Kategoria BISAC: Education >> Language Experience Approach

This book presents theoretical considerations and the results of empirical research on pronunciation learning strategies (PLS) deployed by pre-service trainee teachers majoring in English as a foreign language who experienced different levels of language anxiety (LA). The theoretical part focuses on the concepts of pronunciation learning, pronunciation-learning strategies and language anxiety and includes an overview of recent empirical research dealing with various related issues. The empirical section of the book presents the findings of a research project that investigated the interplay...

More Misused Words contains a lot of the same words that Misused Words I and II did, but so much more. In More Misused Words, we address even more redundancies, absolutes, capitals, eponyms, flat adverbs (everybody's favorite), initialisms and acronyms, Latin abbreviations, mispronunciations, a couple of sticklers like lie/lay/laid/lain, and poisonous/venomous, plurals of compound words (is it mothers-in-law or mother-in-laws? Isn't one sufficient?), time-consuming phrases, and punctuation.
We'll have fun tackling these words (they're not that big), and we'll address more than just...

This volume explores how linguistic research can support the teaching and learning of Chinese as a second language. It responds to a rapidly growing interest in the Chinese language all over the world, and answers the need for a strong research background for the discipline. Without that, Chinese language learning remains only a unique experience and/or a useful education challenge.

The first section explores crucial issues about the structure and use of Chinese as a Second Language such as word-order, noun-noun compounds, meaning-making in writing, pronunciation and stress and...

Associated with an important epistemological shift from language proficiency to language criticality in applied linguistic research, this book provides a sociological perspective on foreign language education in Japan. By employing ethnographic methods to investigate the relationship between three core analytical elements - foreign language education geared towards the development of learners' intercultural communicative competence; nihonjinron and native-speakerism as potentially constraining ideological forces; and EFL practices observed at four Japanese junior high schools - the...