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AN INTRODUCTION TO SOCIOLINGUISTICS
La presente obra ha sido concebida como manual para la asignatura de Sociolingüística de la Lengua Inglesa prestando especial atención a las características particulares de los alumnos que estudian en la UNED. De hecho, este material promueve una aproximación a la sociolingüística inglesa desde una perspectiva de trabajo autónomo, y en gran medida autodidacta, apoyándose en la lectura de una selección de fragmentos tomados de obras representativas para este campo de estudio. Este libro es una obra introductoria a la sociolingüística con especial atención a los países de habla inglesa. Así, abundan los ejemplos y referencias al estudio de esta disciplina en relación con la len...
Insights into Non-native Vocabulary Teaching and Learning
In a field like L2 vocabulary teaching and learning where interest and research studies are burgeoning, this book offers a useful collection of papers that contains new ways of investigating vocabulary development, techniques for vocabulary teaching such as the Focus on Form hypothesis, word associations, and the use of concordance data. In addition, it tackles recent areas of analysis such as the treatment of vocabulary in teaching materials—an area of almost complete neglect in the literature. The book is divided into three parts. Part one provides the overview and deals with the development of a model for vocabulary teaching and learning. Part two focuses on empirical studies on lexical processing in English and Spanish. Part three centers on materials design for vocabulary teaching and learning. The advances made in this book will certainly be of interest to researchers, teachers, and graduate students working on this very active field of inquiry.
Bilingual and Multilingual Education in the 21st Century
This book includes the work of 20 specialists working in various educational contexts around the world to create comprehensive and multidimensional coverage of current bilingual initiatives. Themes covered include issues in language use in classrooms; participant perspectives on bilingual education experiences; and the language needs of bi- and multilingual students in monolingual schools.
Classroom Talk
The author attempts to answer the question of why ESL classroom talk is the way it is. Basing her answer on a case study of a school in an ESL community, she argues that classroom talk may be linked in important ways to an operative sociocultural structure of ESL pedagogy over and above the classroom at the institutional level.
International Journal of Language Studies (IJLS) volume 10(3)
Special issue on systemic functional linguistics, education, and critical discourse analysis.
English Language Teaching in the European Credit Transfer System
This book seeks to bridge the gap between theory and practice by identifying the main challenges which the implementation of the ECTS (European Credit Transfer System) is posing in language teaching. It reports on the outcomes yielded by prominent European research projects and thematic networks and presents the insights of a prestigious set of scholars, practitioners, and policy-makers from different parts of Europe. The book is divided into four main parts. The first section examines the coordination of language studies in the European Higher Education Area, from general language policy development, to the practicalities of coordinating whole degrees or drawing up ECTS study guides. The second part analyses the concept of competencies within the Bologna process. Methodological aspects are broached in the third thematic block by sharing practical accounts and experiences across Europe. The final part seeks to clarify the most important aspects with regard to evaluating language learning in the new credit system, and examines learning outcomes, student work hours, or ECTS credits.
Lexical Conflict
This work explores the lexical richness of over 100 world languages and proposes solutions for instances of imperfect equivalence between them.
Mapping Academic Values in the Disciplines
A broad strand of applied linguistic research has focused on the language of science and scholarship, stressing its role in the construction and negotiation of knowledge claims. Central to the success of such texts is the use of evaluative expressions encoding what is considered to be desirable or undesirable in a given domain. While the speech acts relevant to evaluation have been extensively researched, little is known of the underlying values they encode. This volume seeks to fill the gap by exploring the main facets of academic value in a corpus of research articles from leading journals in anthropology, biology, computer science, economics, engineering, history, mathematics, medicine, physics and sociology. The collocations and qualified entities associated with such variables in the corpus provide insights into how scholars draw on a repertoire of conventional, largely unqualified, axiological meanings instrumental to the production of new knowledge in their field.
Legal Language and the Search for Clarity
This interdisciplinary collection with contributions in English and French explores how the various disciplines of law and linguistics appreciate and work towards improving the nature of clarity and obscurity in legal language. For the first time, it brings together legal academics and practitioners, jurilinguists and linguists from the common law and civil law with the specific aim to understand the complex nature, practice and tools of clarity and obscurity in legal drafting. Topics addressed include how the Clarity framework has been put into practice through the use of plainer language, better comprehensibility, readability and access to legal or administrative texts. In an attempt to re...
The Semantic Salience Hierarchy Model
This empirical study examines the learning problem of the argument structure of psych predicates such as «The dog frightens John» and the related V-ing adjectives such as «The dog is frightening to John». The problem is theoretically interesting because of the marked nature of the thematic role mapping of these sentences in relation to the principle of the Uniformity of Theta Assignment Hypothesis (UTAH). The problem is highly relevant to our understanding of second language acquisition, as this is known to be a prevalent difficulty among language learners. The author has framed the learning problem within a coherent parametric framework drawing on a sophisticated critical review of the syntax/semantics literature and theories of L2 development. The author has specifically developed a theory, the «Semantic Salience Hierarchy Model» (SSHM), to explain the learning process. The significance of the model is not confined only to this particular study, as the issues related to the L2 acquisition of other causative verbs can also be examined within this model. The findings of this study also bear implications to TESOL.
