This accessibly written and pedagogically rich text delivers the most comprehensive examination of its subject, carefully drawing on the most up-to-date research and covering a breadth of the central topics including communication, language acquisition, language processing, language disorders, speech, writing, and development.
As a testament to the scope of Peter MacNeilage's scholarly work across his 40 year career, contributions to this tribute volume represent a broad spectrum of the seminal issues addressed by phonetic and evolutionary science over a number of years.
This innovative book integrates theory and practice in the teaching of contemporary life skills alongside and as part of language teaching that looks at the 'whole student'.
The 23rd UWM Linguistics Symposium (1996) brought together linguists of opposing theoretical approaches — functionalists and formalists — in order to determine to what extent these approaches really differ from each other and to what extent the approaches complement each other.
This book addresses the transfer of rhetorical knowledge from a first language (L1) to a second language (L1-to-L2 rhetorical transfer), a common cognitive phenomenon in the L2 writing of students in foreign language learning environments.
This book builds on the idea that pragmatics and philosophy are strictly interconnected and that advances in one area will generate consequential advantages in the other area.
Grounded in a systemic functional linguistic (SFL) approach, this book applies a contrastive interlanguage corpus-based approach to investigate the nature and role of L2 intonation and its pragmatic function in spoken discourse.
Studies of bilingual behavior have been proliferating for decades, yet short shrift has been given to its major manifestation, the incorporation of words from one language into the discourse of another.
This popular, comprehensive theory-to-practice text helps teachers understand the task of writing, L2 writers, the different pedagogical models used in current composition teaching, and reading-writing connections.
This book introduces studies on infant and early childhood development that are in a permanent dialogue with the psychology of music, the philosophy of mind, and human movement studies.
This Handbook is a comprehensive volume outlining the foremost issues regarding research and teaching of second language speaking, examining such diverse topics as cognitive processing, articulation, knowledge of pragmatics, instruction in sub-components of speaking (e.
This book includes interviews with fourteen internationally-acclaimed leading figures in Second Language Acquisition (SLA), who speak on seminal issues in the field as well as their own contributions to SLA scholarship.
This book applies linguistic analysis to the poetry of Emeritus Professor Edwin Thumboo, a Singaporean poet and leading figure in Commonwealth literature.
ELT: The Basics offers a clear, non-jargonistic introduction to English language teaching for EFL/ESL teachers in training, early career teachers, those considering taking up ELT, and experienced teachers who may want to read about the way the profession has developed and continues to evolve.
This volume brings together established and new scholarly voices to explore how participatory and situated approaches to learning can contribute to educational innovation.
This edited volume brings the important topic of teacher well-being to the fore, presenting a range of high quality and cutting-edge contributions that illuminate, advance and educate readers on the challenges and criticality of achieving teacher well-being in English language teaching (ELT).
This volume provides a sample of the most recent studies on Spanish-English codeswitching both in the Caribbean and among bilinguals in the United States.
This edited collection focuses on digital empowerment for displaced people from migrant and refugee backgrounds, exploring the intersections of digital technologies, settlement, education, and global migration.
Cognitive Exploration of Language and Linguistics is designed as a comprehensive introductory text for first and second-year university students of language and linguistics.
In long-ago 1999, the Dyslexia Institute and Plenum Press conceived a plan for two books which would gather the best of current knowledge and practice in dyslexia studies.
The papers assembled in this volume aim to contribute to our understanding of the human capacity for language: the generative procedure that relates sounds and meanings via syntax.
