"Errors in Language Learning and Use" is an up-to-date introduction and guide to the study of errors in language, and is also a critical survey of previous work. Error Analysis occupies a central position within Applied Linguistics, and seeks to clarify questions such as Does correctness matter?', Is it more important to speak fluently and write imaginatively or to communicate one's message?'
Carl James provides a scholarly and well-illustrated theoretical and historical background to the field of Error Analysis. The reader is led from definitions of error and related concepts, to categorization of types of linguistic deviance, discussion of error gravities, the utility of teacher correction and towards writing learner profiles. Throughout, the text is guided by considerable practical experience in language education in a range of classroom contexts worldwide.

This book presents the phenomena of conducted electromagnetic interference (EMI) generation in DC-DC converters. The measurement and simulation are used to analyze the impact of the most important parameters on the character, level and propagation path of interference. In this book, the analysis of the interference generation and propagation is presented on the example of three basic converters. The wide banded behavior of all components is presented including basic elements and its parasitic and the connection layout. It focuses on the influence of parasitic components on the nature of interference in the frequency domain up to 30MHz was carried out. The book includes practical design and operation tips that will help to reduce the EMI. It provides useful knowledge about designing of the converters with the low level of outgoing EMI. They were obtained in original research and published in scientific articles by the author.

This book investigates and analyzes the way in which factors such as communication apprehension, self-perceived communicative competence and group dynamics influence the communicative behavior of a foreign-language learner. It also focuses on interpersonal communication, group communication and public speaking. Using selected models it characterizes and analyzes all types of communication with reference to communication in the language classroom, with a particular emphasis on the foreign-language context. The author also presents some conclusions and implications for both language teachers and language learners, as well as offering suggestions for further research in the field of classroom communication. The results of the study serve as a point of reference for teachers interested in the construct of willingness to communicate and other communication variables related to the issue of communication in a foreign language. The work also raises teachers' awareness of individual learner differences in the context of communication in the foreign-language classroom.

Phonology in English Language Teaching is an introductory text, specifically directed at the needs of language teachers internationally. Combining an overview of English phonology with structured practical guidance, this text shows how phonology can be applied in the classroom. An introductory chapter provides the philosophical framework, followed by separate chapters on the phonology of consonants, vowels and prosody. As well as presenting core material on English phonology, the book explores the relationship of orthography to the English sound system from a historical and a present-day perspective. The final chapter focuses on lesson design and provides practical advice to teachers on diagnosing and responding to students' pronunciation difficulties. As central themes, the book examines English seen from the perspective of international usage and considers the relationship of phonology to communication and the broader language curriculum. Consistent with its practical and communicative orientation each chapter concludes with pedagogical exercises and ideas for classroom and community research projects.

Biculturalism and Spanish in Contact: Sociolinguistic Case Studies provides an original and modern analysis of the development of Spanish and its contact with other languages using a sociolinguistic framework from both synchronic and diachronic angles. Split into three sections , (i) Border speech communities , (ii) Outcomes and perceptions in situations of language and dialect contact and (iii) Contact and alternation: social boundaries of language switching, this collection offers new perspectives in the field of language contact and change. Each chapter presents an original study detailing the social factors that have shaped contact varieties of Spanish, providing principal arguments and theories about language use, contact, and change, as well as guided topics for discussion. With its wide scope, this book is a landmark in language interaction processes and studies, and will be a valuable reference for educators, scholars, language professionals and students with an interest in the vitality of the Spanish language in contact with other languages.

This volume provides an up-to-date collection of key aspects related to current preschool bilingual education research from a socio-linguistic perspective. The focus is on preschool bilingual education in multilingual Europe, which is characterized by diverse language models and children's linguistic backgrounds. The book explores the contemporary perspectives on early bilingual education in light of the threefold theoretical framework of child's, teachers', and parents' agencies in interaction in preschool bilingual education. Five significant theoretical concepts are promoted in this volume: the ecology of language learning, an educational partnership for bilingualism, a notion of agency in early language development and education, language-conducive contexts, and language-conducive strategies. The volume examines preschool bilingual education as embedded in specific socio-cultural contexts on the one hand and highlights its universal features on the other. The book is a fundamental read for scholars and students of second language teaching, preschool education, and bilingual education in multilingual and multicultural societies.

This book is a synopsis of sixteen original articles on English in Science and Technology/ESP written by Rosemarie Glaeser between 1978 and 1994 and published in different countries. They cover the author's main areas of research and constitute the four parts of the book: 1. Lexicology and Phraseology; 2. Text Linguistics; 3. Stylistics, and 4. Diachronic LSP Studies. Emphasis is placed on an integrated approach to genre analysis, which is based on extensive text corpora and which results in genre profiles. Each genre profile is characterised by communicative and linguistic features, including rhetorical and also aesthetic properties. The diachronic approach is illustrated by ESP genres of the 16th and 17th centuries.

English is increasingly used as a lingua franca (ELF) in communicative situations the world over with the acceleration of globalisation. This is in line with the increased introduction of English-medium instruction (EMI) to higher education institutions in many parts of the world to further promote both students' and faculty's mobility to make them competitive and employable in the globalised world, and to make their institutions more attractive and reputable. EMI and ELF, however, are rarely explicitly investigated together despite the fact that the spread of EMI cannot be separated from that of ELF. This volume tackles the issue head on by focusing on EMI in higher education from an ELF perspective. The volume includes contributions by Asian, European, Middle Eastern, South American and Anglo-American scholars. It discusses language policies, attitudes and identities, analyses of classroom EMI practices, case studies and finally, pedagogical implications from an ELF perspective, incorporating also theoretical and empirical issues in conducting EMI courses/programmes. The volume will be of great interest and use, not only to those who are conducting research on ELF, EMI, CLIL, language policy and related fields, but also to classroom teachers and policy makers who are conducting and/or planning to start EMI courses/programmes in their institutions or countries all over the world.

The importance of integrating the teaching and learning of language and culture has been widely recognised and emphasized. However, how to teach English as an International Language (EIL) and cultures in an integrative way in non-native English speaking countries remains problematic and has largely failed to enable language learners to meet local and global communication demands. Developing students' intercultural competence is one of the key missions of teaching cultures. This book examines a range of well-established models and paradigms from both English-speaking and non-English speaking countries. Exploring questions of why, what, and how to best teach cultures, the authors propose an integrated model to suit non-native English contexts in the Asia Pacific. The chapters deal with other critical issues such as the relationship between language and power, the importance of power relations in communication, the relationship between teaching cultures and national interests, and balancing tradition and change in the era of globalisation. The book will be valuable to academics and students of foreign language education, particularly those teaching English as an international language in non-native English countries.

• Offers advanced students, researchers, and university administrators with the state of the art in research and practical, evidence-based insights on heritage language program administration/direction and curriculum development, in order to understand and provide quality education to HL learners through effective HL program direction. • Meets a need for synthesis of the great increase in work on heritage language learners and university-based programs, heretofore covered in articles and individual chapters but not all in one place on the book level. Makes much-needed connections between the research literature and practice in developing programs and curricula. • The first book that discusses this subject, full stop. A few books focus on L2, ESL, or FL language program direction but they lack any attention to heritage language learners.

This book has evolved from a Workshop on Computerized Speech Corpora, held at Lancaster University in 1993. It brings together the findings presented in a clear and coherent manner, focussing on the advantages and disadvantages of particular transcription or mark-up practice.

Written by one of Britain's most distinguished linguists, this book is concerned with the phenomenon of variance in English grammar and vocabulary across regional, social, stylistic and temporal space.

Critical Questions, Critical Perspectives: Language and the Second Language Educator is intended primarily for language educators, broadly conceived, and thus is appropriate for not only foreign language teachers, but also individuals teaching English to speakers of other languages in both Anglophone and non-Anglophone settings, teachers in bilingual education programs, heritage language teachers in both formal and informal settings, and others whose work involves language teaching and learning. It is also intended for teachers of all age groups and levels, since the issues that it raises are neither age nor level specific. This is not a book about teaching methodology, nor is it the sort of work that will provide the teacher with practical activities for use in the classroom.