Author: Publisher: Rex Bookstore, Inc.
ISBN: 9789712335259
Category :
Languages : en
Pages : 300
Book Description
Spoken English 1' 2003 Ed.
Author: Publisher: Rex Bookstore, Inc.
ISBN: 9789712335259
Category :
Languages : en
Pages : 300
Book Description
Spoken English 5' 2003 Ed.
Author: Publisher: Rex Bookstore, Inc.
ISBN: 9789712335297
Category :
Languages : en
Pages : 318
Book Description
Spoken English 3' 2003 Ed.
Author: Publisher: Rex Bookstore, Inc.
ISBN: 9789712335273
Category :
Languages : en
Pages : 212
Book Description
Spoken English 4' 2003 Ed.
Author: Publisher: Rex Bookstore, Inc.
ISBN: 9789712335280
Category :
Languages : en
Pages : 204
Book Description
Spoken English 2' 2003 Ed.
Author: Publisher: Rex Bookstore, Inc.
ISBN: 9789712335266
Category :
Languages : en
Pages : 230
Book Description
Spoken English 6' 2003 Ed.
Author: Publisher: Rex Bookstore, Inc.
ISBN: 9789712335303
Category :
Languages : en
Pages : 244
Book Description
Research in Young Children's Literacy and Language Development
Author: Olivia N. SarachoPublisher: Routledge
ISBN: 1351609572
Category : Education
Languages : en
Pages : 502
Book Description
The importance of the early years in young children’s lives and the rigid inequality in literacy achievement are a stimulating backdrop to current research in young children’s language and literacy development. This book reports new data and empirical analyses that advance the theory of language and literacy, with researchers using different methodologies in conducting their study, with both a sound empirical underpinning and a captivating analytical rationalization of the results. The contributors to this volume used several methodological methods (e.g. quantitative, qualitative) to describe the complete concept of the study; the achievement of the study; and the study in an appropriate manner based on the study’s methodology. The contributions to this volume cover a wide range of topics, including dual language learners; Latino immigrant children; children who have hearing disabilities; parents’ and teachers’ beliefs about language development; early literacy skills of toddlers and preschool children; interventions; multimodalities in early literacies; writing; and family literacy. The studies were conducted in various early childhood settings such as child care, nursery school, Head Start, kindergarten, and primary grades, and the subjects in the studies represent the pluralism of the globe – a pluralism of language, backgrounds, ethnicity, abilities, and disabilities. This book was originally published as a special issue of Early Child Development and Care.
Language in Context in TESOL
Author: Joan CuttingPublisher: Edinburgh University Press
ISBN: 0748699287
Category : Education
Languages : en
Pages : 224
Book Description
This book covers the relevance of theories on language analysis to TESOL, showing students how to understand and evaluate TESOL methodology, curriculum, and materials in terms of theories including conversation structure, ideology and power.
Spoken English, TESOL and Applied Linguistics
Author: Rebecca HughesPublisher: 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.
Native and Non-Native Teacher Talk in the EFL Classroom
Author: Eric NicaisePublisher: Routledge
ISBN: 0429553617
Category : Language Arts & Disciplines
Languages : en
Pages : 224
Book Description
Native and Non-Native Teacher Talk in the EFL Classroom explores and compares the linguistic features of native and non-native English teacher talk with the aid of corpus linguistics. Setting aside the wide range of audio and video materials available, the EFL teacher is in many instances the main model of English to which students are exposed in secondary-level education. The basis of this book is to work towards a framework for the language that teachers of English need to be proficient in, based on an empirical study of language used in the ELT classroom by both native and expert non-native users. Presenting a corpus-informed treatment of the precise linguistic features used by EFL teachers within the framework of their most common teaching functions, this book: • Relates directly to the teacher talk of secondary-level EFL teachers; • Combines quantitative and qualitative approaches to data analysis; • Looks into pedagogical implications for ELT and proposes a flexible language development model based on evidence from the teacher training classroom; • Provides a corpus-based repertoire of language for the classroom which is of relevance to native and non-native student-teachers and practising teachers. Highlighting the need for much greater awareness of the impact of language use in both learning and teaching, this book is a major resource for advanced students and researchers of TESOL, classroom discourse, corpus linguistics, ELT, English for professional purposes, and teaching placement preparation.