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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.
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.
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.
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.
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
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.
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 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.
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.
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