Psycholinguistics and cognitive linguistics

This bestselling textbook is the ideal companion to An Introduction to Discourse Analysis: Theory and Method, by leading author, James Paul Gee.

This book examines grammatical changes that took place in the medieval language contact situation between English and French from 1066 until 1500.

This book tries to answer the question posed by Minsky at the beginning of The Society of Mind: "e;to explain the mind, we have to show how minds are built from mindless stuff, from parts that are much smaller and simpler than anything we'd considered smart.

A spirited and engaging linguistic and social re-imagination of the role and nature of clichés in communication and interaction.

Second Language Pragmatics: From Theory to Research aims to reinvigorate this field, pointing the way forward to new methodologies that can drive, or be driven by, new theoretical developments.

Originally published in 1981.

The Second Language Learning Processes of Students with Specific Learning Difficulties is the only recent book available to offer a detailed and in-depth discussion of the second language learning processes of students with specific learning difficulties (SpLDs).

Discourse analysis considers how language, both spoken and written, enacts social and cultural perspectives and identities.

The book testifies of the great tolerance of Cognitive Linguists towards internal variety within itself and towards external interaction with major linguistic subdisciplines.

First Published in 1987.

Explores the evolution of emoji, how people use them, and what they tell us about the technology-enhanced state of modern society.

Widely considered to be a foundational work in the field of listening, Teaching and Researching Listening is among the most recommended textbooks in applied linguistics oral communication courses, and the most cited reference in current research on second language listening development.

The Fundamentally Simple Logic of Language: Learning a Second Language with the Tools of the Native Speaker presents a data-driven approach to understanding how native speakers do not use subject and direct object to process language.

This account of language acquisition in a multilingual context explains how hybrid grammars develop and can result in language change.

The intersection of sound processing, speech production, and literacy is a promising and growing area of study.

This book focuses on Portuguese as an additional language and its young learners in threecase studies within the Portuguese-speaking world: Portuguese as a second language inCape Verde, Portuguese as a heritage language in Switzerland and Portuguese as a foreignlanguage in Macao SAR.

This book is an authoritative text that explores best classroom practices for engaging adult learners in beginner-level foreign language courses.

This edited book compiles pedagogical practices and studies of Content and Language Integrated Learning (CLIL) from two sites: Spain, where CLIL has been widely implemented for more than a decade, and Japan, where the CLIL approach is still in its relative infancy, and quickly gaining momentum.

In this innovative book, David E.

Metonymy and Language presents a new theory of language and communication in which the central focus is on the concept of metonymy, the recognition of partial matches and overlaps.

In On the Genesis of Thought and Language, linguist Alexey Koshelev explores fundamental questions of how human concepts arise in a child, why concepts appear in a child before words, the genesis of language, and why there are so many languages.

Embracing a sociocultural perspective on human cognition and employing an array of methodological tools for data collection and analysis, this volume documents the complexities of second language teachers' professional development in diverse L2 teacher education programs around the world, including Asia, South America, Europe, and North America, and traces that development both over time and within the broader cultural, historical and institutional settings and circumstances of teachers' work.

Anglophone Literature in Second Language Teacher Education proposes new ways that literature, and more generally culture, can be used to educate future teachers of English as a second language.

Centered around the idea that literacy teaching is more than the transmission of strategies and skills, this volume serves as a foundation for approaching literacy from an identity perspective.

This volume brings together scholars in sociolinguistics and the sociology of new media and mobile technologies who are working on different social and communicative aspects of the Latino diaspora.

Navigating TESOL is a comprehensive, research-based resource which serves as a practical guide for students of Teaching English to Speakers of Other Languages (TESOL) for the duration of their master's or certificate program.

Este libro ofrece 16 estudios sobre la formación y las características del castellano hablado en Cataluña, el País Valenciano y las Islas Baleares.

ESL Readers and Writers in Higher Education describes the challenges ESL students in U.

The differences among functionalist, cognitivist and/or constructionist models are generally taken to be not absolute, but rather a matter of emphasis and degree, with an increasing permeability between paradigms arising from cross-fertilizing influences.

In the last ten years the neuroscience of language has matured as a field.

Teaching English to Second Language Learners in Academic Contexts: Reading, Writing, Listening, and Speaking provides the fundamental knowledge that ESL and EFL teachers need to teach the four language skills.

Spanning more than two decades of thinking about generative approaches to Universal Grammar, the two interviews with Noam Chomsky in this book permit a rare and illuminating insight into his views on numerous issues in linguistics and beyond.

At once reference text and literary foray, this work is designed to engage both specialists and non-specialists.

Bringing together a comprehensive collection of newly-commissioned articles, this Handbook covers the most recent developments across a range of sub-fields relevant to the study of second language Spanish.

Putting a multiliteracies framework at the center of the world language curriculum, this volume brings together college-level curricular innovations and classroom projects that address differences in meaning and worldviews expressed in learners' primary and target languages.

Literacy researchers at all stages of their careers are designing and developing innovative new methods for analyzing data in a range of spaces in and out of school.

This book systematically examines how learning to read occurs in diverse languages, and in so doing, explores how literacy is learned in a second language by learners who have achieved at least basic reading skills in their first language.

Originally published in 1985, this title was an important new teaching text at the time.

This volume represents the culmination of an extensive research project that studied the development of linguistic form/function relations in narrative discourse.

This book serves as a comprehensive reference resource for current and prospective English language teachers, students of TESOL, academics, and other professionals working within the field of Teaching English as a Second or Other Language (TESOL).

The central assertion in this volume is that the young child uses general skills, scaffolded by adults, to acquire the complex knowledge of sound patterns and the goal-directed behaviors for communicating ideas through language and producing speech.