Ngôn ngữ

Action Research in Teaching and Learning A practical, down-to-earth guide for those who work in teaching and learning in universities, this book will be indispensable reading for those who would like to carry out action research on their own practice. Lin S Norton's concept of 'pedagogical action research' has come from over twenty years' experience of carrying out such research, and more than six years of encouraging colleagues to carry out small scale studies at an institutional, national and international level.

The Lexical Approach: The state of ELT and a way forward by Michael Lewis     The Lexical Approach develops many of the fundamental principles avanced by proponents of Communicative Approaches . The most important difference is the increased understanding of nature of lexis in natutrally occurring langugae, and its potential contribution to langaue pedagogy.

Lexical-Functional Grammar An Introduction to Parellel Constraint-Based Syntax (CSLI Lecture Notes)Yehuda Falk | University of Chicago Press | ISBN 1575863405 | PDF | 246 Pages With this textbook, Yehuda N. Falk provides an introduction to the theory of Lexical-Functional Grammar, aimed at both students and professionals who are familiar with other generative theories and now wish to approach LFG. Falk examines LFG's relation to more conventional theories--like Government/Binding or the Minimalism Program--and, in many respects, establishes its superiority.

Lexical Categories: Verbs, Nouns and Adjectives  (Cambridge Studies in Linguistics)   Mark C. Baker investigates the fundamental nature of nouns, verbs, and adjectives. He claims that the various superficial differences found in particular languages have a single underlying source which can be used to provide better definitions of these "parts of speech". The new definitions are supported by data from languages from every continent. Baker's book argues for a formal, syntax-oriented, and universal approach to the parts of speech, as opposed to the functionalist, semantic, and relativist approaches that have dominated the subject.

English Syntax An Introduction   This is a english grammar book for advanced learners. Within traditional grammar, the syntax of a language is described in terms of a taxonomy (i.e. classificatory list) of the range of different types of syntactic structures found in the language. The central assumption underpinning syntactic analysis in traditional grammar is that phrases and sentences are built up of a series of constituents (i.e. syntactic units), each of which belongs to a specific grammatical category and serves a specific grammatical function. Given this assumption, the task of the linguist analysing the syntactic structure of any given type of sentence is to identify each of the constituents in the sentence, and (for each constituent) to say what category it belongs to and what function it serves.  

An Introduction to English Morphology: Words and Their Structure   The term ‘word’ is part ofeveryone’s vocabulary. We all think we understand what words are. What’s more, we are right to think this, at some level. In this book I will not suggest that our ordinary notion of the word needs to be replaced with something radically different. Rather, I want to show how our ordinary notion can be made more precise. This will involve teasing apart the bundle ofingredients that go to make up the notion, showing how these ingredients interact, and introducing ways oftalking about each one separately. After reading this book, you will still go on using the term ‘word’ in talking about language, both in everyday conversation and in more formal contexts, such as literary criticism or English language study; but I hope that, in these more formal contexts, you will talk about words more confidently, knowing exactly which ingredients ofthe notion you have in mind at any one time, and able where necessary to use appropriate terminology in order to make your meaning absolutely clear. This is a textbook for students ofthe English language or of English literature, not primarily for students oflinguistics. Nevertheless, what I say will be consistent with mainstream linguistic views on word- structure, so any readers who go on to more advanced linguistics will not encounter too many inconsistencies. A good way ofteasing apart the ingredients in the notion ‘word’ is byexplicitly contrasting them. Here are the contrasts that we will be looking at, and the chapters where they will be discussed: • words as units of meaning versus units of sentence structure (Chapters 2, 6, 7) • words as  pronounceable entities (‘word forms’) versus  more abstract entities (sets of word forms) (Chapters 3, 4, 5) • inflectionally related word forms (forms of the same ‘word’) versus deriva-tionally related words (different ‘words’ with a shared base) (Chapters 4, 5) • the distinction between compound words and phrases (Chapters 6, 7) • the relationship between the internal structure of a word and its meaning (Chapter 7) • productive versus unproductive word-forming processes (Chapter 8) • historical reasons for some of the contemporary divisions within English morphology, especially Germanic versus Romance word-formation processes (Chapter 9). These various contrasts impact on one another in various ways. For example, if one takes the view that the distinction between compound words and phrases is unimportant, or is even perhaps a bogus distinction fundamentally, this will have a considerable effect on how one views the word as a unit of sentence-structure. Linguistic scholars who specialize in the study of words (so-called ‘morphologists’) devote considerable effort to working out the implications of different ways of formulating these distinctions, as they strive to discover the best way (that is, the most illuminating way, or the way that seems to accord most accurately with people’s implicit knowledge of their native languages). We will not be exploring the technical ramifications of these efforts in this book. Never- the less, I will need to ensure that the way I draw the distinctions here yields a coherent overall picture, and some cross-referencing between chapters will be necessary for that. Each of Chapters 2 to 9 inclusive is provided with exercises. This is designed to make the book suitable for a course extending over about ten weeks. Relatively full discussions of the exercises are also provided at the end of the book. For those exercises that are open-ended (that is, ones for which there is no obvious ‘right’ answer), these discussions serve to illustrate and extend points made in the chapter. As befits a book aimed at students of English rather than linguistics students, references to the technical literature are kept to a minimum. However, the ‘Recommendations for reading’ at the end of each chapter contain some hints for any readers who would like to delve into this literature, as well as pointing towards more detailed treatments of English morphology in particular. Finally, I would like to encourage comments and criticisms. My choice of what to emphasise and what to leave out will inevitably not please everyone, nor will some of the details of what I say. I hope, how- ever, that even those who find things to disagree with in this book will also find it useful for its intended introductory purpose, whether as students, teachers or general readers.

The Sound Structure of English Introduction     Cambridge Introductions to the English Language is a series of accessible undergraduate textbooks on the key topics encountered in the study of the English language. Tailored to suit the needs of individual taught course modules, each book is written by an author with extensive experience of teaching the topic to undergraduates. The books assume no prior subject knowledge and present the basic facts in a clear and straightforward manner, making them ideal for beginners. They are designed to be maximally reader-friendly, with chapter summaries, glossaries and suggestions for further reading. Extensive exercises and discussion questions are included, encouraging students to consolidate and develop their learning, and providing essential homework material. A website accompanies each book, featuring solutions to the exercises and useful additional resources. Set to become the leading introductions to the field, books in this series provide the essential knowledge and skills for those embarking on English Language Studies. The Sound Structure of English provides a clear introduction to English phonetics and phonology. Tailored to suit the needs of individual, one-term course modules, it assumes no prior knowledge of the subject, and presents the basic facts in a straightforward manner, making it the ideal text for beginners. Students are guided step-by-step through the main concepts and techniques of phonetic and phonological analysis, aided by concise chapter summaries, suggestions for furthe r reading and a comprehensive glossary of all the terms introduced. Each chapter is accompanied by an engaging set of exerc ises and discussion questions, encouraging students to consolidate and develop their learning, and providing essential self-study material. The book is accompanied by a companion website, which helps readers to work throu gh specified in-chapter problems, suggests answers to end-of-chapter exercises, and contains links to other sites of interest to those working on English sound-structure. Providing the essential knowledge and skills for those embarking on the study of English sounds, it is set to become the leading introduction to the field.

  World Englishes: A Resource Book for Students   Routledge English Language Introductions cover core areas of language study and are one-stop resources for students.   World Englishes:

• is a comprehensive introduction to the subject
• covers the major historical and sociopolitical developments in world Englishes, from the reign of Queen Elizabeth I to the present day
• explores current debates in world Englishes from English in postcolonial America and Africa, and Asian Englishes in the Outer Circle, to Creole development in the UK and US, English as a Lingua Franca, and the teaching and testing of World Englishes
• draws on a range of real texts, data and examples, including articles from the New York Times, Straits Times and The Economist, emails, texts and transcripts of speech
• provides classic readings by some of the key names in the discipline including David Crystal, David Graddol, Ngugi Wa Thiong'o, Alastair Pennycook, and Henry Widdowson.

World Englishes, Implications for International Communication and English Language Teaching   The model of English that should be used in classrooms has long been a subject of debate. World Englishes, Implications for International Communication and English Language Teaching, describes selected varieties of World Englishes, and discusses the advantages and disadvantages of selecting a particular variety from the point of view of both teachers and learners. It aims to examine and re-evaluate concepts such as 'standard', 'variety', 'native speaker' and 'non-native speaker', and to validate the role played by multilingual and multicultural English language teachers, arguing that context and learner needs should determine the variety to be taught. World Englishes was shortlisted for the 2008 British Council Innovations Awards.    

Can Do 1   Can Do is a dynamic four-level course that provides a fresh new approach to teaching English to teenagers. Drawing from the Common European Framework of Reference for Languages descriptors, Can Do emphasises the functional aspect of the language and shows students all the things they can do in English. • Explicit learning goals cover essential grammar, vocabulary, functions and skills• Clear learning cycles introduce, practice and extend the language• Self-evaluation sections let students see their progress and take control of their learning• Photocopiable worksheets review and extend the target langauge• Photocopiable multi-level tests give feedback on students’ learning and prepare them for KET and PET exams• Extensive teacher support including teaching tips, extension activities and class warmers• Fun class projects provide essential review and recycling, and encourage creativity