Lingvistika

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.

Research into language learner strategies has the fundamental goal of improving the teaching and learning of second languages. This book explores the notion that the reason some learners of second languages excel and others struggle lies in what the learners themselves do-the strategies they bring to language learning and to language use.

Key features
Provides a unique and timely re-examination of key issues such as strategies in context, strategy instruction, and strategy research methods by numerous experts in the field.
Offers an invaluable overview of what is known from empirical research about listening, reading, speaking, writing, vocabulary, and grammar strategies.
Proposes a clear and focused research agenda for the next decades.

The Psychology of Second Language Acquisition offers a systematic and accessible overview of the main psychological areas and theories in order to keep abreast of the ongoing paradigm shift. Readers will find succinct and up-to-date descriptions of a wide range of psycholinguistic and neuropsychological topics such as language and the brain; neuroimaging and other research methods in psycholinguistics and brain research; non-nativist approaches to language acquisition; explicit/implicit learning and memory, procedural/declarative knowledge, and the automatization of language skills; learner characteristics, age effects, and the critical period hypothesis; and the psychological basis of language learning in educational contexts.

Winner Ben Warren Prize 2010

By drawing on multiple examples of realworld language learning situations, this book explores the subjective aspects of the language learning experience. The author encourages readers to consider language learning from new, diverse, and unique perspectives. The book analyses data from a variety of sources, including language memoirs, online data from language learners in chat rooms, and text messaging exchanges. In the analysis of this data, the book looks at:

* The relationship between symbolic form and the development of a multilingual subjectivity.
* Links with memory, emotion, and the imagination.
* The implications for language teaching pedagogy.

Winner MLA Kenneth W Mildenberger Prize

The Cambridge Encyclopedia of the English Language is one of the publishing phenomena of recent times. Rarely has a book so packed with accurate and well researched factual information been so widely read and popularly acclaimed. It has played a key role in the spread of general interest in language matters, generating further publications and broadcasting events for an avid audience. Its First Edition appeared in hardback in 1995 and a revised paperback in 1997. There have been numerous subsequent updated reprintings; but this Second Edition now presents an overhaul of the subject for a new generation of language-lovers and of teachers, students and professional English-users concerned with their own linguistic legacy. The length of the book has been extended and there are 44 new illu

This book outlines pragmatics, the study of how people make sense of each other linguistically. Basic concepts such as the cooperative principle, deixis, and speech acts are explained and illustrated, providing readers with an ideal foundation for further study.

Since the publication of the first edition in 1983, this course has established itself as the most practical, comprehensive text in the field and become widely used in many parts of the world in universities and other institutions of higher education. This new edition takes into account recent developments in the teaching of phonology. It includes updated references, fuller coverage of intonation, and a new chapter on different varieties of English with illustrative recorded material. At the end of each chapter in the book there are notes giving information on further reading, discussion of the more challenging issues, written exercises and, where appropriate, suggestions for teachers. In addition the audio CDs include recorded exercises for every chapter which are particularly helpful