Seznam produktů značky Oxford University Press

A clear and authoritative discussion of the basic concerns which underline the development and use of language tests, anda synthesis of research on testing.

Winner MLA Kenneth W Mildenberger Prize

This study relates language testing practice to current views on communicative language teaching and testing. The text is divided into sections on the conceptual bases of language language tests language tests.

Winner MLA Kenneth W Mildenberger Prize

Examines how formulaic language ('lexical chunks') is used in a variety of real-life situations.

Presents a framework for examining the existence and function of formulaic language and tests it extensively against language data within a wide variety of language samples. Formulaic language is a fast-growing area of applied linguistic research, and the author is a key figure in this field.

Integrates theory, research, and practice on the learning of second and foreign languages as informed by sociocultural and activity theory. It familiarizes students, teachers, and other researchers who do not work within the theory with its principal claims and constructs in particular as they relate to second language research. The book also describes and illustrates the use of activity theory to support practical and conceptual innovations in second language education.

Based on a set of four research parameters, this book discusses the development of research questions and hypotheses, naturalistic and experimental research, data collection, and validation of research instruments. Each chapter includes examples and activities.

This book presents SLA research as a source of specifications for teachers to explore in their own classrooms. The author sees the four main roles of SLA researchers as developing relevant theories, conducting their own classroom research, making research accessible to teachers, and facilitating action research. Each chapter addresses a major issue in the field of SLA and language teaching.

Rod Ellis provides readers with a comprehensive review of this important area of applied linguistics. He does not take up a particular stance, but examines different theories of second language acquisition and the critical reactions to them.

Winner BAAL Book Prize

Task-based Language Learning and Teaching explores the relationship between research, teaching and tasks and seeks to clarify the issues raised by recent work in this field. The book shows how research and task-based teaching can inform each other and illuminate the areas of task-based course design, methodology and testing.

Shortlisted for the Ben Warren Prize

Learners who cannot decode alphabetic script have been left out of the SLA research enterprise, at considerable cost to our understanding of the human capacity for language learning. This book offers research evidence documenting the significant impact of low literacy skill on adolescents' processing of oral L2 input and acquisition. Together with a large body of closely related research in cognitive psychology, the findings lead to a startling conclusion: language processing skills that have been assumed to be universal human traits appear instead to be a product of learners' experience with alphabetic print literacy.

This book provides a clear and accessible introduction to the main methods of analysing samples of learner language. It examines the theoretical and research bases for the different methods, and thereby serves as an introduction to the field of second language acquisition research.

An overview of form-focused instruction as an option for second language grammar teaching. It combines theoretical concerns, classroom practices, and teacher education.

Key features
Addresses the role of form-focused instruction (FFI) in language acquisition theory, teaching, and learning.
Considers the influence of theory and research on FFI in teacher education.
Examines classroom applications of FFI.
Addresses questions asked by language teachers, and reports research from the vantage point of informing L2 pedagogy.
Contains contributions by leading practitioners and researchers in the field of SLA and teacher education.

This edited collection of empirical studies examines the link between interaction and second language learning. The studies provide readers with insights into a wide variety of issues at the centre of current research into the relationship between conversational interaction and second language learning outcomes.

Key features
Examines the benefits of interactional feedback, discusses the source of the positive outcomes of recasts and negotiations.
Explores the relationship between learners' perceptions and learning.
Investigates individual differences such as working memory and gender, and considers both social and cognitive factors in interaction-driven development.