Extensive Reading is an innovative resource bridging theory and practice for those seeking to learn about extensive reading (ER) for L2 students' language development, including ways to motivate students to read extensively and to assess learning. Grounded in contemporary theory and the latest research both on ER and motivation, experts Sue Leather and Jez Uden offer a rich array of original activities to help teachers in the classroom and beyond with this effective but difficult-to-implement pedagogical tool. Advanced students, researchers, teacher trainers, and pre- and in-service teachers - and ultimately their students themselves - will benefit from this book.

This book defines engagement for the field of language learning and contextualizes it within existing work on the psychology of language learning and teaching. Chapters address broad substantive questions concerned with what engagement is or looks like, and how it can be theorized for the language classroom; methodological questions related to the design, measurement and analysis of engagement in language classrooms and beyond; as well as applied issues examining its antecedents, factors inhibiting and enhancing it, and conditions fostering the re-engagement of language learners who have become disengaged. Through a mix of conceptual and empirical chapters, the book explores similarities and differences between motivation and engagement and addresses questions of whether, how and why learners actually do exert effort, allocate attention, participate and become involved in tangible language learning and use. It will serve as an authoritative benchmark for future theoretical and empirical research into engagement within the classroom and beyond, and will be of interest to anyone wishing to understand the unique insights and contributions the topic of engagement can make to language learning and teaching.

Ancient graphs provided to illustrate early meanings and extended meanings Reconstructed sounds given to illustrate the basis for borrowed meanings Parts of speech and syntactic components illustrated for each usage Detailed explanations of special usage and pronunciation Contextual examples to illustrate usage and show connections to contemporary culture

Learn about Korean culture while improving your language skills! Korean Folktales for Language Learners presents 36 traditional folktales in parallel Korean and English versions on facing pages, with detailed notes and exercises aimed at beginning to intermediate language learners. Free online recordings of all the Korean stories are available to help students improve their pronunciation and comprehension skills. The stories--which gradually increase in complexity as the book progresses--include: "The Tiger with the Frozen Tail" - A wily rabbit persuades a hungry tiger to break a hole in the ice of a frozen river to catch fish with his tail. When the hole freezes, the tiger is trapped. "The Shepherd and the Fairy" - The Heavenly Jade Emperor's daughter falls in love with a shepherd boy who plays beautiful music. She wants to marry him, but her angry father turns her into a goldfish. "The Money in the Cauldron" - When a burglar breaks into the home of a poor scholar, he finds there is nothing to steal. The burglar feels sorry for him and leaves money behind. This elegantly illustrated volume is designed to help language learners expand their Korean vocabulary and grammar. The Korean vocabulary lists, exercises and audio recordings are designed as practice for first- and second-year Korean students. This entertaining anthology in English is complemented by cultural notes and discussion questions that further reinforce understanding Korean culture.

One of the great Yiddish scholars of the twentieth century, S.A. Birnbaum (1891-1989) published Yiddish: A Survey and a Grammar in 1979 towards the end of a long and prolific career. Unlike other grammars and study guides for English speakers, Yiddish: A Survey and a Grammar fully describes the Southern Yiddish dialect and pronunciation used today by most native speakers, while also taking into account Northern Yiddish and Standard Yiddish, associated with secularist and academic circles. The book also includes specimens of Yiddish prose and poetic texts spanning eight centuries, sampling Yiddish literature from the medieval to modern eras across its vast European geographic expanse. The second edition of Yiddish: A Survey and a Grammar makes this classic text available again to students, teachers, and Yiddish-speakers alike. Featuring three new introductory essays by noted Yiddish scholars, a corrected version of the text, and an expanded and updated bibliography, this book is essential reading for any serious student of Yiddish and its culture.

While "economic forces" are often cited as being a key cause of language loss, there is very little research that explores this link in detail. This work, based on policy analysis and ethnographic data, addresses this deficit. It examines how neoliberalism, the dominant economic orthodoxy of recent decades, has impacted the vitality of Irish in the Republic of Ireland since 2008. Drawing on concepts well established in public policy studies, but not prominent in the subfield of language policy, the neoliberalisation of Irish-language support measures is charted, including the disproportionately severe budget cuts they received. It is argued that neoliberalism's antipathy towards social planning and redistributive economic policies meant that supports for Irish were inevitably hit especially hard in an era of austerity. Ethnographic data from Irish-speaking communities reinforce this point and illustrate how macro-level economic disruptions can affect language use at the micro-level. Labour market transformations, emigration and the dismantling of community institutions are documented, along with many related developments, thereby highlighting an issue of relevance to communities around the world, the fundamental tension between neoliberalism and language revitalisation efforts.

This volume offers a timely collection of original research papers on the various features and issues surrounding Chinese English, one of the varieties in World Englishes with a large and increasing number of learners and users. The five sections entitled 'Researching Chinese English Pronunciation', 'Researching Chinese English Lexis, Grammar and Pragmatics', 'Researching Perceptions, Attitudes and Reactions towards Chinese English', 'Researching Cultural Conceptualizations and Identities in Chinese English', and 'Chinese Scholarship on Chinese English', bring together three generations of Chinese and overseas researchers, both established and emerging, who offer lively dialogues on the current research, development and future of Chinese English. The introductory chapter by the editors on the state-of-the-art of researching Chinese English, and a concluding chapter by a leading researcher in World Englishes on the future directions for researching Chinese English make this an essential title for those who wish to gain insights on Chinese English.

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The Poetics of Failure in Ancient Greece offers an innovative approach to archaic and classical Greek literature by focusing on an original and rather unexplored topic. Through close readings of epic, lyric, and tragic poetry, the book engages into a thorough discourse on error, loss, and inadequacy as a personal and collective experience. Stamatia Dova revisits key passages from the Iliad and the Odyssey, the Homeric Hymn to Aphrodite, Pindar's epinician odes, Euripides' Herakles, and other texts to identify a poetics of failure that encompasses gods, heroes, athletes, and citizens alike. From Odysseus' shortcomings as a captain in the Odyssey to the defeat of anonymous wrestlers at the 460 B.C.E. Olympics in Pindar, this study examines failure from a mythological, literary, and historical perspective. Mindful of ancient Greek society's emphasis on honor and shame, Dova's in-depth analysis also sheds light on cultural responses to failure as well as on its preservation in societal memory, as in the case of Phrynichos' The Fall of Miletos in 493 B.C.E. Athens. Engaging for both scholars and students, this book is key reading for those interested in how ancient Greek literary paradigms tried to answer the question of how and why we fail.

Research in English Language Teaching: Mexican Perspectives Teacher research takes different forms and serves a variety purposes, but it is conducted by teachers, individually or collaboratively, with the basic aim of understanding teaching and learning in context. In M xico, teacher research is starting to gain momentum and newcomers search for guidance and examples. This book can be used by English language teachers, teacher educators and student teachers who want to develop their professional expertise by investigating learning and teaching in a systematic and organized way. It is also useful for undergraduate students of EFL teaching and applied linguistics who need to produce a thesis, or experienced teachers who want to develop a research project for the first time. Research in English Language Teaching: Mexican Perspectives combines basic general knowledge and practical advice with reports of research conducted in Mexican educational contexts. PART ONE offers an overview of research and discussion on the teaching-research nexus, and different ways to meet the challenges of doing research. PART TWO presents accounts of recent research in the national context, written by teacher researchers working for different public higher education institutions. These accounts reflect diverse theoretical approaches, topics, methods of data collection and analysis, and styles of reporting. PART THREE includes basic guidelines to write the most common research genres: thesis, conference paper, and research article. The final section contains a glossary of research terms.

This volume comprises of chapters that deal with language proficiency relating to a wide range of language program issues including curriculum, assessment, learners and instructors, and skill development. The chapters cover various aspects of a broad-based proficiency initiative, focusing on numerous aspects of foreign language learning, including how skills develop, how assessments can inform curriculum, how learners and instructors view proficiency and proficiency assessment, and how individual use of technology furthers language learning. The concluding chapter points the way forward for issues and questions that need to be addressed.

This book offers both a scholarly and practical overview of an integrated language and literature approach in the 16-19 English classroom. Providing a comprehensive overview of the identity of the subject, it outlines the pedagogical benefits of studying a unified English at post-16 and provides case studies of innovative classroom practice across a range of topics and text types. Including contributions from practising teachers and higher education practitioners with extensive experience of the post-16 classroom and drawing on a range of literature, this book covers the teaching of topics such as: Mind style in contemporary fiction Comparative poetry analysis Insights from linguistic cohesion Criticality through creative response Written to complement the two other Teaching English 16-19 titles in the NATE series, Teaching English Language and Literature 16-19 is the ideal companion for all practising A-level English teachers, of all levels of experience.

A complete introduction to the letters and sounds of Persian, the ideal starting point for anyone new to the Persian language wanting to build a strong foundation on which to develop their language skills. Video and audio support show learners how each letter is written and pronounced. Exercises throughout allow the student to learn the alphabet over the course of several weeks through rigorous practice, and provides the opportunity to internalize the alphabet.

- Timely and practical overview of how the Russian language learning classroom has changed and adapted through the pandemic, including the positive shifts that are likely to remain and evolve moving forwards. - Edited collection that showcases the different ways instructors have adapted their classroom practices to the demands and circumstances of the pandemic and what we can learn from these changes. - Outlines effective digital tools for remote and face-to-face teaching and how these can be used to facilitate student-centred courses.

Based on policy analysis and empirical data, this book examines the problematic consequences of colonial legacies of language policies and English language education in the multilingual contexts of the Global South. Using a postcolonial lens, the volume explores the raciolinguistics of language hierarchies that results in students from low-income backgrounds losing their mother tongues without acquiring academic fluency in English. Using findings from five major research projects, the book analyzes the specific context of India, where ambiguous language policies have led to uneasy tensions between the colonial language of English, national and state languages, and students' linguistic diversity is mistaken for cognitive deficits when English is the medium of instruction in schools. The authors situate their own professional and personal experiences in their efforts at dismantling postcolonial structures through reflective practice as teacher educators, and present solutions of decolonial resistance to linguistic hierarchies that include critical pedagogical alternatives to bilingual education and opportunities for increased teacher agency. Ultimately, this timely volume will appeal to researchers, scholars, academics, and students in the fields of international and comparative education, English and literacy studies, and language arts more broadly. Those interested in English language learning in low-income countries specifically will also find this book to be of benefit to their research.

Today, English is the global lingua franca and competent English communication skills should be one of the rights of all educated individuals irrespective of any socio-cultural limits. By introducing a new method, this book focuses on helping any learner to get sufficient communication skills in English as much as in the native language. This method helps one to avoid translating from mother tongue to English. And by using the method of thinking in English, one could acquire the required English bilingual skills naturally. The method is founded on the philosophical idea of mentalese-mind language as the base language of thinking available for humans for constructing thoughts. The proposed English Bilingual Project (EBP) helps one to transfer thoughts from a structureless mentalese to the grammatical structure of any language English/Japanese/Chinese. The method described in this book works in two ways: one it helps one to intuitively understand the working of mentalese; the other is by practicing think in English with the mentalese, one could generate the bilingual brain. The main procedure for transferring thoughts from the mentalese to English is through writing one's thoughts. This helps one to think effectively in English like one's own mother tongue. This method works as a prime requirement model for one to generate multilingual skills. The book resourced the idea of mentalese from the classical philosophy, reflects it with the modern generative theories, links it with the studies in neuro-linguistic studies on bilingualism and the bilingual brain.

This edited collection explores plurilingual education in the unique English medium instruction (EMI) context of the Arabian Peninsula. The book argues that integrating a plurilingual pedagogy alongside current EMI in the region could enhance students' learning and contribute to a language policy that embraces linguistic diversity while fostering regional identity. It brings together the work of experts in Arabic and English language policy and planning, presenting empirical research relating to plurilingual pedagogical practices within the region. The book offers a range of recommendations for educators on how to integrate plurilingual pedagogies in classroom teaching. This becomes more important since many educators in the region are non-Arabic speakers and are teaching students with diverse linguistic backgrounds through English. With a holistic and interdisciplinary approach to the linguistic landscape in the Arabian region, this book will be of great interest to researchers, scholars, and students in the fields of applied linguistics, language education, teacher education, and EMI.

Based on a solid grammatical framework that is well structured, well explained, and clearly presented. Realistic, entertaining and contemporary dialogues covering a broad variety of scenarios exemplify how the language is used in everyday contexts. Complete course containing everything you need to learn the language, including a grammar summary, two-way glossaries and free audio online.

This book provides comprehensive investigation of the effect of motivation on L2 learners' pragmatic learning, which has been discussed for a long time but remains under-explored. This study examines whether and to what extent learners' levels of motivation influence their pragmatic awareness, comprehension and production in an EFL context. It presents an original study that not only enriches our knowledge of the feasibility of modern technology in collecting large-scale data related to pragmatic competence but also eminently connects L2 pragmatics more closely with mainstream second language acquisition research by focusing on the role of motivation in pragmatic learning. This book will be of great value to researchers and postgraduates interested in second language acquisition, especially those who work on L2 pragmatics and individual variation among learners.