Bøger i Applied Linguistics and Language Study serien

This introductory text explores the integration of language and literature in the classroom. The two subjects are normally seen as distinct areas of the curriculum, but this book shows how they can be mutually supporting and enriching. Recent research in classroom practice is also covered.

Task-based learning in teaching is where an activity has been designed to help achieve a particular learning goal. This volume brings together a series of studies by different researchers on the impact of tasks in second language teaching, testing and development.

The eleven essays in this book cover a wide range of topics from the role of 'interlanguage' and the influence of external factors on the process of language learning, to the development of syntax and the methodology of error analysis. Collectively they provide a valuable perspective on the learning process, which both enriches our theoretical understanding of the processes underlying second language acquisition and suggests ways in which teaching practice may best exploit a learner's skills.

An active area of study and debate in second language acquisition is "learner contribution" - what a learner can bring to the learning process. This text presents an account of learners' personal attributes - those that have been shown to have an impact upon language learning.

Recent research highlights the importance of an individual's own skills and attitudes to learning when studying a second language. A number of contributors explore the theory and practical application of such experiential learning.

A survey and analysis of second language theory that discusses the development of ideas in this expanding area of language studies. It looks at the implications of these ideas and directions for future research. Contains study questions and activities as well as practical guidelines on the use of available research resources.

The dynamics of immigration, international commerce and the postcolonial world make it inevitable that much translation is done into a second language. This study adopts an interlanguage framework to consider second language translation as the product of developing competence.

This text explores the application of corpora to language teaching, aiming to show teachers and students how to create materials using corpora and how to develop their own corpora.

This is an introduction and guide to the study of errors in language, which presents a critical survey of previous work. It seeks to clarify such questions as: does correctness matter?; and is it more important to speak fluently and write imaginatively or to communicate one's message?

This volume comprises a collection of essays by experts in the forefront of interlanguage study. Each contribution reports on the current state of study and development in a wide variety of fields. Contributors are drawn from Europe, North America and Israel.

This work focuses on the connections to be made between evaluation and change in language education with a specific focus on English Language Teaching, and demonstrates the central importance of evaluation in relation to language projects and programmes.

Analyzing language awareness in the classroom, this book examines the subject from both the teacher's and the pupil's perspective. Other books in this series include "Contrastive Analysis", "Discourse and Learning" and "Listening in Language Learning".

An analysis of the current situation in the teaching of language, this text focuses on interaction and the concept of mutual teacher and pupil education. The use of learning through projects at various educational establishments is discussed.

This work looks at a variety of the aspects of applied linguistics, ranging from information processing versus inferencing based approaches, to listening-based language learning.

The author attempts to arrange the translation process and set it within a systemic model of language. The book is divided into three parts, namely model, meaning and memory, assessing how logical relationships are organized and mapped onto the syntactic systems of a language.

The main topic of this revised and updated edition is the comprehension of the spoken language. Subjects covered include the function of intonation and paralinguistic features, while revisions made include a new section on `pause' and how this interacts with rhythm,

This book examines the theory of genre analysis and looks at genre analysis in action.

An examination of "interlanguage", this book examines methodology, contrastive analysis and bilingualism in an attempt to provide a framework for this subject. Other books in this series include "Language and Discrimination" and "Translation and Translating".

This study looks at how students learn and socialise in school when their first language is a language other than English. It explores recent changes in educational policy and practices as well as in educational research.

Understanding how people learn and fail to learn second and foreign languages is increasingly recognised as a critical social and psycholinguistic issue. This book provides a synthesis of empirical findings on second and foreign language learning by children and adults, emphasising the design and execution of appropriate research.

This volume examines the principles and practices involved in learner independence and autonomy in foreign language learning, particularly EFL.

This is a collection of 21 case accounts by language education professionals working in the context of international development. The contributors explore the implementation of interactive educational approaches in ten Asian countries.

This text is a contribution to the theory of the language education curriculum. It explores key aspects of the current debate on language teaching and examines the important issues of the learning process, the central concepts of authenticity, motivation and language awareness.

Combining an overview of English phonology with structured practical guidance, this introductory text shows how phonology can be applied in the classroom.

This text aims to synthesize the state of research with regard to the teaching and testing of reading in a second language. It examines the psychology of reading, models of the reading process and various theories, and discusses the development of reading tests and teaching practice.

The material in this book reviews work dating to the vocabulary control movement of the 1930s, and also refers to more recent work on the role of lexis in language learning. The main foundations of lexical semantics described, as are relevant research and pedagogical studies in vocabulary and lexicography.