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Titre : Language for Life Where Linguistics Meets Teaching Type de document : texte imprimé Auteurs : Lyn Stone, Auteur Mention d'édition : 2ed Editeur : New York and London : Routledge,Taylor & Francis Group Année de publication : 2025 Importance : 285p Présentation : ill Format : 25cm ISBN/ISSN/EAN : 978-1-03-260177-9 Langues : Anglais (eng) Index. décimale : E428 Résumé : This new edition of the bestselling Language for Life shows how language can be mastered by children and how what they have learned can be carried throughout their lives.
An indispensable guidebook for teachers, it delivers explicit, step-by-step English language instruction via lessons in syntax, grammar, morphology, etymology, and punctuation, and arms students with the mental skill of thinking about language. This in turn helps children learn much more easily from the language around them. New features for this edition include:
an increased focus on the relationship between knowledge of parts of speech and morphology to proficiency as a writer
creating a metalanguage between student and teacher that encourages clear two-way feedback
an increased focus on knowledge-building using factual topics as exemplars.
Language for Life is a proven programme that is built upon years of experience. Lyn Stone’s pragmatic and modern approach is supported by feedback from teachers and students alike who have attended her numerous classes and workshops. This book helps teachers: learn more about language structure, guide the development of skills to write accurately and in increasing volume, and support the emergence of clear and organised thinking for writing.
Brimming with vital information suitable for both basic and advanced level students, this book is an essential tool for all teachers wishing to give their students the best preparation possible to meet the demands of the modern world. Photocopiable worksheets throughout the book put teachers in the position of linguistic expert, guiding students through an enriching journey of language discovery and creativity.Note de contenu : Chapter 1 Nouns: Syntactic Royalty
Chapter 2 Determiners: Noun Heralds
Chapter 3 Pronouns: Syntactic Stunt Doubles
Chapter 4 Verbs: The Movers and Shakers
Chapter 5 Agreement
Chapter 6 Tense
Chapter 7 Adjectives: Descriptive Noun-Servants
Chapter 8 Adverbs: The Flying Squad
Chapter 9 Prepositions: Noun Connectors
Chapter 10 Conjunctions: All-Round Joiners
Chapter 11 Phrases
Chapter 12 Clauses
Chapter 13 Sentences
Chapter 14 Dictionaries
Chapter 15 Punctuation
Chapter 16 Morphology Introduction
Chapter 17 Prefixes
Chapter 18 Bases
Chapter 19 Suffixes
Chapter 20 Figurative Language
Chapter 21 Language Myths
Chapter 22 Language ChangeLanguage for Life Where Linguistics Meets Teaching [texte imprimé] / Lyn Stone, Auteur . - 2ed . - New York and London : Routledge,Taylor & Francis Group, 2025 . - 285p : ill ; 25cm.
ISBN : 978-1-03-260177-9
Langues : Anglais (eng)
Index. décimale : E428 Résumé : This new edition of the bestselling Language for Life shows how language can be mastered by children and how what they have learned can be carried throughout their lives.
An indispensable guidebook for teachers, it delivers explicit, step-by-step English language instruction via lessons in syntax, grammar, morphology, etymology, and punctuation, and arms students with the mental skill of thinking about language. This in turn helps children learn much more easily from the language around them. New features for this edition include:
an increased focus on the relationship between knowledge of parts of speech and morphology to proficiency as a writer
creating a metalanguage between student and teacher that encourages clear two-way feedback
an increased focus on knowledge-building using factual topics as exemplars.
Language for Life is a proven programme that is built upon years of experience. Lyn Stone’s pragmatic and modern approach is supported by feedback from teachers and students alike who have attended her numerous classes and workshops. This book helps teachers: learn more about language structure, guide the development of skills to write accurately and in increasing volume, and support the emergence of clear and organised thinking for writing.
Brimming with vital information suitable for both basic and advanced level students, this book is an essential tool for all teachers wishing to give their students the best preparation possible to meet the demands of the modern world. Photocopiable worksheets throughout the book put teachers in the position of linguistic expert, guiding students through an enriching journey of language discovery and creativity.Note de contenu : Chapter 1 Nouns: Syntactic Royalty
Chapter 2 Determiners: Noun Heralds
Chapter 3 Pronouns: Syntactic Stunt Doubles
Chapter 4 Verbs: The Movers and Shakers
Chapter 5 Agreement
Chapter 6 Tense
Chapter 7 Adjectives: Descriptive Noun-Servants
Chapter 8 Adverbs: The Flying Squad
Chapter 9 Prepositions: Noun Connectors
Chapter 10 Conjunctions: All-Round Joiners
Chapter 11 Phrases
Chapter 12 Clauses
Chapter 13 Sentences
Chapter 14 Dictionaries
Chapter 15 Punctuation
Chapter 16 Morphology Introduction
Chapter 17 Prefixes
Chapter 18 Bases
Chapter 19 Suffixes
Chapter 20 Figurative Language
Chapter 21 Language Myths
Chapter 22 Language ChangeRéservation
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Code-barres Cote Support Localisation Section Disponibilité FBL014088 E428-120/ 01 LIVRE Bibliothèque English E428 : Standardized use of the English language - Applied linguistics Exclu du prêt FBL014089 E428-120/ 02 LIVRE Bibliothèque English E428 : Standardized use of the English language - Applied linguistics Sorti jusqu'au 04/12/2025 The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching / Hossein Nassaji
Titre : The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching Type de document : texte imprimé Auteurs : Hossein Nassaji, Éditeur scientifique ; Eva Kartchava, Éditeur scientifique Editeur : Cambridge [etc.] : Cambridge University Press Année de publication : 2024 Importance : 800 p Présentation : ill. Format : 24cm ISBN/ISSN/EAN : 978-1-108-45057-7 Langues : Anglais (eng) Tags : Theoretical Perspectives Corrective Feedback Methodological Approaches Feedback Provider Feedback Focus Feedback Timing Language Skills Contexts of Corrective Feedback Learners' and Teachers Feedback Perspectives Individual Differences Tasks Learner-Related Factors Index. décimale : E428 Résumé : Corrective feedback is a vital pedagogical tool in language learning. This is the first volume to provide an in-depth analysis and discussion of the role of corrective feedback in second and foreign language learning and teaching. Written by leading scholars, it assembles cutting-edge research and state-of-the-art articles that address recent developments in core areas of corrective feedback including oral, written, computer-mediated, nonverbal, and peer feedback. The chapters are a combination of both theme-based and original empirical studies carried out in diverse second and foreign language contexts. Each chapter provides a concise review of its own topic, discusses theoretical and empirical issues not adequately addressed before, and identifies their implications for classroom instruction and future research. It will be an essential resource for all those interested in the role of corrective feedback in second and foreign language learning and how they can be used to enhance classroom teaching. Note de contenu : Table of Contents
Introduction. Corrective feedback in second language teaching and learning Hossein Nassaji and Eva Kartchava; Part I. Theoretical Perspectives on Corrective Feedback: 1. Corrective feedback from behaviorist and innatist perspectives ZhaoHong Han; 2. Interactionist approach to corrective feedback in second language acquisition Rebekha Abbuhl; 3. Cognitive theoretical perspectives of corrective feedback Ronald Leow and Meagan Driver; 4. Corrective feedback from a sociocultural perspective Hossein Nassaji; Part II. Methodological Approaches in the Study of Corrective Feedback: 5. Tools to measure the effectiveness of feedback Alison Mackey, Lara Bryfonski, Özgür Parlak, Ashleigh Pipes, Ayşenur Sağdıç and Bo-Ram Suh; 6. Laboratory-based oral corrective feedback Shawn Loewen and Susan M. Gass; 7. Classroom-based research in corrective feedback Antonella Valeo; 8. Meta-analysis and research synthesis Daniel Brown; Part III. Different Delivery Modes of Corrective Feedback: 9. Oral corrective feedback Rhonda Oliver and Rebecca Adams; 10. Written corrective feedback John Bitchener; 11. Technology-mediated corrective feedback Trude Heift, Phuong Nguyen and Volker Hegelheimer; 12. Gestures, corrective feedback, and second language development Kimi Nakatsukasa; Part IV. Feedback Provider, Feedback Focus, and Feedback Timing: 13. Peer feedback in second language oral interaction Noriko Iwashita and Phung Dao; 14. Focused versus unfocused corrective feedback Catherine van Beuningen; 15. Corrective feedback timing and second language grammatical development: research, theory, and practice Paul Gregory Quinn; 16. Explicit versus implicit oral corrective feedback Rod Ellis; Part V. Corrective Feedback and Language Skills: 17. Corrective feedback and the development of second language grammar Helen Basturkmen and Mengxia Fu; 18. Corrective feedback and the development of second language vocabulary Nobuhiro Kamiya and Tatsuya Nakata; 19. Effects of corrective feedback on second language pronunciation development Kazuya Saito; 20. Corrective feedback in instructional pragmatics Kathleen Bardovi-Harlig and Yucel Yilmaz; 21. Alphabetic print literacy level and the noticing of oral corrective feedback in SLA Elaine Tarone; Part VI. Contexts of Corrective Feedback and their Effects: 22. Corrective feedback in second versus foreign language contexts Maria de Pilar Garcia Mayo and Ruth Milla; 23. Corrective feedback in computer-mediated versus face-to-face environments Luis Cerezo; 24. Corrective feedback in mobile technology-mediated contexts Eva Kartchava and Hossein Nassaji; 25. Corrective feedback in content-based contexts Susan Ballinger; Part VII. Learners' and Teachers' Feedback Perspectives and Preferences: 26. Teacher and student beliefs and perspectives towards corrective feedback YouJin Kim and Tamanna Mostafa; 27. Written corrective feedback and learners' objects, beliefs and emotions Neomy Storch; 28. The role of training in feedback provision and effectiveness Eva Kartchava; 29. Perceptions and noticing of corrective feedback Reiko Yoshida; Part VIII. Individual Differences, Tasks, and Other Language and Learner-Related Factors: 30. Age and corrective feedback Alyssa Vuono and Shaofeng Li; 31. Gender effects Rebecca Adams and Lauren Ross-Feldman; 32. Feedback, aptitude, and multilingualism Beatriz Lado and Cristina Sanz; 33. Corrective feedback and affect Jaemyung Goo and Takaaki Takeuchi; 34. Corrective feedback, developmental readiness and language proficiency Miroslaw Pawlak; 35. Corrective feedback and grammatical complexity: a research synthesis Gisela Granena and Yucel Yilmaz; 36. The role of task in the efficacy of corrective feedback Pauline Foster and Martyn McGettigan.The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching [texte imprimé] / Hossein Nassaji, Éditeur scientifique ; Eva Kartchava, Éditeur scientifique . - Cambridge [etc.] : Cambridge University Press, 2024 . - 800 p : ill. ; 24cm.
ISBN : 978-1-108-45057-7
Langues : Anglais (eng)
Tags : Theoretical Perspectives Corrective Feedback Methodological Approaches Feedback Provider Feedback Focus Feedback Timing Language Skills Contexts of Corrective Feedback Learners' and Teachers Feedback Perspectives Individual Differences Tasks Learner-Related Factors Index. décimale : E428 Résumé : Corrective feedback is a vital pedagogical tool in language learning. This is the first volume to provide an in-depth analysis and discussion of the role of corrective feedback in second and foreign language learning and teaching. Written by leading scholars, it assembles cutting-edge research and state-of-the-art articles that address recent developments in core areas of corrective feedback including oral, written, computer-mediated, nonverbal, and peer feedback. The chapters are a combination of both theme-based and original empirical studies carried out in diverse second and foreign language contexts. Each chapter provides a concise review of its own topic, discusses theoretical and empirical issues not adequately addressed before, and identifies their implications for classroom instruction and future research. It will be an essential resource for all those interested in the role of corrective feedback in second and foreign language learning and how they can be used to enhance classroom teaching. Note de contenu : Table of Contents
Introduction. Corrective feedback in second language teaching and learning Hossein Nassaji and Eva Kartchava; Part I. Theoretical Perspectives on Corrective Feedback: 1. Corrective feedback from behaviorist and innatist perspectives ZhaoHong Han; 2. Interactionist approach to corrective feedback in second language acquisition Rebekha Abbuhl; 3. Cognitive theoretical perspectives of corrective feedback Ronald Leow and Meagan Driver; 4. Corrective feedback from a sociocultural perspective Hossein Nassaji; Part II. Methodological Approaches in the Study of Corrective Feedback: 5. Tools to measure the effectiveness of feedback Alison Mackey, Lara Bryfonski, Özgür Parlak, Ashleigh Pipes, Ayşenur Sağdıç and Bo-Ram Suh; 6. Laboratory-based oral corrective feedback Shawn Loewen and Susan M. Gass; 7. Classroom-based research in corrective feedback Antonella Valeo; 8. Meta-analysis and research synthesis Daniel Brown; Part III. Different Delivery Modes of Corrective Feedback: 9. Oral corrective feedback Rhonda Oliver and Rebecca Adams; 10. Written corrective feedback John Bitchener; 11. Technology-mediated corrective feedback Trude Heift, Phuong Nguyen and Volker Hegelheimer; 12. Gestures, corrective feedback, and second language development Kimi Nakatsukasa; Part IV. Feedback Provider, Feedback Focus, and Feedback Timing: 13. Peer feedback in second language oral interaction Noriko Iwashita and Phung Dao; 14. Focused versus unfocused corrective feedback Catherine van Beuningen; 15. Corrective feedback timing and second language grammatical development: research, theory, and practice Paul Gregory Quinn; 16. Explicit versus implicit oral corrective feedback Rod Ellis; Part V. Corrective Feedback and Language Skills: 17. Corrective feedback and the development of second language grammar Helen Basturkmen and Mengxia Fu; 18. Corrective feedback and the development of second language vocabulary Nobuhiro Kamiya and Tatsuya Nakata; 19. Effects of corrective feedback on second language pronunciation development Kazuya Saito; 20. Corrective feedback in instructional pragmatics Kathleen Bardovi-Harlig and Yucel Yilmaz; 21. Alphabetic print literacy level and the noticing of oral corrective feedback in SLA Elaine Tarone; Part VI. Contexts of Corrective Feedback and their Effects: 22. Corrective feedback in second versus foreign language contexts Maria de Pilar Garcia Mayo and Ruth Milla; 23. Corrective feedback in computer-mediated versus face-to-face environments Luis Cerezo; 24. Corrective feedback in mobile technology-mediated contexts Eva Kartchava and Hossein Nassaji; 25. Corrective feedback in content-based contexts Susan Ballinger; Part VII. Learners' and Teachers' Feedback Perspectives and Preferences: 26. Teacher and student beliefs and perspectives towards corrective feedback YouJin Kim and Tamanna Mostafa; 27. Written corrective feedback and learners' objects, beliefs and emotions Neomy Storch; 28. The role of training in feedback provision and effectiveness Eva Kartchava; 29. Perceptions and noticing of corrective feedback Reiko Yoshida; Part VIII. Individual Differences, Tasks, and Other Language and Learner-Related Factors: 30. Age and corrective feedback Alyssa Vuono and Shaofeng Li; 31. Gender effects Rebecca Adams and Lauren Ross-Feldman; 32. Feedback, aptitude, and multilingualism Beatriz Lado and Cristina Sanz; 33. Corrective feedback and affect Jaemyung Goo and Takaaki Takeuchi; 34. Corrective feedback, developmental readiness and language proficiency Miroslaw Pawlak; 35. Corrective feedback and grammatical complexity: a research synthesis Gisela Granena and Yucel Yilmaz; 36. The role of task in the efficacy of corrective feedback Pauline Foster and Martyn McGettigan.Réservation
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Code-barres Cote Support Localisation Section Disponibilité FBL014134 E428-133/ 01 LIVRE Bibliothèque English E428 : Standardized use of the English language - Applied linguistics Exclu du prêt FBL014135 E428-133/ 02 LIVRE Bibliothèque English E428 : Standardized use of the English language - Applied linguistics Disponible
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.Réservation
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Code-barres Cote Support Localisation Section Disponibilité FBL014120 E428-119/ 01 LIVRE Bibliothèque English E428 : Standardized use of the English language - Applied linguistics Exclu du prêt FBL014121 E428-119/ 02 LIVRE Bibliothèque English E428 : Standardized use of the English language - Applied linguistics Disponible
Titre : Academic Writing with Corpora, 2nd Edition Type de document : texte imprimé Année de publication : 2024 Importance : 204 p Format : 24 cm ISBN/ISSN/EAN : 978-1-03-273186-5 Langues : Arabe (ara) Tags : ACADEMIC WRITING corpora Index. décimale : E428 Résumé : Academic Writing with Corpora offers an accessible guide to using corpora in academic writing successfully and productively. Addressing the challenges faced by teachers of English for academic purposes when explaining to their students how to write 'naturally', this book places an emphasis on learning from expert and proficient writing.
Revised and updated throughout, this book:
• takes a highly practical approach, now with new tasks and the latest software features;
• fosters autonomous learning by demonstrating how to solve everyday difficulties in word choice and grammar;
• places a special emphasis on the use of corpora to explore rhetorical strategies;
• introduces the reader to five corpus tools (SkELL, Lextutor, COCA, MICUSP and AntConc);
• offers a new section on DIY corpora, including basic principles and a step-by-step guide to building a corpus, with an introduction to AntConc;
• now includes a ‘Further reading’ section for each chapter.
204 p
This resource book is for teachers looking to introduce data-driven learning into the classroom without spending excessive time on researching corpora and preparing tasks. It is also for second-language academic writers – university students and researchers – who are motivated to improve their writing and to learn from proficient and expert writing in their area.Academic Writing with Corpora, 2nd Edition [texte imprimé] . - 2024 . - 204 p ; 24 cm.
ISBN : 978-1-03-273186-5
Langues : Arabe (ara)
Tags : ACADEMIC WRITING corpora Index. décimale : E428 Résumé : Academic Writing with Corpora offers an accessible guide to using corpora in academic writing successfully and productively. Addressing the challenges faced by teachers of English for academic purposes when explaining to their students how to write 'naturally', this book places an emphasis on learning from expert and proficient writing.
Revised and updated throughout, this book:
• takes a highly practical approach, now with new tasks and the latest software features;
• fosters autonomous learning by demonstrating how to solve everyday difficulties in word choice and grammar;
• places a special emphasis on the use of corpora to explore rhetorical strategies;
• introduces the reader to five corpus tools (SkELL, Lextutor, COCA, MICUSP and AntConc);
• offers a new section on DIY corpora, including basic principles and a step-by-step guide to building a corpus, with an introduction to AntConc;
• now includes a ‘Further reading’ section for each chapter.
204 p
This resource book is for teachers looking to introduce data-driven learning into the classroom without spending excessive time on researching corpora and preparing tasks. It is also for second-language academic writers – university students and researchers – who are motivated to improve their writing and to learn from proficient and expert writing in their area.Réservation
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Exemplaires (2)
Code-barres Cote Support Localisation Section Disponibilité FBL014048 E428-126/ 01 LIVRE Bibliothèque English E428 : Standardized use of the English language - Applied linguistics Exclu du prêt FBL014049 E428-126/ 02 LIVRE Bibliothèque English E428 : Standardized use of the English language - Applied linguistics Disponible
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