The Routledge Handbook of Chinese Language Teaching defines Chinese language teaching in a pedagogical, historical, and contemporary context. Throughout the volume, teaching methods are discussed, including the traditional China-based approach, and Western methods such as communicative teaching and the immersion program. The Handbook also presents a pedagogical model covering pronunciation, tones, characters, vocabulary, grammar, and the teaching of listening, speaking, reading, and writing. The remaining chapters explore topics of language assessment, technology enhanced instruction, teaching materials and resources, Chinese for specific purposes, classroom implementation, social contexts of language teaching and language teaching policies, and pragmatics and culture. Ideal for scholars and researchers of Chinese language teaching, the Handbook will benefit educators and teacher training programs. This is the first comprehensive volume exploring the growing area of Chinese language pedagogy.

Over the last twenty years phraseology has become a major field of pure and applied research in Western European and North American linguistics. This book is made up of authoritative contributions from leading specialists who examine the increasingly crucial role played by ready-made word-combinations in language acquisition and adult language use. The book introduces the main theoretical approaches, analyses the corpus data and phrase typology, and considers the application of phraseology to associated disciplines including lexicography, language learning, stylistics, and computational analysis.

Wanneer 'n mens soms moedeloos raak oor die doelbewuste pogings om Afrikaans te ondermyn, en oor sy verlies aan status, vergeet 'n mens te gou van sy prestasies, se H.P van Coller. Die Afrikaanse letterkunde van die afgelope jare het vir Afrikaans veel gegee om op trots te wees: eerlike besinning oor ons bestaan in hierdie land en hierdie wereld, gekenmerk deur ongeewenaarde verskeidenheid en diepgang. Hierdie bundel besinnings oor aspekte van die Afrikaanse literatuursisteem bestryk 'n hele spektrum: van die bestudering van enkeltekste tot die beskrywing van groter prosesse en stelsels soos kanonisering en die literere veld.

This book examines the nature of human language and the ideology of linguistic legitimacy - the common set of beliefs about language differences that leads to the rejection of some language varieties and the valorization of others. It investigates a broad range of case studies of languages and dialects which have for various reasons been considered 'low-status' including: African American English, Spanglish, American Sign Language, Yiddish, Esperanto and other constructed languages, indigenous languages in post-colonial neo-European societies, and Afrikaans and related language issues in South Africa. Further, it discusses the implications of the ideology of linguistic legitimacy for the teaching and learning of foreign languages in the US. Written in a clear and accessible style, this book provides a readable and pedagogically useful tool to help readers comprehend the nature of human language, and the ways in which attitudes about human language can have either positive or negative consequences for communities and their languages. It will be of particular interest to language teachers and teacher educators, as well as students and scholars of applied linguistics, intercultural communication, minority languages and language extinction.

This book explores the relationship between language education and citizenship through theoretical and pedagogical lenses, examining existing language education provision in the context of the needs of today's learners and societies. The robust analytical framework developed in the opening chapters provides the foundation for a range of practical suggestions for making the integration of language and citizenship a dynamic reality in the classroom.

La habilidad para comprender y producir textos adecuados en las distintas situaciones comunicativas es una competencia cultural clave en la sociedad actual del conocimiento. El presente volumen colectivo auna didactica y linguistica para explorar la complejidad textual y la competencia textual en la ensenanza del espanol como lengua extranjera. Los estudios interdiciplinares revelan que el encuentro con textos de lengua extranjera, en un entorno intercultural, fomenta la competencia textual para que leer sea tambien comprender.

Gives a comprehensive overview of the field including historical and interdisciplinary perspectives. Looks at the relationship between the theory and application of Computer-Assisted Language Learning. Describes how the computer is conceptualized as both tutor and tool, and discusses the implications for computer programming, language teaching, and learning. So far the development of Computer-Assisted Language Learning (CALL) has been fragmented. The points of departure for CALL projects have been enormously varied, and when the projects have been written up, they rarely refer to those that have gone before. Michael Levy addresses this shortcoming, setting CALL work into a context, both historical and interdisciplinary. He is the first person in the field to consider CALL as a body of work. He also aims to identify themes and patterns of development that relate contemporary CALL to earlier projects. The author goes on to explore how CALL practitioners have conceptualized the use of the computer in language teaching and learning. He achieves this through a detailed review of the literature, and through the results of an international CALL Survey, where key CALL practitioners from 18 countries respond to questions on aspects of CALL materials development. Drawn from this rich source of information on actual CALL practice, Michael Levy analyses and expands on a tutor-tool framework. He shows this to be of value for a better understanding of methodology, integration of CALL into the curriculum, the role of the teacher and learner, and evaluation.

1) Covering all the layers of the sentence right periphery in Chinese, eight sentence-final particles and the interaction among them are comprehensively studied. 2) Through the lens of feature theory, the theoretical views from a variety of dimensions are discussed. 3) It allows us to see how L2 learners whose first language has no similar equivalents acquire these peripheral particles. 4) With its commonly used nature in spoken Chinese, both the linguistic analysis and the findings from the empirical studies of the particles in this book are significant for learning and teaching of Chinese.

The History of the English Language has been a standard university course offering for over 150 years. Yet relatively little has been written about teaching a course whose very title suggests its prodigious chronological, geographic, and disciplinary scope. In the nineteenth century, History of the English Language courses focused on canonical British literary works. Since these early curricula were formed, the English language has changed, and so have the courses. In the twenty-first century, instructors account for the growing prominence of World Englishes as well as the English language's transformative relationship with the internet and social media. Approaches to Teaching the History of the English Language addresses the challenges and circumstances that the course's instructors and students commonly face. The volume reads as a series of "master classes" taught by experienced instructors who explain the pedagogical problems that inspired resourceful teaching practices. Although its chapters are authored by seasoned teachers, many of whom are preeminent scholars in their individual fields, the book is designed for instructors at any career stage-beginners and veterans alike. The topics addressed in Approaches to Teaching the History of the English Language include: the unique pedagogical dynamic that transpires in language study; the course's origins and relevance to current university curricula; scholarly approaches that can offer an abiding focus in a semester-long course; advice about navigating the course's formidable chronological ambit; ways to account for the language's many varieties; and the course's substantial and pedagogical relationship to contemporary multimedia platforms. Each chapter balances theory and practice, explaining in detail activities, assignments, or discussion questions ready for immediate use by instructors.

Linguistica hispanica actual provides step-by-step instructions on how to plan, design, and teach introductory Hispanic Linguistics courses. It is a versatile resource, which can be used in conjunction with Introduccion a la linguistica hispanica actual: teoria y practica. It contains an answer key for all the activities in the main textbook. It also includes additional activities, with clear and accessible explanations for students and instructors, and can accompany other existing texts and courses on Hispanic Linguistics. Features include: * A comprehensive selection of materials which gradually introduce students to the main areas of Hispanic Linguistics: General Linguistics, Phonology and Phonetics, Morphology, Syntax, Semantics and Pragmatics, History of the Spanish Language, Language Variation, and Second Language Acquisition and Language Teaching. * A wide range of carefully-crafted classroom and homework activities, essay questions and research projects to engage students and enrich their learning of Hispanic Linguistics. * Detailed guidance on how to successfully implement each activity in the classroom, suggestions for how to expand and adapt activities for different needs, and a full annotated answer key for instructors to save time planning and implementing lessons. * An extensive bilingual glossary of terms for each of the disciplines covered in the guide helps teachers introduce key concepts and terms in the classroom. Linguistica hispanica actual provides a wealth of activities specially designed to make learning Hispanic Linguistics more dynamic and enjoyable for students.

Language Learning with Technology is for teachers interested in integrating technology into their classroom practice. The book contains 150 classroom activities for beginner to advanced level learners, incorporating a wide range of up-to-date technologies, such as mobile technologies and social networking. It puts pedagogy first, with the content organised around areas of language learning rather than technology types. Chapters cover language skills and the language areas of grammar, pronunciation and vocabulary, as well as project work and assessment and evaluation.

In the last part of the twentieth century, the human sciences witnessed three paradigmatic turns' that made it possible to comprehend each individual discipline in the light of a unitary object of study, the text: the pragmatic turn within linguistics, the linguistic turn within historical and cultural studies, and the cultural turn within literary studies. Combined with the more comprehensive nature of the texts studied (the mass media, postcolonial studies, etc.), reflection on the theoretical approach is more important today than ever as a means of interdisciplinary practice across both disciplines and languages. Most of the contributions in this book were originally presented at a conference on Disciplines and Interdisciplinarity in Foreign Language Studies. The conference took place at the University of Aarhus, Denmark, 19-20 September 2003 and was organised by The Language and Culture Network. Founded in 2002, the network promotes interdisciplinary collaboration between the traditional branches of Foreign Language Studies.

Extensively revised and updated, this second edition provides, in an A-Z format, an analysis of the most important generalizations that have been made on the unidirectional change of grammatical forms and constructions. Based on the analysis of more than 1,000 languages, it reconstructs over 500 processes of grammatical change in the languages of the world, including East Asian languages such as Chinese, Korean and Japanese. Readers are provided with the tools to discover how lexical and grammatical meanings can be related to one another in a principled way, how such issues as polysemy, heterosemy, and transcategoriality are dealt with, and why certain linguistic forms have simultaneous lexical and grammatical functions. Definitions of lexical concepts are provided with examples from a broad variety of languages, and references to key relevant research literature. Linguists and other scholars will gain a better understanding of languages on a worldwide scale.

Corrective feedback is a vital pedagogical tool in language learning. This is the first volume to provide an in-depth analysis and discussion of the role of corrective feedback in second and foreign language learning and teaching. Written by leading scholars, it assembles cutting-edge research and state-of-the-art articles that address recent developments in core areas of corrective feedback including oral, written, computer-mediated, nonverbal, and peer feedback. The chapters are a combination of both theme-based and original empirical studies carried out in diverse second and foreign language contexts. Each chapter provides a concise review of its own topic, discusses theoretical and empirical issues not adequately addressed before, and identifies their implications for classroom instruction and future research. It will be an essential resource for all those interested in the role of corrective feedback in second and foreign language learning and how they can be used to enhance classroom teaching.

How can theories of language development be understood and applied in your language classroom? By presenting a range of linguistic perspectives from formal to functional to cognitive, this book highlights the relevance of second language acquisition research to the language classroom. Following a brief historical survey of the ways in which language has been viewed, Whong clearly discusses the basic tenets of Chomskyan linguistics, before exploring ten generalisations about second language development in terms of their implications for language teaching. Emphasising the formal generative approach, the book explores well-known language teaching methods, looking at the extent to which linguistic theory is relevant to the different approaches. This is the first textbook to provide an explicit discussion of language teaching from the point of view of formal linguistics. Key features * Deconstructs a lesson plan to show the translation of theory to classroom practice * Provides 'For Discussion' sections at the end of every chapter * Includes a Glossary of key terms and concepts in the field

Materials Development in Language Teaching aims to help readers apply current theoretical principles and research findings to the practical realities of developing and exploiting classroom materials. The authors also suggest new ideas and directions in materials development, which readers can pursue for themselves. This book is accessible to readers with little previous experience in the field, and is essential reading for all those involved in developing materials for language teaching. In the second edition of this highly popular title, each chapter has been comprehensively revised and updated to take into account both recent research and the significant technological developments since the first edition was published in 1998. Two new chapters have been added to assess the potential of electronic media for materials development. These chapters include an overview of the technologies available, as well as individual case studies and activities.

This book is the first to explore the varied ways in which invented languages can be used to teach languages and linguistics in university courses. There has long been interest in invented languages, also known as constructed languages or conlangs, both in the political arena (as with Esperanto) and in the world of literature and science fiction and fantasy media - Tolkien's Quenya and Sindarin, Dothraki in Game of Thrones, and Klingon in the Star Trek franchise, among many others. Linguists have recently served as language creators or consultants for film and television, with notable examples including Jessica Coon's work on the film Arrival, Christine Schreyer's Kryptonian for Man of Steel, and David Adger's contributions to the series Beowulf. The chapters in this volume show how the use of invented languages as a teaching tool can reach a student population who might not otherwise be interested in studying linguistics, as well as helping those students to develop the fundamental core skills of linguistic analysis. Invented languages encourage problem-based and active learning; they shed light on the nature of linguistic diversity and implicational universals; and they provide insights into the complex interplay of linguistic patterns and social, environmental, and historical processes. The volume brings together renowned scholars and junior researchers who have used language invention and constructed languages to achieve a range of pedagogical objectives. It will be of interest to graduate students and teachers of linguistics and those in related areas such as anthropology and psychology.