Learners Publishing. 2004. Paperback. Good.
Macmillan ELT. 2005. Paperback. Near Fine. In excellent condition. Pages are intact and not marred by notes or highlig hting. The spine remains undamaged. As teachers we often talk about 'covering' grammar points. Scott Thornbury explains why it is more useful to think about how we 'uncover' grammar, to reveal the workings of the system to our students and encourage them to notice what is going on. The book uses extracts from exchanges in real classrooms, authentic texts and language teaching tasks. It provides lots of practical activities so that you can immediately and easily put the ideas to work in your classroom.
Springer. 2010. Paperback. Near Fine. In excellent condition. Pages are intact and not marred by notes or highlig hting. The spine remains undamaged. Good presentation skills are key to a successful career in academia. This b ook is the first guide to giving presentations at international conferences specifically written for researchers of all disciplines whose first langua ge is not English. With easy-to-follow rules and tips, and with examples taken from real prese ntations, you will learn how to: avoid errors in English by using short easy-to-say sentences improve your English pronunciation and intonation gain confidence, and overcome nerves and embarrassment plan, prepare and practice a well-organized, interesting presentation highlight the essential points you want your audience to remember deal with questions from the audience decide what to say at each stage of the presentation use standard phrases attract and retain audience attention Other books in the series: English for Writing Research Papers English for Academic Correspondence and Socializing English for Research: Usage, Style, and Grammar English for Academic Research: Grammar / Vocabulary / Writing Adrian Wallwork is the author of more than 20 ELT and EAP textbooks. He has trained several thousand PhD students and academics from 35 countries to p repare and give presentations. Since 1984 he has been revising research pap ers, and in 2009 he set up englishforacademics.com - a proofreading and edi ting service specifically for researchers. Editorial Reviews Review From the reviews: "Specifically written for non-native speakers of English it will also be very useful for anyone who i
Routledge. 2008. Paperback. Very Good. A copy that has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged. This volume aims to familiarize readers with the varieties of world English es used across cultures and to create awareness of some of the linguistic a nd socially relevant contexts and functions that have given rise to them. I t emphasizes that effective communication among users of different Englishe s requires awareness of the varieties in use and their cultural, social, an d ideational functions. Cultures, Contexts and World Englishes: demonstrates the rich results of integrating theory, methodology and applic ation features critical and detailed discussion of the sociolinguistics of Englis h in the globalized world gives equal emphasis to grammar and pragmatics of variation and to uses of Englishes in spoken and written modes in major English-using regions of the world. Each chapter includes suggestions for further reading and challenging discussion questions and appropriate research projects designed to enhance the usefulness of this volume in courses such as world Englishes, English in the Global Context, Sociolinguistics, Critical Applied Linguistics, Language Contact and Convergence, Ethnography of Communication, and Crosscultural Communication.
University of Michigan Press. 2006. Paperback. Fine. Why is "night" spelled with "gh"? Why can't sentences end with prepositions ? Why does English have so many words that express the same ideas? Question s like these can be difficult for teachers to answer when they do not know the historical background of the English language. Why Is English Like That ? gives teachers a brief and accessible history of the English without assu ming any prior knowledge of the subject. The book outlines the historical events that shaped English; describes how its grammar, vocabulary, spelling, and pronunciation developed over time; a nd highlights the "quirks" and "exceptions" in English that can be explaine d on a historical basis. By understanding how the English of today evolved from the English of past times, both teachers and students will be more com fortable with the many conventions of the English language. Why Is English Like That? also contains reproducible grammar and vocabulary exercises that will help teachers incorporate some of this historical knowledge into classroom activities. This book was written with English language teachers in mind, and the exercises are designed for ESL/EFL students, but it may also be used by teachers in training (L1 and L2).
Oxford University Press. 2000. Paperback. Good. This book examines test design, the rating process, validity, measurement a nd the social dimension of language testing. Traditional and newer forms of language assessment are considered.
Cambridge University Press. 1990. Paperback. Very Good. A copy that has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged. O'Malley and Chamot review the literature on learning strategies, describe and classify learning strategies in second language learning, and discuss why learning is affected in a positive manner when such strategies are used. The authors present instructional models for learning-strategy training that teachers can apply to their own classes. The material is based on current research in second language acquisition and cognitive theory.
Routledge. 2013. Paperback. Very Good. A copy that has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged. Routledge Introductions to Applied Linguistics is a series of introductory level textbooks covering the core topics in Applied Linguistics, primarily designed for those beginning postgraduate studies, or taking an introductor y MA course as well as advanced undergraduates. Titles in the series are al so ideal for language professionals returning to academic study. The books take an innovative 'practice to theory' approach, with a 'back-to -front' structure. This leads the reader from real-world problems and issue s, through a discussion of intervention and how to engage with these concer ns, before finally relating these practical issues to theoretical foundatio ns. Additional features include tasks with commentaries, a glossary of key terms, and an annotated further reading section. Vocabulary is the foundation of language and language learning and as such, knowledge of how to facilitate learners' vocabulary growth is an indispens able teaching skill and curricular component. Exploring Vocabulary is desig ned to raise teachers' and students' awareness of the interplay between the linguistic, psychological, and instructional aspects of vocabulary acquisi tion. It focuses on meeting the specific vocabulary needs of English langua ge learners in whatever instructional contexts they may be in, with a speci al emphasis on addressing the high-stakes needs of learners in academic set tings and the workplace. Dee Gardner also introduces a new Common Core Vocabulary, constructed from two of the
Routledge. 1997. Paperback. Good. This book offers a lively introduction to the research methods and techniqu es available to English language teachers who wish to investigate aspects o f their own practice. It covers qualitative and quantitative methodology an d includes sections on observation, introspection, diary studies, experimen ts, interviews, questionnaires, numerical techniques and case study researc h. Each method is illustrated with examples in language teaching contexts, and techniques of data collection and analysis are introduced. The authors foc us particularly on research in the classroom, on tests, materials, the effe cts of innovations, and they discuss methods appropriate to research in var ious collaborative modes as well as by individuals. A key feature of the bo ok is an introduction to the debate surrounding different approaches to res earch, with an evaluation of traditional research in relation to the paradi gms associated with reflective practice and action research. The book is ideal for teachers on initial training and post-experience courses, students on degree programmes in applied linguistics and TEFL and, of course, practising teachers with an interest in research methods in language teaching.
Aarhus University Press. 1986. Paperback. Very Good. A copy that has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged. Learning, Teaching & Communication in the Foreign Language Classroom
Routledge. 2011. Paperback. Very Good. Over the past thirty years, the field of language learning strategies has g enerated a massive amount of interest and research in applied linguistics. Teaching and Researching Language Learning Strategies redraws the landscape of language learning strategies at just the right time. In this book Rebec ca Oxford charts the field systematically and coherently for the benefit of language learning practitioners, students, and researchers. Offering pract ical, innovative suggestions for assessing, teaching, and researching langu age learning strategies, she provides examples of strategies and tactics fr om all levels, from beginners to distinguished-level learners, as well as a new taxonomy of strategies for language learning. In demonstrating why self-regulated learning strategies are necessary for l anguage proficiency, Oxford integrates socio-cultural, cognitive, and affec tive dimensions, and argues convincingly for the need for conceptual cross- fertilization. Providing clear and concise explanations of the advantages a nd limitations of the different approaches, this book is full of practical value and theoretical insights. The book is designed to guide the reader with the use of a range of feature s, including: key quotes and concept boxes preview questions and chapter overviews glossary and end-of-chapter further readings sources and resources section
National Foreign Language Re. 1996. Paperback. Near Fine. In excellent condition. Pages are intact and not marred by notes or highlig hting. The spine remains undamaged. Language learning strategies are the specific steps students take to improve their progress in learning a second or foreign language. Optimizing learning strategies improves language performance. This ground-breaking book presents new information about cultural influences on the use of language learning strategies. It also shows innovative ways to assess students' strategy use and remarkable techniques for helping students improve their choice of strategies, with the goal of peak language learning.
Cambridge University Press. 2012. Paperback. Very Good. A copy that has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged. With the rise of new technologies and media, the way we communicate is rapidly changing. Literacies provides a comprehensive introduction to literacy pedagogy within today's new media environment. It focuses not only on reading and writing, but also on other modes of communication, including oral, visual, audio, gestural and spatial. This focus is designed to supplement, not replace, the enduringly important role of alphabetical literacy. Using real-world examples and illustrations, Literacies features the experiences of both teachers and students. It maps a range of methods that teachers can use to help their students develop their capacities to read, write and communicate. It also explores the wide range of literacies and the diversity of socio-cultural settings in today's workplace, public and community settings. With an emphasis on the 'how-to' practicalities of designing literacy learning experiences and assessing learner outcomes, this book is a contemporary and in-depth resource for literacy students.
Springer. 2012. Paperback. Fine. This guide is based on a study of referees' reports and letters from journa l editors on the reasons why papers written by non-native researchers are r ejected due to problems with English usage, style and grammar. It draws on English-related errors from around 5000 papers written by non-native author s, 500 abstracts by PhD students, and over 1000 hours of teaching researche rs how to write and present research papers. English for Research: Usage, Style, and Grammar covers those areas of Engli sh usage that typically cause researchers difficulty: articles (a/an, the), uncountable nouns, tenses (e.g., simple present, simple past, present perf ect), modal verbs, active vs. passive form, relative clauses, infinitive vs . -ing form, the genitive, noun strings, link words (e.g., moreover, in add ition), quantifiers (e.g., each vs. every), word order, prepositions, acron yms, abbreviations, numbers and measurements, punctuation, and spelling. Du e to its focus on the specific errors that repeatedly appear in papers writ ten by non-native authors, this manual is an ideal study guide for use in u niversities and research institutes. The book is cross-referenced with the following titles: * English for Academic Research: Grammar Exercises * English for Academic Research: Vocabulary Exercises * English for Academic Research: Writing Exercises * English for Writing Research Papers Adrian Wallwork is the author of more than 30 English Language Teaching (ELT) and English for Academic Purposes (EAP) textbooks. He has trained several thousand PhD students and researchers from 40 countries to prepare and give presentations. Since 1984 he ha
Heinle ELT. 2010. Paperback. Near Fine. In excellent condition. Pages are intact and not marred by notes or highlig hting. The spine remains undamaged. Written for researchers and graduate students in the field of vocabulary studies, Researching and Analyzing Vocabulary covers a wide range of vocabulary research topics that include experimental, qualitative, and corpus-based work. The study of vocabulary has direct implications for teaching and learning while enhancing student knowledge of research practices.
Klett Ernst /Schulbuch. Paperback. Fine.
Cambridge University Press. 2001. Paperback. Very Good. A copy that has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged. This text provides a systematic introduction to the issues involved in plan ning, developing, and managing effective language programs. The paperback e dition provides a systematic introduction to the issues involved in develop ing, managing, and evaluating effective second and foreign language program s and teaching materials. Key stages in the curriculum development process are examined, including situation analysis, needs analysis, goal setting, s yllabus design, materials development and adaptation, teaching and teacher support, and evaluation. Discussion activities throughout the book enable i t to be used as a reference text for teachers and administrators. Editorial Reviews Book Description The paperback edition provides a systematic introduction to the issues invo lved in developing, managing, and evaluating effective second and foreign l anguage programs and teaching materials. Key stages in the curriculum devel opment process are examined, including situation analysis, needs analysis, goal setting, syllabus design, materials development and adaptation, teachi ng and teacher support, and evaluation. Discussion activities throughout th e book enable it to be used as a reference text for teachers and administra tors. About the Author fm.author_biographical_note1 fm.author_biographical_note1
Cambridge University Press. 1998. Paperback. Very Good. A copy that has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged. This volume examines the area of second language vocabulary studies from three broad perspectives: description, acquisition and pedagogical context. The book's fifteen chapters are grouped together to achieve a balance between descriptions of what vocabulary is and how it behaves, how the mind learns new vocabulary and then uses it when it is learned, and pedagogical issues of teaching and testing L2 vocabulary. Some of the specific topics addressed in these three general areas include: - word frequency and vocabulary size, multi-word units, variation between spoken and written language; - models of lexical acquisition, first language influences on second language vocabulary acquisition, vocabulary learning strategies; - vocabulary and the syllabus, trends in teaching and testing vocabulary, lexical reference sources.
Cengage Learning. 1999. Paperback. Near Fine. In excellent condition. Pages are intact and not marred by notes or highlig hting. The spine remains undamaged. This series of annual volumes strives to further scholarship in second language acquisition and teaching with regard to undergraduate programs with multisection courses. Teaching assistant supervision, teaching assistant professional preparation, and the role of faculty and administrators in postsecondary institutions are some of the topics addressed.
Pro Lingua Associates. 2004. Paperback. Fine. What are Conversation Strategies? They are techniques that help the speaker and listener keep a conversation going to its natural and desired conclusi on. They are skills that supplement the linguistic and sociolinguistic skil ls most texts focus on: grammar, vocabulary, and usage. To develop strategi c competence, students must learn the words, phrases, and conventions used as two speakers engage in the active give- and-take of conversation. These a re the strategies we use to get more information, make comparisons, correct someone politely, agree and disagree, summarize, share information, and ma ke decisions in a business meeting. Students also practice polite forms, re joinders, clarifications, follow-up questions, getting a response, expressi ng probability, interrupting, and avoiding conversation killers. Each activ ity has three parts: a teacher's introduction, a written introductory exerc ise to be done by students individually, and pair/group practice that makes us!e of information gap and other interactive formats. Each fun, student-c entered activity begins with controlled language and moves to open, imagina tive exchanges. The work is enjoyable for students and teacher. Easy to use in any intermediate level class.