Written for students of applied linguistics, this textbook is an indispensable introduction to the area of vocabulary knowledge. By linking the latest research to an overview of how the field is developing, the authors explore how learners handle what they know in second and foreign language vocabulary, and how they activate this information. Dimensions of Vocabulary Knowledge: - Offers a comprehensive investigation of the dimensions that constitute the word knowledge framework and identifies links between them - Synthesizes research on individual aspects of word knowledge - Presents new empirical research findings and considers the pedagogical implications of these - Provides questions for further classroom discussion

The tenth EFNIL conference investigated the different ways in which people in Europe access lexical information - both in their own language and in other languages - and how governments, language institutions, publishers, and others go about the business of compiling and disseminating this lexical information. In this volume, general reflections by several experts on the history, the present state and new developments of lexicography in Europe are presented, followed by reports on special lexicographic projects in several European countries. The Budapest Resolution of EFNIL on the Lexical Challenges in Multilingual Europe offered in the official languages of most of the member states of the European Union and other European countries concludes the book.

The volume contains 15 papers by linguists from seven different European countries. The papers offer insights into the research results of a number of recent studies conducted in the field of applied linguistics covering topics such as specialized communication, foreign language teaching, terminology problems and the like. Dieser Band enthalt 15 Beitrage von 24 Sprachwissenschaftlern aus sieben europaischen Landern. In den Beitragen werden die neueren Forschungsergebnisse auf dem Gebiet der Angewandten Linguistik veroeffentlicht, in denen es unter anderem um die Themen Fachkommunikation, Fremdsprachenlernen und Terminologiefragen geht.

This edited collection considers the relationship between task-based language teaching (TBLT) and technology-enhanced learning. TBLT is concerned with a number of macro-tasks such as information gathering and problem-solving as well as evaluative tasks, all of which are increasingly available via online and Web-based technologies. Technology Enhanced Learning refers to a broad conception of technology use in the language classroom and incorporates a range of interactive learning technologies such as Interactive Whiteboards and mobile learning devices.The popularity of Web 2.0 technologies (blogs, wikis, social networking sites, podcasting, virtual worlds), as well as practical applications of mobile learning, place a fresh emphasis on creating project-orientated language learning tasks with a clear real-world significance for learners of foreign languages. This book examines the widespread interest in these new technology-enhanced learning environments and looks at how they are being used to promote task-based learning. This book will appeal to practioners and researchers in applied linguistics, second language acquisition and education studies.

The volume consists of twelve classroom studies concerned with the implementation of learner autonomy in English classes. The individual studies range from primary school level to university level. They include studies on multi-media dictionary work, reading logs, peer correction, communication strategies, vocabulary learning strategies, oral proficiency, as well as work with literary texts and authentic news texts. Two studies focus specifically on the teaching of other subjects in English (Content and Language Integrated Learning). The authors describe their own empirical studies, record their classroom observations and make practical suggestions for teachers to take up in their own classrooms. All the studies are firmly grounded in second language acquisition theory and established didactic principles. They are prefaced by an introduction and a background chapter on the theory and practice of learner autonomy in language 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

Written by internationally renowned academics, this volume provides a snapshot of the field of applied linguistics, and illustrates how linguistics is informing and engaging with neighbouring disciplines. The contributors present new research in the 'traditional' areas of applied linguistics, including multilingualism, language education, teacher-learner relationships, and assessment. It represents the best of current practice in applied linguistics, and will be invaluable to students and researchers looking for an overview of the field.

All human activity takes place in space and time in one way or another, which is consequently reflected in our language. We not only talk about space and time but also cannot but ground our linguistic activity in space and time. Furthermore, space and time are closely, although asymmetrically, related in our experience and we often think and talk about one in terms of the other. Specifically, time is conceived in terms of space far more frequently than vice versa. The volume contains a selection of essays that are revised versions of papers presented at the 23rd annual conference of the Croatian Applied Linguistics Society (CALS), entitled "Space and Time in Language: Language in Space and Time", which took place from 21 to 23 May 2009 in Osijek (Croatia).

More than 80 years have passed since Bauer and Leander's historical grammar of Biblical Hebrew was published, and many advances in comparative historical grammar have been made during the interim. Joshua Blau, who has for much of his life been associated with the Academy of the Hebrew Language in Jerusalem, has during the past half century studied, collected data, and written frequently on various aspects of the Hebrew language. Phonology and Morphology of Biblical Hebrew had its origins in an introduction to Biblical Hebrew first written some 40 years ago; it has now been translated from Modern Hebrew, thoroughly revised and updated, and it distills a lifetime of knowledge of the topic. The book begins with a 60-page introduction that locates Biblical Hebrew in the Semitic family of languages. It then discusses various approaches to categorization and classification, introduces and discusses various linguistic approaches and features that are necessary to the discussion, and provides a background to the way that linguists approach a language such as Biblical Hebrew-all of which will be useful to students who have taken first-year Hebrew as well those who have studied Biblical Hebrew extensively but have not been introduced to linguistic study of the topic. After a brief discussion of phonetics, the main portion of the book is devoted to phonology and to morphology. In the section on phonology, Blau provides complete coverage of the consonant and vowel systems of Biblical Hebrew and of the factors that have affected both systems. In the section on morphology, he discusses the parts of speech (pronouns, verbs, nouns, numerals) and includes brief comments on the prepositions and waw. The historical processes affecting each feature are explained as Blau progresses through the various sections. The book concludes with a complete set of paradigms and extensive indexes. Blau's recognized preeminence as a Hebraist and Arabist as well as his understanding of language change have converged in the production of this volume to provide an invaluable tool for the comparative and historical study of Biblical Hebrew phonology and morphology.

"Chinese Grammar Made Easy" presents instructors with innovative and classroom-tested techniques for teaching Chinese grammar. Its communicative, meaning-based approach helps teachers to engage students by bringing grammar into a practical, real-life context. As a reference for daily teaching, this book discusses 150 of the most fundamental and frequently used grammar points that students need to learn in order to communicate successfully. Each grammar point is accompanied by various learning activities to engage students and provide structured practice. Based on research conducted by a team of 25 experienced language teachers, "Chinese Grammar Made Easy" also offers Clear and concise explanations of grammar concepts, Step-by-step teaching instructions, A range of exercises to reinforce each grammar point.By providing pedagogical strategies, this book allows teachers to reflect on the effectiveness of their grammar instruction and to implement methods which fit the needs and interests of language learners. Jianhua Bai is professor of Chinese at Kenyon College and director of the Chinese School at Middlebury College.

In this age of globalisation, people who do not speak a foreign language are at a serious disadvantage in the job market. It is therefore of great relevance that learners with learning disabilities are also provided with equal and appropriate opportunities to acquire a second or foreign language. The aim of the book is to give readers an insight into the language learning process of learners with disabilities. The articles discuss the learning process and the teaching of dyslexic as well as hearing impaired learners in various parts of the world, from the USA and Canada to England, Norway, Poland and Hungary. The intended audience of the book is language teachers, MA and MEd students, and researchers in the field of SLA, applied linguistics, or special education.

This book deals with the notion of reformulation and more specifically with a group of lexico-grammatical units which help codify and signal the activity of reformulation in English. While discourse markers in English have been described in detail, the area of reformulation is a relatively unexplored area in comparison with languages such as French or Spanish. In this respect, this book has been conceived as a contribution to the field of Discourse Markers and in particular to the markers that help display the function of reformulation in English. First of all, a definition of the notion of reformulation is provided as a necessary precondition for the elaboration of a taxonomy of English reformulators. These are grouped into different classes and sub-classes on the basis of the type of reformulation effected. Thus, four main types are identified: Expansion, Modification, Reassessment and Compression. After an inductive and interpretive analysis of examples taken from the British National Corpus (BNC), the syntactic and distributional properties of these units, as well as their environments of use are described and discussed.

This empirical study examines the learning problem of the argument structure of psych predicates such as «The dog frightens John and the related V-ing adjectives such as «The dog is frightening to John. The problem is theoretically interesting because of the marked nature of the thematic role mapping of these sentences in relation to the principle of the Uniformity of Theta Assignment Hypothesis (UTAH). The problem is highly relevant to our understanding of second language acquisition, as this is known to be a prevalent difficulty among language learners. The author has framed the learning problem within a coherent parametric framework drawing on a sophisticated critical review of the syntax/semantics literature and theories of L2 development. The author has specifically developed a theory, the «Semantic Salience Hierarchy Model (SSHM), to explain the learning process. The significance of the model is not confined only to this particular study, as the issues related to the L2 acquisition of other causative verbs can also be examined within this model. The findings of this study also bear implications to TESOL.

Formerly a publication of The Brain Store Make learning languages easier! Do you have learners in your classroom who speak English as a second language? Are you are a foreign language teacher? This essential resource links brain research-based teaching practices to language learning presents exciting new ways to encourage second language acquisition in students of all ages. Find hundreds of helpful brain research-based techniques for lesson planning and presentation to promote improved vocabulary retention, better understanding of grammar, and enhanced speaking and writing skills.

This book presents new research in the field of language acquisition and development. The contributors pay attention to first language development and other language acquisition (second, foreign and additional), and focus on issues directly relevant to both areas of investigation. One of the main aims of the book is to discover how research and practice in first language development can contribute to the teaching and learning of other languages, and vice versa. The book is distinctive in this area in its application of theoretical findings to the development of principles, objectives and procedures for language learning. This practical focus can also be seen in the open-minded approach taken to the interpretation of the evidence presented in the book. Rather than setting out to prove any particular hypothesis, the book aims to develop practical applications relating to the tendencies indicated by the research. Language Acquisition and Development will be of interest to postgraduates and academics researching language acquisition, language development and applied linguistics and to language teachers with an interest in language learning theory.

The last two decades have alerted applied linguists and their bureaucratic counterparts--those who make or advise government on language policy--to the issue of dealing with language problems in an accountable fashion. Why do these problems seem so intractable? How is it that these problems have not yet satisfactorily been solved? What is it that continues to drive the interest in this? To the scholars from many parts of the world who have been invited to discuss this anew in the proposed volume, it was evident that language planners, policy makers and language managers do not know just how much work there is for language teachers to do if all of the academically desirable arrangements or policies proposed are to be implemented successfully. Indeed, the challenge to implement these at times ambitious plans of language policy makers is normally much bigger than the policy makers estimate.

A comprehensive overview of the teaching of classics. The Teaching of Classics outlines how teaching of the subject has developed and arrived at its present situation and suggests strategies for the future. It addresses the teaching of the subject at primary, secondary and tertiary levels. The authors also communicate the sense of innovatory excitement that surrounds current initiative, celebrate the successes in the two major growth areas - primary and adult education - and confront the dangers that face the subject with clear-eyed realism.

This book presents a collection of new and stimulating approaches to reading in a foreign language. The contributors to the volume all place reading at the heart of learning a foreign language and entering a foreign culture, and they consider issues and methods of language education from such diverse perspectives as cognitive theory, applied linguistics, technology as hermeneutic, history, literary, theory, and cross-cultural analysis. The contributors--teachers of French, German, Greek, Japanese, and Spanish--call for language teachers and theorists to refocus on the importance of reading skills. Emphasizing the process of reading as analyzing and understanding another culture, they document various practical methods, including the use of computer technology for enhancing language learning and fostering cross-cultural understanding.