This book provides readers a better understanding of the interaction-learning relationship in the English as a Foreign Language (EFL) context. It introduces theories on input, output, and learners' internal mechanisms, and presents the pedagogical implications of how to adapt focus-on-form instruction in Chinese EFL classrooms. As such, it will be of particular interest to those readers who want to explore the relationship between interaction and language acquisition.

The Israeli reality points to a number of deep divisions among the population (such as between Sephardi-Ashkenazi, Orthodox-secular, men-women, Arab-Jew), most of which, in our opinion, are progressively decreasing as time passes. The Arab-Jewish divide is the deepest of all, and there is still no solution. In spite of its intensity, it did not enjoy a centrality whether in public debates or in academia. This subject has only come on the agenda after sharp tensions between Arabs and Jews.
In this book we will explore in more detail some aspects of the Arab-Jewish divide, which raise fundamental questions regarding the place of the Arabs and Arab language education in the Jewish State. More specifically, the aim of this book is to describe and analyze language education in the Arab society in Israel from the establishment of the state in 1948 until today. For this purpose, internal processes, which are embedded within the Arab population itself were examined, such as the socio-economic condition of the population, the diglossic situation in the Arabic language, and the wide use of Hebrew among Arabic speakers. Furthermore, the book also deals with external processes such as the policy of control and inspection of the Ministry of Education over the Arab education system in general and on language education in particular, the dominance of Hebrew, and the definition and perception of Israel as a Jewish State. The influence of both internal and external processes on language education and learning achievements will also be extensively discussed. A comprehensive examination was made of Arabic, Hebrew and English, as well as the teaching of French in a number of community schools.
Thetarget group for this book are people who are concerned with sociolinguistics, language education, and language policy and planning. This book will be also of special interest to Arab language teachers and policy-makers in Israel.

Understanding Indonesian Grammar is a reference and workbook designed primarily for intermediate and advanced students in senior years of high school and at university. It provides a clear, non-technical description of the important structures in the language, together with practical exercises. It can be used with any Indonesian language course. * Units are largely self-contained, enabling teachers to select topics in any order, depending on the structure of their course and the needs of their students. * The various aspects of each topic are discussed one at a time and tested in exercises so that the learner is guided step by step to an in-depth understanding of the topic. * Contains descriptions of many frequently occurring affixes and structures which are not dealt with in existing course materials. * Clear explanations and answers to all exercises enable learners to use the book without a teacher. * Notes throughout the book provide additional information on unusual or irregular features of grammar. * All grammatical terms used are defined in an extensive glossary. The comprehensiveness and flexibility of Understanding Indonesian Grammar make it an indispensable resource for students and teachers of Indonesian. James Neil Sneddon PhD is an associate professor in the School of Languages at Griffith University, with long experience teaching Indonesian language and linguistics. He is the author of Indonesian Reference Grammar (1996).

This book is a comprehensive reference on the history of Arabic Language and script, which goes beyond the sole discussion of technical matters. It studies objectively the evidence presented by modern-day western archeological discoveries together with the evidence presented by the indispensable scholarly work and research of the past Islamic Arab civilization era. The book scrutinizes modern western theories about the history of the Arabs and Arabic language and script in connection with the roles played by Western Near East scholarship, religion and colonial history in the formation of current belief system vs. Arab history and language, which is an essential step to study this correlated and complex topic objectively. In his book, the author explores the relevant facts of history and geography as crucial defining factors in the study of history of Arabic language and script. He offers a brief balanced account on the important topic of Muhammad leadership and Islam in the formation of Arabia, and investigates the Quran as a key evidence and reference of the Arabic language and script. As a research tool, this book presents in-depth tracings and readings of the most relevant inscriptions and the findings accumulated by the author over one and a half year of research. Particularly, it presents new comprehensive readings of the important Umm al-Jimal and al-Namarah Nabataean Arabic inscriptions. The al-Namarah stone which was discovered by French archeologist Dussaud in 1901 (displayed today on a wall in the Louvre Museum of Paris) was assumed for more than a century to be the tombstone of the prominent pre-Islamic Arab king, Umru' al-Qays bin 'Amru. After re-tracing and re-reading its complex inscription, the author concluded it was actually about a previously unknown personality named 'Akdi, possibly a high ranking Arab soldier in the Roman army or an Arab tribal leader, not the burial stone of King Umru' al-Qays or even about him. Similarly, the author proves beyond doubt that the important Umm al-Jimal Nabataean Arabic inscription was not the burial stone of Faihru bin Sali, but Faru' bin Sali. The two inscriptions are among only four Nabataean inscriptions believed by Western scholars to be written in the old Arabic language. These are referenced heavily today as evidence linking the Arabic script to the Nabataean Aramaic script. Utilizing classic Arabic and grammar tools and challenging their accuracy at times, the author findings in this book could potentially amend several historical and linguistic facts as told today by history textbooks. In his book, the author, a known Arabic type designer, studies with an investigative expert eye the early shapes of the pre-Islamic Arabic script and compares them to those of Musnad Arabic and late Nabataean Aramaic inscriptions, in addition to those of the early Islamic Arabic manuscripts and papyri. He concludes that the early Arabic script was not an evolved Nabataean script, but likely an independently derived script of the old Musnad Arabic script, with clear Nabataean influence. Although this book is conceived as a reference tool for scholars and researchers, other readers may find its topics and captivating arguments valid enough to debate and to study further. All chapters can be read independently. There are more than 40 figures and illustrations to aid the reader throughout the book. The first two chapters are intended as introductory essays regarding the history of Arabia (people and language) and the role of Western scholarship. To facilitate the selective and independent reading of the last three chapters, which presents the author research findings and conclusions, the book included (in addition to the chapter-specific references already offered throughout the whole book) chapter-specific introductions and conclusions.

This book is about learning the phrases and sentences and getting to grips with saying the language without going into the grammar first. In that way, you can have fun learning how to say certain things and also you do not come up against stumbling blocks and frustrations. The idea behind this thinking was because when I was a child, my parents used to tell me words before they taught me how to learn the alphabet, so I thought that was a better way round: get used to the language first. I wrote this book to how I thought the student of the language could assimilate and understand it and get a basic grounding of the language. I thought to myself, what was the best thing to learn first, for instance; what the differences between masculine and feminine are; what does the accent mean, so I put this information in the chapter header pages so then I could use more space to actually learn the language. I have also put in a conceptual stage, so then you can think about the language for instance. English has quite a few routes to it, like Latin, so quite a few words are very similar, even though the accent can throw us off. It sounds like proper English for instance: disgraceful, which means scandaloso in Italian, which is nearly the same in English. I believe there is no right or wrong way to learn; it depends on what you want it for. You may want to practise it on holidays, or you may want to read the Italian newspapers, so sometimes you do not necessarily have to learn the alphabet or the grammar. I like to read newspapers on holidays and watch films in Italian; that is why I wanted to learn it. It can also be useful in attaining knowledge for quizzes. The only good criticism is a constructive one, not a destructive one. -Matthew Lawry. I hope you enjoy this book as much as I have in writing it.

Learn to read, write, and speak everyday Japanese with manga stories! If you enjoy manga, you'll love learning Japanese with this book. The language lessons are interspersed with entertaining manga comic strips, making it easy to learn and remember all the key vocabulary and grammar. With a focus on the casual speech used by young people in Japan, you'll find yourself feeling confident with speaking, reading, and writing Japanese quickly! Designed for self-study use by adult learners, this book is a fun resource for beginners--no prior knowledge of Japanese required! Readers will find: Help with learning to write and pronounce the 92 Hiragana and Katakana letters plus 160 basic Kanji characters Hundreds of useful words and phrases--from numbers and greetings to expletives and insults! Seven manga stories woven throughout the book, reinforcing your grasp of the language The basic vocabulary and grammar needed to communicate in Japanese! Hundreds of exercises with free online audio recordings by Japanese native speakers A bidirectional dictionary and answer keys for all the exercises **Recommended for language learners 16 year old & up. Not intended for high school classroom use due to adult content.**

Stimmt! for National 4 has been expertly developed to help students achieve their potential in National 4 German. Stimmt! for National 4 German helps to develop listening, speaking, reading and writing skills and includes translation, understanding authentic and literary texts and spontaneous speaking. Cultural content and a focus on 'learning something new' help to give students a sense of purpose and bring language learning to life. A 'building-blocks' approach to language and grammar helps students to use language independently across different contexts. Audio files to accompany our Student Books are sold separately.

CD-ROM to accompany START: An Introduction to the Sounds and Writing Systems of Russian.

Leti is spoken on the island with the same name near the Indonesian-East Timorese border. This small Austronesian language became known among linguists for the complex patterns of metathesis permeating its entire grammar. Besides little discussed topics, like its intricate deictic system and lexical parallelism, this book provides information on intriguing features of the Leti language that remained undescribed, such as singing, naming, storytelling and the semantics of the indexer clitic. A complete version of the Sailfish myth that underlies the structures of all Southwest Malukan island communities has been added. The entire text is provided with interlinear glosses. All lexical items in the text and in the description have been inserted in a word list together with all lexical parallels. Being the first exhaustive study of a Southwest Malukan language, this description is a valuable contribution to the typological study of East Indonesia and East Timor and to Austronesian linguistics. The abundance of examples makes it of interest also for linguists with a theoretical orientation in phonology, syntax and semantics. The 'insider's perspective' approach provides essential information for students of ethnolinguistics and oral traditions in the region.

Focusing on the introductions to research articles in a variety of disciplines, the author uses appraisal theory to analyze how writers bring together multiple resources to develop their positions in the flow of discourse. It will be most useful for researchers new to appraisal, and to EAP teachers.