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Books > Language & Literature > Language teaching & learning (other than ELT) > General
The pervasive use of dislocations (as in Le chocolat, c'est bon) is
a key characteristic of spoken French. This book offers various new
and well-motivated insights, based on tests conducted by the
author, on the syntactic analysis, prosody, and the interpretation
of dislocation in spoken French. It also considers important
aspects of the acquisition of dislocation by monolingual children
learning different French dialects.
The author argues that spoken French is a
discourse-configurational language, in which topics are
obligatorily dislocated. She develops a syntactically parsimonious
account, which maximizes the import of interfaces involved with
discourse and prosody. She proposes clear diagnostics, following a
reexamination of the status of subject clitics and a reevaluation
of the characteristic prosody of dislocated constituents. The
theoretical arguments throughout the book rest on data that comes
from corpora of spontaneous production and from various elitication
experiments.
This book throws new light on French syntax and prosody and makes
an important and original contribution to the study of linguistic
interfaces. Clearly expressed and tightly argued it will interest
scholars and advanced students of French and of its acquisition as
a first language as well as linguistic theorists interested in the
interfaces between syntax, discourse, and phonology.
If you're looking for a fast, focussed and effective way to revise
for your AS or A2 exams, Revision Express is the answer. Now fully
updated for the new A-levels, Revision Express covers everything
you need for success in your exams. Each chapter is broken down
into two-page topic sessions, packed with information, top tips and
unique features to help you carefully organise your revision and
gain vital extra marks. All the information is presented in short,
memorable chunks for quick and simple revision and you can check
your understanding and progress as you proceed with checkpoint
questions. Develop and practice your exam techniques with sample
exam-style questions (and answers - luckily!) and get some inside
information as A-level examiners reveal the secrets to getting top
grades.
This edited collection explores the processes of second language
learning and teaching from a psycholinguistic perspective. Authored
by leading experts in the field, the book includes studies focusing
on theoretical, empirical and practical aspects of second and
foreign language education. Part One offers contributions devoted
to a range of learner-related factors, dealing with affective and
cognitive variables, the process of reading and the acquisition of
lexis. Part Two brings together papers related to teacher awareness
of second language instruction that focus on conversational styles,
fostering intercultural pragmatics, teacher job satisfaction, the
development of instructional materials and challenges of teacher
training in different contexts. It is of interest to researchers as
well as graduate and postgraduate students seeking fresh
inspirations for their own empirical investigations of the ways in
which second and foreign languages are taught and learned.
The preamble to the post-apartheid South African constitution
states that 'South Africa belongs to all who live in it, united in
our diversity' and promises to 'lay the foundations for a
democratic and open society in which government is based on the
will of the people and every citizen is equally protected by law'
and to 'improve the quality of life of all citizens'. This would
seem to commit the South African government to, amongst other
things, the implementation of policies aimed at fostering a common
sense of South African national identity, at societal dev- opment
and at reducing of levels of social inequality. However, in the
period of more than a decade that has now elapsed since the end of
apartheid, there has been widespread discontent with regard to the
degree of progress made in connection with the realisation of these
constitutional aspirations. The 'limits to liberation' in the
post-apartheid era has been a theme of much recent research in the
?elds of sociology and political theory (e. g. Luckham, 1998;
Robins, 2005a). Linguists have also paid considerable attention to
the South African situation with the realisation that many of the
factors that have prevented, and are continuing to prevent,
effective progress towards the achievement of these constitutional
goals are linguistic in their origin.
This volume presents new and cutting-edge research on the question
of how we parse, interpret and understand language in more complex
discourse settings. The challenge is to find empirical evidence on
how information structure and semantic processing are related.
Comprehensible answers are provided by showing how syntax,
phonology, semantics and pragmatics interact and how they influence
semantic processing and interpretation. The analysis of core
information structural concepts that contribute to processing such
as focus and contrast, the specific discourse status of referents
that add to the common ground, context dependency and markedness as
well as prosodic prominence and givenness marking has added new and
convincing evidence to the research of information structure and
semantic processing.
This book explores the influence of high stakes standardised
testing within the context of South Korea. South Korea is regarded
as a shining example of success in educational achievement and, as
this book reveals, pressurised standardised testing has been a
major contributing factor to its success. This unique country
provides an excellent setting from which to explore the powerful
relationship that exists between testing and learning and can
advance our understanding of which factors and test conditions will
positively and negatively influence learning. This book follows the
test activity of a group of Korean university students preparing
for the TOEIC (Test of English for International Communication) and
posits a revised model of the influence of testing on learning. It
calls for a more socially situated view of tests and test-takers
considered in relation to the sociocultural, historical, political
and economic contexts in which they are embedded.
Humans' development of literacy has been a recent focus of intense
research from the reading, cognitive, and neuroscience fields. But
for individuals who are deaf-who rely greatly on their visual
skills for language and learning-the findings don't necessarily
apply, leaving theoretical and practical gaps in approaches to
their education. Assessing Literacy in Deaf Individuals:
Neurocognitive Measurement and Predictors narrows these gaps by
introducing the VL2 Toolkit, a comprehensive test battery for
assessing the academic skills and cognitive functioning of deaf
persons who use sign language. Skills measured include executive
functioning, memory, reading, visuospatial ability, writing
fluency, math, and expressive and receptive language. Comprehensive
data are provided for each, with discussion of validity and
reliability issues as well as ethical and legal questions involved
in the study. And background chapters explain how the Toolkit was
compiled, describing the procedures of the study, its rationale,
and salient characteristics of its participants. This notable book:
Describes each Toolkit instrument and the psychometric properties
it measures. Presents detailed findings on test measures and
relationships between skills. Discusses issues and challenges
relating to visual representations of English, including
fingerspelling and lipreading. Features a factor analysis of the
Toolkit measures to identify underlying cognitive structures in
deaf learners. Reviews trends in American Sign Language assessment.
Assessing Literacy in Deaf Individuals is an essential reference
for researchers, graduate students, clinicians, and other
professionals working in the field of deafness and deaf education
across in such areas as clinical child and school psychology,
audiology, and linguistics.
A clear organized structure that allows for one chapter's lessons
to build on another, assisting in supporting and scaffolding
students' knowledge Clear visuals and charts that take into account
the learner's language level. Support for the instructor with
transcripts of materials and ideas for activities both in the
textbook and the workbook. Diverse video, audio, reading, and web
activities that engage the students at their level, thereby
supporting their participate in communicative activities. The
program has been the best seller as a college Russian textbook
through five editions since 1993
Changes in the discipline of english language arts teacher
education have produced a much more expansive understanding of
literacy and of what teachers of English language arts do. This
volume addresses these changes by featuring innovation-both
theoretical and applied-in the field itself. Changes in the field
of English language arts teacher education suggest a need to also
examine how teachers approach learning to teach in a field that has
so quickly evolved. This book seeks to understand how a future
teaching force will approach this changing landscape and how we, as
English teacher educators, might effectively prepare them to do so.
The book constitutes a selection of 18 papers on foreign language
pedagogy (11 papers) and translation studies (9 papers). The first
part of the book is devoted to foreign language pedagogy. The
articles in this part focus on issues such as English as lingua
franca, foreign language teacher training, the role of individual
learner differences in language learning and teaching especially
with respect to strategies of language learning as well as
psychological and socioaffective factors. The part focusing on
translation studies comprises articles devoted to a variety of
topics. It places a wide range of readings within the context of
varying translation domains such as translation competence,
literary translation, translation strategies, translation teaching
(including strategies of dictionary use) and translator training.
The combination of the above aspects intends to underline the truly
interdisciplinary nature of translation.
This book offers a range of perspectives and insights from around
the world on the teaching and learning of listening, speaking,
reading and writing. It brings together contributors from across
six continents, who analyse a wide range of teaching and learning
contexts, including primary, secondary, tertiary, private, and
adult ESL/EFL classes. In doing so, they provide locally relevant
accounts that nonetheless resonate with other contexts and wider
concerns. This informative and practical edited collection will
appeal to students and scholars who are interested in the four
building blocks of language learning, as well as language education
and teacher education.
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