Graham Burton – författare

Corpus Linguistics for Curriculum Design explores how corpora can be employed in the design of language curricula, both for English as a Foreign/Second Language and for other languages.This book provides an overview of established approaches to curriculum design and guides the reader towards an understanding of how corpora can be used to inform such processes, providing them with the skills needed to use corpora to inform the design of their own curricula. This is the first book to systematically and comprehensively set out what corpus-informed curriculum design can look like, providing in-depth coverage of both General English and English for Specific Purposes. It considers a number of different language areas such as grammar, vocabulary and pragmatics, showing how both item selection and ordering within a curriculum can be informed by corpora.This accessible guide is essential reading for students and researchers in Teaching English to Speakers of Other Languages (TESOL), Applied Linguistics, English Language Teaching (ELT), materials design as well as language teachers and curriculum designers.

Corpus Linguistics for Curriculum Design explores how corpora can be employed in the design of language curricula, both for English as a Foreign/Second Language and for other languages.This book provides an overview of established approaches to curriculum design and guides the reader towards an understanding of how corpora can be used to inform such processes, providing them with the skills needed to use corpora to inform the design of their own curricula. This is the first book to systematically and comprehensively set out what corpus-informed curriculum design can look like, providing in-depth coverage of both General English and English for Specific Purposes. It considers a number of different language areas such as grammar, vocabulary and pragmatics, showing how both item selection and ordering within a curriculum can be informed by corpora.This accessible guide is essential reading for students and researchers in Teaching English to Speakers of Other Languages (TESOL), Applied Linguistics, English Language Teaching (ELT), materials design as well as language teachers and curriculum designers.

This book investigates the content of the grammar syllabus typically employed in mainstream English Language Teaching. Using a mixed-methods approach, the author examines how the syllabuses used in coursebooks are actually constructed, how they evolved and how valid their contents are as a basis for teaching. The research reported consists of a broad exploration of primary sources in order to outline the evolution of ELT pedagogical grammar; ten interviews with key ELT authors and publishing professionals, which allows for the investigation of the decision-making processes underlying the choice of grammar content in ELT teaching materials; and finally, the presentation of case studies which examine three areas of grammar, analysing the evolution of their treatment in ELT materials (both historical and contemporary) and comparing their current treatment to data on real learner use. This book contributes to the literature on syllabus design and pedagogical grammar and builds on existing research into materials design. It will be of interest to researchers and professionals working in the fields of applied linguistics, pedagogical grammar, curriculum design and materials design.

This book investigates the content of the grammar syllabus typically employed in mainstream English Language Teaching. Using a mixed-methods approach, the author examines how the syllabuses used in coursebooks are actually constructed, how they evolved and how valid their contents are as a basis for teaching. The research reported consists of a broad exploration of primary sources in order to outline the evolution of ELT pedagogical grammar; ten interviews with key ELT authors and publishing professionals, which allows for the investigation of the decision-making processes underlying the choice of grammar content in ELT teaching materials; and finally, the presentation of case studies which examine three areas of grammar, analysing the evolution of their treatment in ELT materials (both historical and contemporary) and comparing their current treatment to data on real learner use. This book contributes to the literature on syllabus design and pedagogical grammar and builds on existing research into materials design. It will be of interest to researchers and professionals working in the fields of applied linguistics, pedagogical grammar, curriculum design and materials design.

Science produces fascinating puzzles: why is there such a range of placental structures when other mammalian organs are so structurally uniform ? Comparative placental studies can facilitate the identification of the common factors in placental growth, differentiation and function and their relevance to possible evolutionary pathways.