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Author: Rebecca Hughes Publisher: Luo Guolin ISBN: 0230217044 Category : Education Languages : en Pages : 310
Book Description
Leading researchers in the field of spoken discourse and language teaching offer an empirically informed, issues-based discussion of the present state of research into spoken language. They address some of the complex and rewarding opportunities offered by these emerging insights for language education and, specifically, for TESOL. They ask whether new data and evidence that spoken discourse is a distinctive genre will challenge existing language theories and teaching. What could be the practical outcomes for curriculum, teaching approaches, materials and assessment? A stimulating resource for researchers and for professional and student language teachers.
Author: Rebecca Hughes Publisher: Luo Guolin ISBN: 0230217044 Category : Education Languages : en Pages : 310
Book Description
Leading researchers in the field of spoken discourse and language teaching offer an empirically informed, issues-based discussion of the present state of research into spoken language. They address some of the complex and rewarding opportunities offered by these emerging insights for language education and, specifically, for TESOL. They ask whether new data and evidence that spoken discourse is a distinctive genre will challenge existing language theories and teaching. What could be the practical outcomes for curriculum, teaching approaches, materials and assessment? A stimulating resource for researchers and for professional and student language teachers.
Author: Rebecca Hughes Publisher: Springer ISBN: 0230584586 Category : Education Languages : en Pages : 289
Book Description
Leading researchers in the field of spoken discourse and language teaching offer an empirically informed, issues-based discussion of the present state of research into spoken language. They address some of the complex and rewarding opportunities offered by these emerging insights for language education and, specifically, for TESOL. They ask whether new data and evidence that spoken discourse is a distinctive genre will challenge existing language theories and teaching. What could be the practical outcomes for curriculum, teaching approaches, materials and assessment? A stimulating resource for researchers and for professional and student language teachers.
Author: Hannah Valenzuela Publisher: Springer Nature ISBN: 3030409325 Category : Education Languages : en Pages : 214
Book Description
This textbook proposes a theoretical approach to linguistics in relation to teaching English. Combining research with practical classroom strategies and activities, it aims to satisfy the needs of new and experienced TESOL practitioners, helping them to understand the features of the English language and how those features impact on students in the classroom. The author provides a toolkit of strategies and practical teaching ideas to inspire and support practitioners in the classroom, encouraging reflection through regular stop-and-think tasks, so that practitioners have the opportunity to deepen their understanding and relate it to their own experience and practice. This book will appeal to students and practitioners in the fields of applied linguistics, TESOL, EAL, English language and linguistics, EAP, and business English.
Author: Rebecca Hughes Publisher: Routledge ISBN: 1317862759 Category : Language Arts & Disciplines Languages : en Pages : 220
Book Description
Speaking is a dynamic, interpersonal process and one that strongly influences how we are perceived by others in a range of formal and everyday contexts. Despite this, speaking is often researched and taught as if it is simply writing delivered in a different mode. In Teaching and Researching Speaking, Rebecca Hughes suggests that we have less understanding than we might of important meaning-making aspects of speech such as prosody, gaze, affect, and the ways speakers collaborate and negotiate with one another in interaction. This thoroughly revised and updated second edition looks to the future of the field, offering: A new chapter on assessment, discussing 'high stakes' oral language testing contexts such as immigration New material considering access to spoken data via the worldwide web and new technologies that allow neurolinguistic insights formerly hidden from view Summaries and case studies to help the reader understand how to approach researching speaking and encourages practitioners to question the models of speaking that they are using in their classrooms. Reviewing materials and assessment practices in the light of current knowledge about spoken language, and highlighting areas for new work and collaboration between researchers and practitioners, this book will be a valuable resource for anyone involved in language teaching.
Author: Gillian Brown Publisher: Routledge ISBN: 1134961057 Category : Language Arts & Disciplines Languages : en Pages : 192
Book Description
For those who are familiar with the first edition, it will be convenient to have some indication of where the main changes lie. Chapter one has been largely rewritten to give an outline of current approaches to a model of comprehension of spoken language. Chapter two has a new initial section but otherwise remains as it was. Chapter three incorporates a new section on "pause" and how this interacts with rhythm, and rather more on the function of stress. Chapter four has an extended initial section but otherwise remains largely as it was. Chapter five on intonation contains several sections which have been rewritten to varying extents. Chapter six of the first edition has disappeared: in 1977, very little work had been published on "fillers" and it seemed worthwhile incorporating a chapter that sat rather oddly with the phonetic/phonological interests of the rest of the book. Not that there is a great industry of descriptions of the forms and functions of these and similar phenomena there seems no reason to retain this early but admittedly primitive account. The chapter on "paralinguistic vocal features", now chapter six, has some rewriting in the early part but considerable rewriting in the last sections. The final chapter on "teaching listening comprehension" has grown greatly in length. It still incorporates some material from the original chapter but most of it is completely rewritten.
Author: Adrian Holliday Publisher: Oxford University Press ISBN: 0194423085 Category : Study Aids Languages : en Pages : 277
Book Description
This book is about the worlds and conflicts of TESOL teachers and researchers whose professional lives are both enriched and problematized by the cultural and political interfaces created by working with an international language. Central to this discussion is the balance of power in classroom and curriculum settings, the relationship between language, culture, and discourse, and the change in the ownership of English.
Author: Hassan Mohebbi Publisher: Springer Nature ISBN: 3030791432 Category : Education Languages : en Pages : 814
Book Description
This volume encompasses the range of research questions on language-related problems that arise in language teaching, learning and assessment. The [150] chapters are written by experts in the field who each offer their insights into current and future directions of research, and who suggest several highly relevant research questions. Topics include, but are not limited to: language skills teaching, language skills assessment and testing, measurement, feedback, discourse analysis, pragmatics, semantics, language learning through technology, CALL, MALL, ESP, EAP, ERPP, TBLT, materials development, genre analysis, needs analysis, corpus, content-based language teaching, language teaching and learning strategies, individual differences, research methods, classroom research, form-focused instruction, age effects, literacy, proficiency, and teacher education and teacher development. The book serves as a reference and offers inspiration to researchers and students in language education. An important skill in reviewing the research literature is following a study’s “plan of attack.” Broadly, this means that before accepting and acting upon the findings, one considers a) the research question (Is it clear and focused? Measurable?), b) the subjects examined, the methods deployed, and the measures chosen (Do they fit the study’s goal and have the potential to yield useful results?), and c) the analysis of the data (Do the data lead to the discussion presented? Has the author reasonably interpreted results to reach the conclusion?). Mohebbi and Coombe’s book, Research Questions in Language Education and Applied Linguistics: A Reference Guide, helps budding researchers take the first step and develop a solid research question. As the field of language education evolves, we need continual research to improve our instructional and assessment practices and our understanding of the learners’ language learning processes. This book with its remarkable 150 topics and 10 times the number of potential research questions provides a wealth of ideas that will help early career researchers conduct studies that move our field forward and grow our knowledge base. Deborah J. Short, Ph.D., Director, Academic Language Research & Training, Past President, TESOL International Association (2021-22) As a teacher in graduate programs in TESOL I frequently come across the frustration of students at centering their research interests on a particular topic and developing research questions which are worth pursuing so as to make a contribution to the field. This frustration stems from the fact that our field is so vast and interrelated, that it is often impossible to properly address all that interests them. Hence, I wholeheartedly welcome this most relevant and innovative addition to the research literature in the field of TESOL and Applied Linguistics. Coombe and Mohebbi have created a real tour de force that stands to inform budding researchers in the field for many years to come. Additionally, the cutting-edge depiction of the field and all it has to offer will no doubt update the research agendas of many seasoned researchers around the world. The 150 chapters are organized in a most powerful, yet, deceptively simple way offering a positioning within the topic, suggesting questions that might direct inquiry and offering a basic set of bibliographic tools to start the reader in the path towards research. What is more, the nine sections in which the chapters are organized leave no area of the field unexplored. Dr. Gabriel Díaz Maggioli, Academic Advisor, Institute of Education, Universidad ORT del Uruguay, President, IATEFL
Author: Denise E. Murray Publisher: Routledge ISBN: 1351139835 Category : Foreign Language Study Languages : en Pages : 298
Book Description
Designed for pre-service teachers and teachers new to the field of ELT, What English Teachers Need to Know Volumes I, II, and III are companion textbooks organized around the key question: What do teachers need to know and be able to do in order for their students to learn English? In the Second Edition of Volume I, Murray and Christison return to this essential question and call attention to emerging trends and challenges affecting the contemporary classroom. Addressing new skills and strategies that EFL teachers require to meet the needs of their shifting student populations who are impacted by changing demographics, digital environments, and globalization, this book, which is grounded in current research, offers a strong emphasis on practical applications for classroom teaching. This updated and expanded Second Edition features: a new chapter on technology in TESOL new and updated classroom examples throughout discussions of how teachers can prepare for contemporary challenges, such as population mobility and globalization The comprehensive texts work for teachers across different contexts—where English is the dominant language, an official language, or a foreign language; for different levels—elementary/primary, secondary, university, or adult education; and for different learning purposes—general English, workplace English, English for academic purposes, or English for specific purposes.
Author: Vivian Cook Publisher: Multilingual Matters ISBN: 1800414587 Category : Literary Criticism Languages : en Pages : 354
Book Description
This book opens readers’ eyes to something they see all the time but take for granted: street signs. It is a portrait of the signs on modern English streets: what they look like, who and what they are for, how they link to English history and how they form part of life in multilingual England today. It describes how their shapes, materials, letters, vocabulary, and grammar differ from other forms of written English, using a framework based on linguistics, typography and writing systems research. It provides readable and entertaining insights into an important use of written English, illustrated with over 400 examples of street signs. The book represents a starting point for the study of street signs as an academic area in its own right.
Author: Rebecca Hughes
Author: Rebecca Hughes
Author: Rebecca Hughes
Author: Hannah Valenzuela
Author: Rebecca Hughes
Author: Michael McCarthy
Author: Gillian Brown
Author: Adrian Holliday
Author: Hassan Mohebbi
Author: Denise E. Murray
Author: Vivian Cook