Applied Linguistics and Language Study – serie

This book argues that the subjective evaluation of the product must give way to a descriptive and objective attempt to reveal the workings of the process (ie translating). Without such a shift, translation theory will continue outside the mainstream of intellectual activity in human sciences and fail to take its rightful place as a major field in applied Linguistics.

This work looks at a variety of the aspects of applied linguistics, ranging from information processing versus inferencing based approaches, to listening-based language learning.

Process and Experience in the Language Classroom argues the case for communicative language teaching as an experiential and task driven learning process.

The main topic of this revised and updated edition is the comprehension of the spoken language. Subjects covered include the function of intonation and paralinguistic features, while revisions made include a new section on `pause' and how this interacts with rhythm,

An account of the development of research and thinking in the field of learner language. Draws on wide-ranging research into contrastive analysis, bilingualism, theoretical linguistics and experimental psychology.

Language Awareness in the Classroom addresses the central educational question of the impact that explicit language knowledge has on learning and language learning.

The material in this book reviews work dating to the vocabulary control movement of the 1930s, and also refers to more recent work on the role of lexis in language learning. The main foundations of lexical semantics described, as are relevant research and pedagogical studies in vocabulary and lexicography.

This book examines the theory of genre analysis and looks at genre analysis in action.

This volume comprises a collection of essays by experts in the forefront of interlanguage study. Each contribution reports on the current state of study and development in a wide variety of fields. Contributors are drawn from Europe, North America and Israel.

Focusing on the testing and assessment of English as an international language, this book contains four main parts which cover theoretical considerations, reading tests, literacy assessment and policy implications.

A survey and analysis of second language theory that discusses the development of ideas in this expanding area of language studies. It looks at the implications of these ideas and directions for future research. Contains study questions and activities as well as practical guidelines on the use of available research resources.

Combining an overview of English phonology with structured practical guidance, this introductory text shows how phonology can be applied in the classroom.

Since it was first established in the 1970's the Applied Linguistics and Language Study series has become a major force in the study of practical problems in human communication and language education. Drawing extensively on empirical research and theoretical work in linguistics, sociology, psychology and education, the series explores key issues in language acquisition and language use.English as a Second Language learners are now a considerable and increasing part of the mainstream of urban schools in English-speaking countries. Beyond the learning of English, this development raises broader questions of language as a medium of education in a multilingual, multicultural environment.Drawing on their experience as researchers and educators in Australia, Canada and England, the authors of English as a Second Language in the Mainstream present an up-to-date account of advances in theory and practice. Their analysis of system-wide provision however, suggests that a truly responsive educational vision is lacking: government policy is inadequate, educational practices for ESL students are either underdeveloped or poorly coordinated with practices for other students, and the rhetoric of reform fails to engage significantly with issues of teaching and resources.The authors argue towards a more comprehensive vision which can acknowledge the relation between issues concerning ESL students and issues concerning the educational system as a whole, which can coordinate reforms in ESL education with general reforms, which can explicitly and systematically integrate language learning and content learning, and which can build more positively on the multilingual and multicultural nature of modern education for all students.

This text is a contribution to the theory of the language education curriculum. It explores key aspects of the current debate on language teaching and examines the important issues of the learning process, the central concepts of authenticity, motivation and language awareness.

This is an introduction and guide to the study of errors in language, which presents a critical survey of previous work. It seeks to clarify such questions as: does correctness matter?; and is it more important to speak fluently and write imaginatively or to communicate one's message?

This is a collection of 21 case accounts by language education professionals working in the context of international development. The contributors explore the implementation of interactive educational approaches in ten Asian countries.

This text explores the application of corpora to language teaching, aiming to show teachers and students how to create materials using corpora and how to develop their own corpora.

This volume examines the principles and practices involved in learner independence and autonomy in foreign language learning, particularly EFL.

This introductory text explores the integration of language and literature in the classroom. The two subjects are normally seen as distinct areas of the curriculum, but this book shows how they can be mutually supporting and enriching. Recent research in classroom practice is also covered.

This text aims to synthesize the state of research with regard to the teaching and testing of reading in a second language. It examines the psychology of reading, models of the reading process and various theories, and discusses the development of reading tests and teaching practice.

The dynamics of immigration, international commerce and the postcolonial world make it inevitable that much translation is done into a second language. This study adopts an interlanguage framework to consider second language translation as the product of developing competence.

This work focuses on the connections to be made between evaluation and change in language education with a specific focus on English Language Teaching, and demonstrates the central importance of evaluation in relation to language projects and programmes.

Recent research highlights the importance of an individual's own skills and attitudes to learning when studying a second language. A number of contributors explore the theory and practical application of such experiential learning.

Offers a multidisciplinary approach to writing in a variety of academic and professional settings, through a collection of research-based accounts by scholars in the field.

Since it was first established in the 1970s the Applied Linguistics and Language Study series has become a major force in the study of practical problems in human communication and language education. Drawing extensively on empirical research and theoretical work in linguistics, sociology, psychology and education, the series explores key issues in language acquisition and language use. What the learner contributes is central to the language learning process. Learner Contributions to Language Learning provides a uniquely comprehensive account of learners' personal attributes, their thinking, their feelings, and their actions that have been shown to have an impact upon language learning.Containing specific chapters from leading names in the field, this book provides both a review of what has been discovered from previous research and identifies important future directions for research on learner contributions. It is a landmark volume setting the agenda for language learning research in the 21st century and it provides invaluable information for all those engaged in language teaching.The contributors to the volume are-Michael P. Breen Bonny NortonAnna Chamot Rebecca OxfordRod Ellis Anna PavlenkoJames P. Lantolf Anita WendenDiane Larsen-Freeman

Researching Pedagogic Tasks brings together a series of empirical studies into the use of pedagogical tasks for second language learning, with a view to better understanding the structure of tasks, their impact on students, and their use by teachers. The volume starts with an introduction to the background and key issues in the topic area and is then organised into three sections: the first section focuses on the language and learning of students on tasks the second on the use of tasks in the language classroom the third on the use of tasks for language testingEach section begins with a succinct section introduction, and the volume concludes with an afterword relating the theme of the volume to issues in curriculum development. The chapters include both experimental and qualitative approaches to the topic, some providing original accounts of specific studies, others offering overviews of linked series of studies.

Brings together a comprehensive account and analysis of testing second language speaking. This title contains examples including task types that are commonly used in speaking tests, approaches to researching speaking tests, and specific methodologies that teachers, students and test developers may use in their own projects.