The conflict between England and France in the 14th and 15th centuries never ceases to fascinate. This stimulating edited collection, inspired by the Problems in Focus volume originally published in 1971, provides a fresh and accessible insight into the key aspects of The Hundred Years War. With chapters written by leading experts in the field, based on new methodologies and recent advances in scholarship, this book places the Anglo-French wars into a range of wider contexts, such as politics, the home front, the church, and chivalry. Adopting a sustained comparative approach, with attention paid to both England and France, The Hundred Years War Revisited provides a clear and comprehensive synthesis of the major trends in research on the Hundred Years War. Concise and thought-provoking, this is essential reading for undergraduate and postgraduate students of medieval history.

This comprehensive, forward-looking text is the first holistic research overview and practical methods guide for researching the role that affective and conative factors play in second language learners’ task performance and language acquisition. It provides a long overdue update on the role of the learner in task-based language teaching (TBLT). The book brings together theoretical background and major constructs, established and innovative methodological and technological tools, cutting-edge findings, and illuminating suggestions for future work. A group of expert scholars from around the world synthesize the state of the art, detail how to design and conduct empirical studies, and authoritatively set the agenda for future work in this critical, emerging area of language learning and instructional design. With a variety of helpful features like suggested research, discussion questions, and recommended further readings, this will be an invaluable resource to advanced students and researchers of second language acquisition, applied linguistics, psychology, education, and related areas.

This volume addresses an important gap in the literature on task design and second language use. Building on insights from over 50 years of research on the relationship between task demands and language use, it examines how referent similarity relates to developmentally-relevant variation in the use of nominal structures, comparative structures and abstract lexis among first and second language speakers of English. In addition to providing an empirical basis for future research on tasks, it shares both theoretical and practical information on task design, which will greatly benefit curriculum and material developers.

Ranging from cartography to poetry and decorative design to naval warfare across several hundred years of history, students can access the full scope of maritime history and explore new ways of thinking about the marine past. This book explores maritime expertise across a wide geographical scope including Asia, the Arab world, and the Americas, ensuring that students can understand the global impact of sea travel in the early modern period.

Ranging from cartography to poetry and decorative design to naval warfare across several hundred years of history, students can access the full scope of maritime history and explore new ways of thinking about the marine past. This book explores maritime expertise across a wide geographical scope including Asia, the Arab world, and the Americas, ensuring that students can understand the global impact of sea travel in the early modern period.

This book investigates the Battle of Agincourt-which continues to be of immense national and international interest-as well as the wider conduct and organisation of war in the late Middle Ages. In England, Shakespeare's Henry V ensured that the battle holds a place in the English national consciousness, and through the centuries that followed the story of Henry's famous victory was used to galvanise English national spirit in times of war. In France, the immediate impact of the battle was that it helped to galvanise French national awareness in response to an external enemy. This book showcases new research into Agincourt and the wider issues of military recruitment, naval logistics, gunpowder and siege warfare, and the conduct of war. It also takes a wider European perspective on the events of 1415 by including research on Portuguese military organisation at the time of Agincourt. This book was originally published as a special issue of the Journal of Medieval History.

This comprehensive, forward-looking text is the first holistic research overview and practical methods guide for researching the role that affective and conative factors play in second language learners’ task performance and language acquisition. It provides a long overdue update on the role of the learner in task-based language teaching (TBLT). The book brings together theoretical background and major constructs, established and innovative methodological and technological tools, cutting-edge findings, and illuminating suggestions for future work. A group of expert scholars from around the world synthesize the state of the art, detail how to design and conduct empirical studies, and authoritatively set the agenda for future work in this critical, emerging area of language learning and instructional design. With a variety of helpful features like suggested research, discussion questions, and recommended further readings, this will be an invaluable resource to advanced students and researchers of second language acquisition, applied linguistics, psychology, education, and related areas.

This book examines the use of tasks in second language instruction in a variety of international contexts, and addresses the need for a better understanding of how tasks are used in teaching and program-level decision-making. The chapters consider the key issues, examples, benefits and challenges that teachers, program designers and researchers face in using tasks in a diverse range of contexts around the world, and aim to understand practitioners' concerns with the relationship between tasks and performance. They provide examples of how tasks are used with learners of different ages and different proficiency levels, in both face-to-face and online contexts. In documenting these uses of tasks, the authors of the various chapters illuminate cultural, educational and institutional factors that can make the effective use of tasks more or less difficult in their particular context.

This book investigates the Battle of Agincourt-which continues to be of immense national and international interest-as well as the wider conduct and organisation of war in the late Middle Ages. In England, Shakespeare's Henry V ensured that the battle holds a place in the English national consciousness, and through the centuries that followed the story of Henry's famous victory was used to galvanise English national spirit in times of war. In France, the immediate impact of the battle was that it helped to galvanise French national awareness in response to an external enemy. This book showcases new research into Agincourt and the wider issues of military recruitment, naval logistics, gunpowder and siege warfare, and the conduct of war. It also takes a wider European perspective on the events of 1415 by including research on Portuguese military organisation at the time of Agincourt. This book was originally published as a special issue of the Journal of Medieval History.

A fresh assessment of seaborne activity around England in the later middle ages, offering a fresh perspective on its rich maritime heritage. England's relationship with the sea in the later Middle Ages has been unjustly neglected, a gap which this volume seeks to fill. The physical fact of the kingdom's insularity made the seas around England fundamentally important toits development within the British Isles and in relation to mainland Europe. At times they acted as barriers; but they also, and more often, served as highways of exchange, transport and communication, and it is this aspect whichthe essays collected here emphasise. Mindful that the exploitation of the sea required specialist technology and personnel, and that England's maritime frontiers raised serious issues of jurisdiction, security, and internationaldiplomacy, the chapters explore several key roles performed by the sea during the period c.1200-c.1500. Foremost among them is war: the infrastructure, logistics, politics, and personnel of English seaborne expeditions are assessed, most notably for the period of the Hundred Years War. What emerges from this is a demonstration of the sophisticated, but not infallible, methods of raising and using ships, men and material for war in a period before England possessed a permanent navy. The second major facet of England's relationship with the sea was the generation of wealth: this is addressed in its own right and as an intrinsic aspect of warfare and piracy. RICHARD GORSKIis Philip Nicholas Memorial Lecturer in Maritime History at the University of Hull. Contributors: Richard Gorski, Richard W. Unger, Susan Rose, Craig Lambert, David Simpkin, Tony K. Moore, Marcus Pitcaithly, Tim Bowly,Ian Friel

This book examines the use of tasks in second language instruction in a variety of international contexts, and addresses the need for a better understanding of how tasks are used in teaching and program-level decision-making. The chapters consider the key issues, examples, benefits and challenges that teachers, program designers and researchers face in using tasks in a diverse range of contexts around the world, and aim to understand practitioners' concerns with the relationship between tasks and performance. They provide examples of how tasks are used with learners of different ages and different proficiency levels, in both face-to-face and online contexts. In documenting these uses of tasks, the authors of the various chapters illuminate cultural, educational and institutional factors that can make the effective use of tasks more or less difficult in their particular context.

Fourteenth Century England has quickly established for itself a deserved reputation for its scope and scholarship and for admirably filling a gap in the publication of medieval studies. HISTORY This collection represents the fruits of new research, by both established and young scholars, on the politics, society and culture of England and its dependencies in the fourteenth century. Drawing on a diverse range of documentary, literary and material evidence, the studies offer a range of methods, from micro-history and prosopography to the study of institutions, texts and events. The early fourteenth century provides a particular focus of interest, with studies contributing new reflections on the personnel of parliament, the household of Edward II, the politics of Edward III's minority, and reactions to the great famine of 1315-22 and the Black Death of 1348-9. The wars withScotland and France give the opportunity for significant new assessments of international diplomacy, the role of the mariner in the logistics of war, English loyalties in Gascony and the pious practices of medieval knights. Richlytextured with personal and local detail, these new studies provide numerous insights into the lives of great and small in this tumultuous period of medieval history. W. Mark Ormrod is Professor of Medieval History atthe University of York. Contributors: Benoit Grevin, Alison K. McHardy, J.S. Hamilton, Guilhem Pepin, Eliza Hartrich, Phil Bradford, J.S. Bothwell, Craig Lambert, Andrew Ayton, Graham St John, Christopher Phillpotts

Task-based language teaching is an approach which differs from traditional approaches by emphasising the importance of engaging learners' natural abilities for acquiring language incidentally through the performance of tasks that draw learners' attention to form. Drawing on the multiple perspectives and expertise of five leading authorities in the field, this book provides a comprehensive and balanced account of task-based language teaching (TBLT). Split into five sections, the book provides an historical account of the development of TBLT and introduces the key issues facing the area. A number of different theoretical perspectives that have informed TBLT are presented, followed by a discussion on key pedagogic aspects - syllabus design, methodology of a task-based lesson, and task-based assessment. The final sections consider the research that has investigated the effectiveness of TBLT, addresses critiques and suggest directions for future research. Task-based language teaching is now mandated by many educational authorities throughout the world and this book serves as a core source of information for researchers, teachers and students.

The theme of warfare as a collective enterprise investigated in the theatres of both land and sea. From warhorses to the men-at-arms who rode them; armies that were raised to the lords who recruited, led, administered, and financed them; and ships to the mariners who crewed them; few aspects of the organisation and logistics ofwar in late medieval England have escaped the scholarly attention, or failed to benefit from the insights, of Dr Andrew Ayton. The concept of the military community, with its emphasis on warfare as a collective social enterprise, has always lain at the heart of his work; he has shown in particular how this age of warfare is characterised by related but intersecting military communities, marked not only by the social and political relationships within armies and navies, but by communities of mind, experience, and enterprise. The essays in this volume, ranging from the late thirteenth to the early fifteenth century, address various aspects of this idea. They offer investigations of soldiers' and mariners' equipment; their obligations, functions, status, and recruitment; and the range and duration of their service. Gary P. Baker is a Research Associate at the University of East Angliaand a Researcher in History at the University of Groningen; Craig L. Lambert is Lecturer in Maritime History at the University of Southampton; David Simpkin teaches history at Birkenhead Sixth-Form College. Contributors: Gary P. Baker, Adrian R. Bell, Peter Coss, Anne Curry, Robert W. Jones, Andy King, Craig L. Lambert, Tony K. Moore, J.J.N. Palmer, Philip Preston, Michael Prestwich, Matthew Raven, Clifford J. Rogers, Nigel Saul, David Simpkin.

Task-based language teaching is an approach which differs from traditional approaches by emphasising the importance of engaging learners' natural abilities for acquiring language incidentally through the performance of tasks that draw learners' attention to form. Drawing on the multiple perspectives and expertise of five leading authorities in the field, this book provides a comprehensive and balanced account of task-based language teaching (TBLT). Split into five sections, the book provides an historical account of the development of TBLT and introduces the key issues facing the area. A number of different theoretical perspectives that have informed TBLT are presented, followed by a discussion on key pedagogic aspects - syllabus design, methodology of a task-based lesson, and task-based assessment. The final sections consider the research that has investigated the effectiveness of TBLT, addresses critiques and suggest directions for future research. Task-based language teaching is now mandated by many educational authorities throughout the world and this book serves as a core source of information for researchers, teachers and students.

In this wise and thrilling book, Criag Lambert turns rowing--personal discipline, modern Olympic sport, grand collegiate tradition--into a metaphor for a vigorous and satisfying life.

The conflict between England and France in the 14th and 15th centuries never ceases to fascinate. This stimulating edited collection, inspired by the Problems in Focus volume originally published in 1971, provides a fresh and accessible insight into the key aspects of The Hundred Years War. With chapters written by leading experts in the field, based on new methodologies and recent advances in scholarship, this book places the Anglo-French wars into a range of wider contexts, such as politics, the home front, the church, and chivalry. Adopting a sustained comparative approach, with attention paid to both England and France, The Hundred Years War Revisited provides a clear and comprehensive synthesis of the major trends in research on the Hundred Years War. Concise and thought-provoking, this is essential reading for undergraduate and postgraduate students of medieval history.