This book addresses fundamental questions regarding the relationships between successful language learning and strategy use and development, according to learner, situational or target variables. It considers strategy effectiveness from an individual point of view and discusses pedagogical issues, especially relating to teacher perceptions and training, classroom and learner factors, methodology and content. This new edition has been reworked and revised to include an extensive review, analysis and re-interpretation of the existing literature and an update on the theoretical debate surrounding language learning strategies. The research methodology section has been considerably extended and detailed explanations are now given for how to analyse data from research studies. Rather than focusing on strategies divorced from the 'real world' of the classroom, this book explores the issues from the teaching/learning point of view and will be of interest to students, teachers, trainee teachers, teacher educators and researchers alike.

Bringing a new dimension to the language learning classroom, the Classroom Presentation Tool CD-ROM for each level makes instruction clearer and learning simpler. The CD-ROMs feature interactive activities from the Student Book, audio and video clips, and Presentation Worksheets that help practice and reinforce the presentation skills taught in the book. These can be used with an interactive whiteboard or computer projector.

The world is full of brilliant people whose ideas are never heard. This book is designed to make sure that you're not one of them.
Even for the most self-confident among us, public speaking can be a nerve-racking ordeal. Whether you are speaking to a large audience, within a group, or in a oneon- one conversation, the way in which you communicate ideas, as much as the ideas themselves, can determine success or failure.
In this invaluable guide from two of today's most sought-after communication experts, you'll learn to master three core principles that you can apply in a wide variety of situations:
Content: Construct a clear and lucid architecture of ideas that will lead your listener through a memorable emotional experience.
Delivery: Use your voice and body in ways that engage your audience and naturally support your message.
State: Bring yourself into peak performance condition. The way you feel when you perform is the most frequently overlooked component of communication.
Accessible, inspiring, and laden with useful tips, "As We Speak "will help you discover your authentic voice and learn to convey your ideas in the most powerful and unforgettable way possible.

This book looks at the discursive construction of European identities in a variety of institutional and non-institutional contexts and through a variety of social and political actors. Its multilevel and interdisciplinary approach - rooted in the Discourse-Historical tradition of Critical Discourse Analysis - allows for a comparison of identity constructions at different levels of Europe's social and political organisation and in different modes of communication. The book analyses discourses as diverse as those of the EU politicians, of Europe's national media as well as of migrants living in Europe. It offers a set of integrated models and analytical procedures which bring to the fore the inherent dynamism and complexity of both 'bottom-up' and 'top-down' European identity constructions.

* Written by a leading scholar in composition theory * Accessible and jargon-free, the book presents a new approach to writing instruction based in linguistic research and theory * Includes sample texts and guidelines ready for writing teachers to use

In Authenticating Whiteness: Karens, Selfies, and Pop Stars, Rachel E. Dubrofsky explores the idea that popular media implicitly portrays whiteness as credible, trustworthy, familiar, and honest, and that this portrayal is normalized and ubiquitous. Whether on television, film, social media, or in the news, white people are constructed as believable and unrehearsed, from the way they talk to how they look and act. Dubrofsky argues that this way of making white people appear authentic is a strategy of whiteness, requiring attentiveness to the context of white supremacy in which the presentations unfold. The volume details how ideas about what is natural, good, and wholesome are reified in media, showing how these values are implicitly racialized. Additionally, the project details how white women are presented as particularly authentic when they seem to lose agency by expressing affect through emotional and bodily displays. The chapters examine a range of popular media-newspaper articles about Donald J. Trump, a selfie taken at Auschwitz, music videos by Miley Cyrus, the television series UnREAL, the infamous video of Amy Cooper calling the police on an innocent Black man, and the documentary Miss Americana-pinpointing patterns that cut across media to explore the implications for the larger culture in which they exist. At its heart, the book asks: Who gets to be authentic? And what are the implications?

This book explores how complex systems theory can contribute to the understanding of classroom language learner motivation through an extended examination of one particular, situated research project. Working from the lived experience of the participants, the study describes how action research methods were used to explore the dynamic conditions operating in a foreign language classroom in Japan. The book draws attention to the highly personalised and individual, yet equally co-formed nature of classroom foreign language learning motivation and to the importance of agency and emotions in language learning. It presents an extended illustration of the applicability of complex systems theory for research design and process in SLA and its narrative approach shines light upon the evolving nature of research and role of the researcher. The study will be a valuable resource for practitioners, researchers and postgraduate students interested in classroom language teaching and learning, especially those with a focus on motivation among learners.

This book is open access under a CC BY licence. It spans the areas of assessment, second language acquisition (SLA) and pronunciation and examines topical issues and challenges that relate to formal and informal assessments of second language (L2) speech in classroom, research and real-world contexts. It showcases insights from assessing other skills (e.g. listening and writing) and highlights perspectives from research in speech sciences, SLA, psycholinguistics and sociolinguistics, including lingua franca communication, with concrete implications for pronunciation assessment. This collection will help to establish commonalities across research areas and facilitate greater consensus about key issues, terminology and best practice in L2 pronunciation research and assessment. Due to its interdisciplinary nature, this book will appeal to a mixed audience of researchers, graduate students, teacher-educators and exam board staff with varying levels of expertise in pronunciation and assessment and wide-ranging interests in applied linguistics.

"Students learn best by doing" is the essence of this lively textbook of creative activities. Ten chapters suitable for a full year's course in speech communication. Involvement is essential and these learning experiences are such great fun that students will want to participate. Sample activities include rap, pantomime, charades, a game show, Readers Theatre, TV news, a mock trial, talk show improvisation, and dozens more, including a "grab bag" of extra activities. Assignment instructions and the sign-up sheet may be reproduced. Cartoon illustrations throughout.

Mark Twain (Samuel Langhorne Clemens, 1835-1910) famous humorist and novelist traveled the lecture circuit. Unfortunately many of his speeches and lectures were lost or not written down, making collecting his works an ongoing process. Published material by Twain has been rediscovered as recently as 1995.

The field of reading is a compelling one, characterised by many debates and discussions. It is also amenable to investigations through a range of theories and research studies. In this book, eight leading authorities provide a 'state-of-the-art' overview of reading, using perspectives that have informed their work. There are overviews from linguistic, psychological, sociological and literary viewpoints, as well as more hybrid ones from investigations of digital literacy and multi-modality. This book celebrates what has already been achieved by bridging research, scholarship and practice; it also suggests what still needs to be done to bring the positive rewards from reading to greater numbers of young people. It also recognises that the benefits of reading extend beyond the personal. Accomplished reading skills empower people to meet the challenges of everyday life: making decisions, solving problems, and dealing with unexpected events. The need to refresh and renew our knowledge of reading has gained further impetus in the 'information age'. New technologies for information and communication continually appear: manifestations of 'fake news', disinformation and conspiracy theories spread rapidly across the globe. The book underlines the importance not only of reading, but also the fact that reading between and beyond the lines is more important than ever, in print and across multiple media platforms. The chapters in this book were originally published as a special issue of Education 3-13: International Journal of Primary, Elementary and Early Years Education.

The revised edition of 20 Questions about Youth and the Media is an updated and comprehensive guide to today's most compelling issues in the study of children, tweens, teens and the media. The editors bring together leading experts to answer the kinds of questions an undergraduate student might ask about the relationship between young people and media. In so doing, the book addresses a range of media, from cartoons to the Internet, from advertising to popular music, and from mobile phones to educational television. The diverse array of topics include government regulation, race and gender, effects (both prosocial and risky), kids' use of digital media, and the commercialization of youth culture. This book is designed with the undergraduate youth/children and media classroom in mind, and features accessible writing and end-of-chapter discussion questions and exercises.

Scenes for acting students to perform, based on high school experiences such as breaking up, peer pressure, dances, dating, cheating, telephones, and teenage pregnancy.

The fourth edition of this dynamic skills-based introduction to personal communication includes new content on virtual communication scenarios, inclusive language, conflict resolution, and leadership development Concise, affordable, and incredibly friendly in tone, this book makes communication natural and fun.

This book examines key issues in theories of what language is and what happens in the mind during second language acquisition (SLA), inspiring readers to think in new and exciting ways about language learning and teaching. Chapters, written by both established and rising star scholars, provide cutting-edge insights and new empirical findings on major topics of formal and cognitive linguistics, psycholinguistics and second language development, and offer a coherent, wide-ranging, reader-friendly examination of learner-internal factors in SLA. The first section of the book focuses on issues that are pertinent to our understanding of language acquisition, particularly in relation to syntax. The second section comprises empirical chapters on syntax, the lexicon, phonetics/phonology and language production in English and other languages. These chapters refer to theories and frameworks from within SLA to enable the reader to grasp the key questions and issues that are currently relevant. The final section focuses on research relating to how second language (L2) learners make transitions from one stage of development to the next; it covers state-of-the-art psycholinguistic research concerning how L2 acquisition occurs in real time, and includes discussion of models of L2 development both in and out of the classroom.

This volume provides an unprecedented insight into current approaches to crosslinguistic influence (CLI). The collection investigates a range of themes including linguistic relativity, the possible contributions of neurolinguistics, the problem of cognitive development and the role of the frequency of structures in acquisition from distinct, overlapping and complementary perspectives. Chapters focusing on vocabulary, morphosyntactic categories, semantic structures, and phonetic and phonological structures feature in the volume, as do over 20 languages, in order to offer new insights into both theoretical and empirical issues in CLI, including the consequences of great or little similarity in structures between languages. The relevance of CLI research for teaching is discussed in a number of chapters, as is the phenomenon of multilingualism. The collection will appeal to researchers, graduate and postgraduate students, teachers and professionals interested in the field of CLI in SLA.

This volume provides an unprecedented insight into current approaches to crosslinguistic influence (CLI). The collection investigates a range of themes including linguistic relativity, the possible contributions of neurolinguistics, the problem of cognitive development and the role of the frequency of structures in acquisition from distinct, overlapping and complementary perspectives. Chapters focusing on vocabulary, morphosyntactic categories, semantic structures, and phonetic and phonological structures feature in the volume, as do over 20 languages, in order to offer new insights into both theoretical and empirical issues in CLI, including the consequences of great or little similarity in structures between languages. The relevance of CLI research for teaching is discussed in a number of chapters, as is the phenomenon of multilingualism. The collection will appeal to researchers, graduate and postgraduate students, teachers and professionals interested in the field of CLI in SLA.

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"An excellent 'ready reference' both for copywriters and for those entering the field." -- Robert Goldsborough, Special Projects Director "Advertising Age" "Holy smoke This is amazing A thesaurus for advertising copywriters. Where has it been all my life?" -- Denny Hatch, Editor "Target Marketing" Six seconds. That's all you have to grab your prospect's attention and make a sale. Use the right phrase or slogan, however, and you've made your sale. Use the wrong one, and you've lost your opportunity . . . maybe forever. Choosing the right phrase or slogan is vital to your success. And so is "Phrases That Sell." It's the ultimate resource for anyone needing hands-on, instant access to the key phrases, slogans, and attention grabbers that will gain more attention and sell more product. Organized by category . . . indexed and cross-referenced for ease of use . . . loaded with expert advice on how to write copy that sells, "Phrases That Sell" covers everything, including those hard-to-describe product and service qualities and those product/service attributes that are subtle or abstract. It has 143 selling phrases to describe service, 153 for fun, 341 covering style and design, 180 phrases related to price, and much more In this book you'll find:

• 5,000+ sales phrases for consumer and business-to-business products and services
• a copywriter's primer called "10 Basic Rules of Copywriting," with insider's tips on usage
• a special section on the seven steps to writing winning slogans
• Expert advice on how to target your message to specific audiences

This book fills an existing gap in language learning motivation research by examining the applications of current motivational theories and models from WEIRD (Western, educated, industrialized, rich, developed) contexts to educational systems in Asian contexts. All chapters are focused on second language (L2) motivation as it applies to the EFL situation in Asian countries where English is a mandatory subject in school. Themes in the volume cover the use of possible L2 selves as a theoretical model of motivation, the role of teacher motivation and demotivation in non-European educational systems, study abroad, motivation among adolescents, cross-cultural differences in learner motivation among Asian cultures and the influence of native speakerism on language motivation and cultural identity. This book will appeal to ESL/EFL educators, postgraduate students, researchers and teacher-trainers both inside and outside Asian countries, who are interested in research on L2 motivation in general and within Asian contexts in particular.