteristics and future developments, about cultural distinctions and commonalities, about banalities and extraordinary events. Travel writers mapped the development of Europe's metropolises and wrote for a large market using the form of a highly popular and established genre. In travel writing, popular sentiments, market-driven imaginations of the audience's interests, and on-the-spot analysis of cultural and political conditions are bound together in one account. This book surveys the history of cultural perception in Western Europe from the Great Exhibition of 1851 to the National Socialists' party rallies in the Berlin of the 1930s. Travel writings are used as source material to enter the intricate discourses on national stereotypes, the metropolis and on the usage as well as the perception of authenticity.ÿ
£40.59
European Interuniversity Press Mudrooroo: A Likely Story: Identity and Belonging
Book SynopsisMudrooroo: A Likely Story reads the fiction of one of Australia's most controversial and enigmatic literary figures against the backdrop of the likelihood that he assumed an Aboriginal identity to which he was not entitled. As he is neither black nor white, Colin Johnson (a.k.a. Mudrooroo) writes on issues of identity and belonging from the position of an outsider. The book argues that the experimental nature of Johnson's creative body of work coupled with the complexities of his in-between' status, mean that both the man and his writing evade neat categorisation within mainstream literary criticism. Also examined here is how the denial of his white mother impacts upon the gender politics of Johnson's fiction in a way that opens up exciting new possibilities for critical comment and textual analysis.
£35.82
Motilal Banarsidass, Language
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£25.64
