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The Cambridge Handbook of Task-Based Language Teaching / Mohammad Javad Ahmadian

Public ISBD Titre : The Cambridge Handbook of Task-Based Language Teaching Type de document : texte imprimé Auteurs : Mohammad Javad Ahmadian, Éditeur scientifique ; Michael H.Long, Éditeur scientifique Editeur : Cambridge, UK : Cambridge university press Année de publication : 2024 Importance : 675 p Présentation : ill. Format : 24cm ISBN/ISSN/EAN : 978-1-108-81193-4 Langues : Anglais (eng) Tags : The Rationale for TBLT  Needs Analysis  The Task Syllabus  Methodology  Pedagogy  TBLT with School-age Children  Task-Based Assessment  Program Evaluation  Research Needs  Future Prospects Index. décimale : E428 Résumé : Task-based language teaching (TBLT) is an innovative approach to language teaching which emphasises the importance of engaging learners' natural abilities for acquiring language incidentally. The speed with which the field is expanding makes it difficult to keep up with recent developments, for novices and experienced researchers alike. This handbook meets that need, providing a comprehensive, up-to-date overview of the field, written by a stellar line-up of leading international experts. Chapters are divided into five thematic areas, and as well as covering theory, also contain case studies to show how TBLT can be implemented in practice, in a range of global contexts, as well as questions for discussion, and suggested further readings. Comprehensive in its coverage, and written in an accessible style, it will appeal to a wide readership, not only researchers and graduate students, but also classroom teachers working in a variety of educational and cultural contexts around the world. Note de contenu : Table of Contents Preface; Part I. The Rationale for TBLT: 1. The (unsatisfactory) status quo in language teaching: a psycholinguistic rationale for TBLT; 2. A pedagogic rationale for TBLT; Part II. Tasks and Needs Analysis: 3. Why tasks? Task as the unit of analysis in language education; 4. Adapting and advancing task-based needs analysis (NA) methodology across diverse language learning contexts; 4A. Developing a task-based approach: a case study of Australian Aboriginal VET students; 4B. A needs analysis for Syrian refugees in Turkey; 4C. TBLT in a Japanese university: from needs analysis to evaluation; 4D. The implementation of a task-based Spanish language program in Qingdao, China: a case study; 5. The L in TBLT: analyzing target discourse; 5A. Blustery with an occasional downpour: an analysis of target discourse in media weather forecasts; 5B. 'I have a question': A corpus-based analysis of target discourse in office hour interactions; Part III. The Task Syllabus and Materials: 6. The Cognition Hypothesis, the Triadic Componential Framework and the SSARC Model: an instructional design theory of pedagogic task sequencing; 7. From needs analysis to task selection, design, and sequencing; 7A. Task-based telecollaborative exchanges between US and Italian students: a case study in program design and implementation; 8. Exploring the nuts and bolts of task design; 8A. Designing pedagogic tasks for refugees learning English to enter universities in the Netherlands; Part IV. Methodology and Pedagogy: 9. A psycholinguistically motivated methodology for TBLT; 10. Technology-mediated TBLT; 10A. Task-based simulations for diplomatic security agents; 10B. Delivering TBLT at scale: a case study of a needs-based, technology-mediated workplace English program; 10C. TBLT and Indigenous Language Revitalisation; Part V. TBLT with School-age Children: 11. Children interacting in task-supported EFL/CLIL contexts; 11A. Tasks for children: using mainstream content to learn a language; 11B. A case study of a task-based approach for school-age learners in China; Part VI. The Teacher in TBLT: 12. Teacher preparation and support for TBLT; 12A. Connecting teacher training to TBLT implementation: a case study of pre-service teachers in Honduran bilingual schools; 12B. Training for tasks the cooperative way: an online tutored TBLT course for teachers, managers and course designers; Part VII. Task-Based Assessment and Program Evaluation: 13. Task-based, criterion-referenced performance testing; 14. TBLT program evaluation: why and how; 14A. Comparing the effectiveness of TBLT and PPP on L2 grammar learning: a pilot study with Chinese students of Italian L2; 14B. Evaluating the pilot year of a task-based Spanish immersion camp for high schoolers: examining learners' experience of task motivation and difficulty within and following tasks; 14C. Designing a classroom-based TBLA framework for primary schools: blurring the lines between teaching, learning and assessment; Part VIII. Research Needs and Future Prospects: 15. Methodological issues in (cognitively-oriented) TBLT research: advances and challenges; 16. Innovation in language education: a task-based perspective; 17. The adoption of TBLT in diverse contexts: challenges and opportunities; Conclusion. The Cambridge Handbook of Task-Based Language Teaching [texte imprimé] / Mohammad Javad Ahmadian, Éditeur scientifique ; Michael H.Long, Éditeur scientifique . - Cambridge, UK : Cambridge university press, 2024 . - 675 p : ill. ; 24cm. ISBN : 978-1-108-81193-4 Langues : Anglais (eng) Tags : The Rationale for TBLT  Needs Analysis  The Task Syllabus  Methodology  Pedagogy  TBLT with School-age Children  Task-Based Assessment  Program Evaluation  Research Needs  Future Prospects Index. décimale : E428 Résumé : Task-based language teaching (TBLT) is an innovative approach to language teaching which emphasises the importance of engaging learners' natural abilities for acquiring language incidentally. The speed with which the field is expanding makes it difficult to keep up with recent developments, for novices and experienced researchers alike. This handbook meets that need, providing a comprehensive, up-to-date overview of the field, written by a stellar line-up of leading international experts. Chapters are divided into five thematic areas, and as well as covering theory, also contain case studies to show how TBLT can be implemented in practice, in a range of global contexts, as well as questions for discussion, and suggested further readings. Comprehensive in its coverage, and written in an accessible style, it will appeal to a wide readership, not only researchers and graduate students, but also classroom teachers working in a variety of educational and cultural contexts around the world. Note de contenu : Table of Contents Preface; Part I. The Rationale for TBLT: 1. The (unsatisfactory) status quo in language teaching: a psycholinguistic rationale for TBLT; 2. A pedagogic rationale for TBLT; Part II. Tasks and Needs Analysis: 3. Why tasks? Task as the unit of analysis in language education; 4. Adapting and advancing task-based needs analysis (NA) methodology across diverse language learning contexts; 4A. Developing a task-based approach: a case study of Australian Aboriginal VET students; 4B. A needs analysis for Syrian refugees in Turkey; 4C. TBLT in a Japanese university: from needs analysis to evaluation; 4D. The implementation of a task-based Spanish language program in Qingdao, China: a case study; 5. The L in TBLT: analyzing target discourse; 5A. Blustery with an occasional downpour: an analysis of target discourse in media weather forecasts; 5B. 'I have a question': A corpus-based analysis of target discourse in office hour interactions; Part III. The Task Syllabus and Materials: 6. The Cognition Hypothesis, the Triadic Componential Framework and the SSARC Model: an instructional design theory of pedagogic task sequencing; 7. From needs analysis to task selection, design, and sequencing; 7A. Task-based telecollaborative exchanges between US and Italian students: a case study in program design and implementation; 8. Exploring the nuts and bolts of task design; 8A. Designing pedagogic tasks for refugees learning English to enter universities in the Netherlands; Part IV. Methodology and Pedagogy: 9. A psycholinguistically motivated methodology for TBLT; 10. Technology-mediated TBLT; 10A. Task-based simulations for diplomatic security agents; 10B. Delivering TBLT at scale: a case study of a needs-based, technology-mediated workplace English program; 10C. TBLT and Indigenous Language Revitalisation; Part V. TBLT with School-age Children: 11. Children interacting in task-supported EFL/CLIL contexts; 11A. Tasks for children: using mainstream content to learn a language; 11B. A case study of a task-based approach for school-age learners in China; Part VI. The Teacher in TBLT: 12. Teacher preparation and support for TBLT; 12A. Connecting teacher training to TBLT implementation: a case study of pre-service teachers in Honduran bilingual schools; 12B. Training for tasks the cooperative way: an online tutored TBLT course for teachers, managers and course designers; Part VII. Task-Based Assessment and Program Evaluation: 13. Task-based, criterion-referenced performance testing; 14. TBLT program evaluation: why and how; 14A. Comparing the effectiveness of TBLT and PPP on L2 grammar learning: a pilot study with Chinese students of Italian L2; 14B. Evaluating the pilot year of a task-based Spanish immersion camp for high schoolers: examining learners' experience of task motivation and difficulty within and following tasks; 14C. Designing a classroom-based TBLA framework for primary schools: blurring the lines between teaching, learning and assessment; Part VIII. Research Needs and Future Prospects: 15. Methodological issues in (cognitively-oriented) TBLT research: advances and challenges; 16. Innovation in language education: a task-based perspective; 17. The adoption of TBLT in diverse contexts: challenges and opportunities; Conclusion.

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Reflective Practice for ­Early Career Language ­Teachers / Thomas S. C. Farrell

Public ISBD Titre : Reflective Practice for ­Early Career Language ­Teachers Type de document : texte imprimé Auteurs : Thomas S. C. Farrell, Auteur Editeur : Cambridge, UK : Cambridge university press Année de publication : 2025 Importance : 223p Présentation : ill Format : 24cm ISBN/ISSN/EAN : 978-1-00-942323-6 Langues : Anglais (eng) Index. décimale : E428 Résumé : Based on a range of detailed case studies, this innovative book presents a model for early career language teacher development. It showcases the lived experiences of English language teachers in their training years, as well as the reflections of two more experienced English language teachers, and uses these case studies to provide practical guidelines on early career needs and development. It outlines four essential and highly connected conditions that will enable teachers to survive and thrive in the profession: reflection, support, resilience, and well-being. Using an innovative, evidence-based, data-informed approach to reflective practice, the book covers teachers' philosophy, principles, theory, practice, and critical reflection beyond practice. Each chapter contains practical reflection activities, to encourage reflection throughout from the reader on what the research reveals. It is essential reading for graduate students who are training to become language teachers, as well as language teacher trainers and lecturers. Reflective Practice for ­Early Career Language ­Teachers [texte imprimé] / Thomas S. C. Farrell, Auteur . - Cambridge, UK : Cambridge university press, 2025 . - 223p : ill ; 24cm. ISBN : 978-1-00-942323-6 Langues : Anglais (eng) Index. décimale : E428 Résumé : Based on a range of detailed case studies, this innovative book presents a model for early career language teacher development. It showcases the lived experiences of English language teachers in their training years, as well as the reflections of two more experienced English language teachers, and uses these case studies to provide practical guidelines on early career needs and development. It outlines four essential and highly connected conditions that will enable teachers to survive and thrive in the profession: reflection, support, resilience, and well-being. Using an innovative, evidence-based, data-informed approach to reflective practice, the book covers teachers' philosophy, principles, theory, practice, and critical reflection beyond practice. Each chapter contains practical reflection activities, to encourage reflection throughout from the reader on what the research reveals. It is essential reading for graduate students who are training to become language teachers, as well as language teacher trainers and lecturers.

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Creating effective blended language learning courses / Fernando Rubio

Public ISBD Titre : Creating effective blended language learning courses : a research-based guide from Planning to evaluation Type de document : texte imprimé Auteurs : Fernando Rubio (19..-..), Auteur ; Daria Mizza (19..-..), Auteur Editeur : Cambridge, UK : Cambridge university press Année de publication : 2024 Importance : 1 vol. (XVIII- 282 p.) Présentation : ill., couv. ill. en coul Format : 23 cm ISBN/ISSN/EAN : 978-1-108-43088-3 Langues : Anglais (eng) Tags : Langues  Enseignement assisté par ordinateur  Étude et enseignement Index. décimale : E428 Résumé : Blended language courses, which combine face-to-face and online instruction, are becoming increasingly popular due to the need for more flexible yet effective learning opportunities. This book recognizes the associated opportunities and challenges for teachers, and provides the rationale, strategies and tools to design blended learning courses or to guide the transition from fully face-to-face or fully online courses to blended instruction. The authors propose a framework based on four phases, Design, Build, Teach and Evaluate, which facilitates a systematic approach to course development. The volume simplifies the connection between theory and practice, by including examples that readers can relate to and immediately implement as they build or teach a course. Including case studies of successful implementations, and effective instructional strategies and techniques, this book is accessible even for teachers without previous experience in course design, whilst also acting as a reference for more experienced language educators. Creating effective blended language learning courses : a research-based guide from Planning to evaluation [texte imprimé] / Fernando Rubio (19..-..), Auteur ; Daria Mizza (19..-..), Auteur . - Cambridge, UK : Cambridge university press, 2024 . - 1 vol. (XVIII- 282 p.) : ill., couv. ill. en coul ; 23 cm. ISBN : 978-1-108-43088-3 Langues : Anglais (eng) Tags : Langues  Enseignement assisté par ordinateur  Étude et enseignement Index. décimale : E428 Résumé : Blended language courses, which combine face-to-face and online instruction, are becoming increasingly popular due to the need for more flexible yet effective learning opportunities. This book recognizes the associated opportunities and challenges for teachers, and provides the rationale, strategies and tools to design blended learning courses or to guide the transition from fully face-to-face or fully online courses to blended instruction. The authors propose a framework based on four phases, Design, Build, Teach and Evaluate, which facilitates a systematic approach to course development. The volume simplifies the connection between theory and practice, by including examples that readers can relate to and immediately implement as they build or teach a course. Including case studies of successful implementations, and effective instructional strategies and techniques, this book is accessible even for teachers without previous experience in course design, whilst also acting as a reference for more experienced language educators.

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The Cambridge handbook of discourse studies / Anna De Fina

Public ISBD Titre : The Cambridge handbook of discourse studies Type de document : texte imprimé Auteurs : Anna De Fina, Directeur de publication ; Alexandra Georgakopoulou, Directeur de publication Editeur : Cambridge, UK : Cambridge university press Année de publication : 2020 Collection : Cambridge handbooks in language and linguistics Importance : 736 p Présentation : ill., jaq. ill. en coul Format : 25 cm ISBN/ISSN/EAN : 978-1-108-44122-3 Langues : Anglais (eng) Catégories : Analyse du discours Discourse analysis Tags : Textualizing Discourses  Perspectives and Modes of Analysis  Discourse Materialities and Embodiment  Translocations and Intersection  Ethics, Inequality and Inclusion  Discourses, Publics and Mediatization Index. décimale : E428 Résumé : "Discourse studies, the study of the ways in which language is used in texts and contexts, is a fast-moving and increasingly diverse field. With contributions from leading and upcoming scholars from across the world, and covering cutting-edge research, this Handbook offers an up-to-date survey of Discourse Studies. It is organized according to perspectives and areas of engagement, with each chapter providing an overview of the historical development of its topic, the main current issues, debates and synergies, and future directions. The Handbook presents new perspectives on well-established themes such as narrative, conversation-analytic and cognitive approaches to discourse, while also embracing a range of up-to-the-minute topics from post-humanism to digital surveillance, recent methodological orientations such as linguistic landscapes and multimodal discourse analysis, and new fields of engagement such as discourses on race, religion and money" Note de contenu : Table of Contents Part I. (Con)Textualizing Discourses: 1. Registers, Styles, Indexicality Robert Moore 2. Situating Discourse Analysis in Ethnographic and Sociopolitical Context Jennifer Roth-Gordon 3. Context and its Complications Jan Blommaert With Laura Smits and Noura Yacoubi 4. Re-Thinking Narrative: Tellers, Tales and Identities in Contemporary Worlds Anna De Fina and Alexandra Georgakopoulou 5. Historicity, Interdiscursivity and Intertextuality in Discourse Studies Branca Falabella Fabricio and Luiz Paulo Moita-Lopes Part II. Perspectives and Modes of Analysis: 6. Sequence Organization: Understanding What Drives Talk Emily Hofstetter 7. Doing Micro-Analysis of Discourse: The Case of Ageing and Wellbeing Rachel Heinrichsmeier 8. Corpus-Assisted Discourse Studies Clyde Ancarno 9. Cognitive Linguistic and Experimental Methods in Critical Discourse Studies Christopher Hart 10. Metaphor, Metonymy and Framing in Discourse Zsófia Demjén and Elena Semino 11. Poststructuralist Discourse Studies: From Structure to Practice Johannes Angermuller Part III: Discourse Materialities and Embodiment: 12. Multimodality Sabine Tan, Kay O'Halloran and Peter Wignell 13. Sign Theory and the Materiality of Discourse Jack Sidnell 14. Discourse and theLinguistic Landscape Philip Seargeant and Korina Giaxoglou 15. Discourse, Emotions, and Embodiment Brigitta Busch 16. Posthumanism and its Implications for Discourse Studies Gavin Lamb and Christina Higgins Part IV. Translocations and Intersections: 17. Transnationalism, Globalization, and Superdiversity Zane Goebel 18. Translanguaging and Momentarity in Social Interaction Tong King Lee and Li Wei 19. Intersectionality, Affect and Discourse Kristine Køhler Mortensen and Tommaso M. Milani 20. Expanding Academic Discourses: Diverse Englishes, Modalities, and Spatial Repertoires Brooke R. Schreiber, Mohammad Naseh Nasrollahi Shahri and Suresh Canagarajah Part V. Ethics, Inequality and Inclusion: 21. Ethics and theStudy of Discourse Martyn Hammersley 22. Migrants, Citizenship and Language Rights Lionel Wee 23. Diversity and Inclusion in Education Yi-Ju Lai and Kendall A. King 24. Discourse and Racialization Virginia Zavala and Michele Back 25. Discourse and Narrative in Legal Settings: The Political Asylum Process Amy Shuman and Carol Bohmer 26. Discourse and Religion in Educational Practice Vally Lytra Part VI. Discourses, Publics and Mediatization: 27. The Critical Analysis of Genre and Social Action Anders Björkvall 28. Rhetorics, Discourse and Populist Politics Markus Rheindorf 29. The Discourses of Money and the Economy Annabelle Mooney 30. Corporate Discourse Sylvia Jaworska 31. Mediatized Communication and Linguistic Reflexivity in Contemporary Public and Political Life Cedric Deschrijver 32. Discourse Analysis and Digital Surveillance Rodney H. Jones. The Cambridge handbook of discourse studies [texte imprimé] / Anna De Fina, Directeur de publication ; Alexandra Georgakopoulou, Directeur de publication . - Cambridge, UK : Cambridge university press, 2020 . - 736 p : ill., jaq. ill. en coul ; 25 cm. - (Cambridge handbooks in language and linguistics) . ISBN : 978-1-108-44122-3 Langues : Anglais (eng) Catégories : Analyse du discours Discourse analysis Tags : Textualizing Discourses  Perspectives and Modes of Analysis  Discourse Materialities and Embodiment  Translocations and Intersection  Ethics, Inequality and Inclusion  Discourses, Publics and Mediatization Index. décimale : E428 Résumé : "Discourse studies, the study of the ways in which language is used in texts and contexts, is a fast-moving and increasingly diverse field. With contributions from leading and upcoming scholars from across the world, and covering cutting-edge research, this Handbook offers an up-to-date survey of Discourse Studies. It is organized according to perspectives and areas of engagement, with each chapter providing an overview of the historical development of its topic, the main current issues, debates and synergies, and future directions. The Handbook presents new perspectives on well-established themes such as narrative, conversation-analytic and cognitive approaches to discourse, while also embracing a range of up-to-the-minute topics from post-humanism to digital surveillance, recent methodological orientations such as linguistic landscapes and multimodal discourse analysis, and new fields of engagement such as discourses on race, religion and money" Note de contenu : Table of Contents Part I. (Con)Textualizing Discourses: 1. Registers, Styles, Indexicality Robert Moore 2. Situating Discourse Analysis in Ethnographic and Sociopolitical Context Jennifer Roth-Gordon 3. Context and its Complications Jan Blommaert With Laura Smits and Noura Yacoubi 4. Re-Thinking Narrative: Tellers, Tales and Identities in Contemporary Worlds Anna De Fina and Alexandra Georgakopoulou 5. Historicity, Interdiscursivity and Intertextuality in Discourse Studies Branca Falabella Fabricio and Luiz Paulo Moita-Lopes Part II. Perspectives and Modes of Analysis: 6. Sequence Organization: Understanding What Drives Talk Emily Hofstetter 7. Doing Micro-Analysis of Discourse: The Case of Ageing and Wellbeing Rachel Heinrichsmeier 8. Corpus-Assisted Discourse Studies Clyde Ancarno 9. Cognitive Linguistic and Experimental Methods in Critical Discourse Studies Christopher Hart 10. Metaphor, Metonymy and Framing in Discourse Zsófia Demjén and Elena Semino 11. Poststructuralist Discourse Studies: From Structure to Practice Johannes Angermuller Part III: Discourse Materialities and Embodiment: 12. Multimodality Sabine Tan, Kay O'Halloran and Peter Wignell 13. Sign Theory and the Materiality of Discourse Jack Sidnell 14. Discourse and theLinguistic Landscape Philip Seargeant and Korina Giaxoglou 15. Discourse, Emotions, and Embodiment Brigitta Busch 16. Posthumanism and its Implications for Discourse Studies Gavin Lamb and Christina Higgins Part IV. Translocations and Intersections: 17. Transnationalism, Globalization, and Superdiversity Zane Goebel 18. Translanguaging and Momentarity in Social Interaction Tong King Lee and Li Wei 19. Intersectionality, Affect and Discourse Kristine Køhler Mortensen and Tommaso M. Milani 20. Expanding Academic Discourses: Diverse Englishes, Modalities, and Spatial Repertoires Brooke R. Schreiber, Mohammad Naseh Nasrollahi Shahri and Suresh Canagarajah Part V. Ethics, Inequality and Inclusion: 21. Ethics and theStudy of Discourse Martyn Hammersley 22. Migrants, Citizenship and Language Rights Lionel Wee 23. Diversity and Inclusion in Education Yi-Ju Lai and Kendall A. King 24. Discourse and Racialization Virginia Zavala and Michele Back 25. Discourse and Narrative in Legal Settings: The Political Asylum Process Amy Shuman and Carol Bohmer 26. Discourse and Religion in Educational Practice Vally Lytra Part VI. Discourses, Publics and Mediatization: 27. The Critical Analysis of Genre and Social Action Anders Björkvall 28. Rhetorics, Discourse and Populist Politics Markus Rheindorf 29. The Discourses of Money and the Economy Annabelle Mooney 30. Corporate Discourse Sylvia Jaworska 31. Mediatized Communication and Linguistic Reflexivity in Contemporary Public and Political Life Cedric Deschrijver 32. Discourse Analysis and Digital Surveillance Rodney H. Jones.

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The Cambridge handbook of phonetics / Rachael-Anne Knight

Public ISBD Titre : The Cambridge handbook of phonetics Type de document : texte imprimé Auteurs : Rachael-Anne Knight, Éditeur scientifique ; Jane Setter, Éditeur scientifique Editeur : Cambridge, UK : Cambridge university press Année de publication : C 2022 Collection : Cambridge handbooks in language and linguistics Importance : 1 vol. (XXV-720 p.) Présentation : ill Format : 25 cm ISBN/ISSN/EAN : 978-1-108-49573-8 Langues : Anglais (eng) Tags : Phonétique  Parole  Phonetics  Speech Index. décimale : E421 Résumé : Phonetics - the study and classification of speech sounds - is a major sub-discipline of linguistics. Bringing together a team of internationally renowned phoneticians, this handbook provides comprehensive coverage of the most recent, cutting-edge work in the field, and focuses on the most widely-debated contemporary issues. Chapters are divided into five thematic areas: segmental production, prosodic production, measuring speech, audition and perception, and applications of phonetics. Each chapter presents an historical overview of the area, along with critical issues, current research and advice on the best practice for teaching phonetics to undergraduates. It brings together global perspectives, and includes examples from a wide range of languages, allowing readers to extend their knowledge beyond English. By providing both state-of-the-art research information, and an appreciation of how it can be shared with students, this handbook is essential both for academic phoneticians, and anyone with an interest in this exciting, rapidly developing field The Cambridge handbook of phonetics [texte imprimé] / Rachael-Anne Knight, Éditeur scientifique ; Jane Setter, Éditeur scientifique . - Cambridge, UK : Cambridge university press, C 2022 . - 1 vol. (XXV-720 p.) : ill ; 25 cm. - (Cambridge handbooks in language and linguistics) . ISBN : 978-1-108-49573-8 Langues : Anglais (eng) Tags : Phonétique  Parole  Phonetics  Speech Index. décimale : E421 Résumé : Phonetics - the study and classification of speech sounds - is a major sub-discipline of linguistics. Bringing together a team of internationally renowned phoneticians, this handbook provides comprehensive coverage of the most recent, cutting-edge work in the field, and focuses on the most widely-debated contemporary issues. Chapters are divided into five thematic areas: segmental production, prosodic production, measuring speech, audition and perception, and applications of phonetics. Each chapter presents an historical overview of the area, along with critical issues, current research and advice on the best practice for teaching phonetics to undergraduates. It brings together global perspectives, and includes examples from a wide range of languages, allowing readers to extend their knowledge beyond English. By providing both state-of-the-art research information, and an appreciation of how it can be shared with students, this handbook is essential both for academic phoneticians, and anyone with an interest in this exciting, rapidly developing field

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