This book's innovative approach proposes Language for Teaching Purposes as a distinct field of enquiry and practice within Language for Specific Purposes. It uses robust theoretical and empirical evidence to demonstrate the specificity of language used by teachers teaching language, and the complex decisions teachers make around language choice and use in language classrooms. These complexities are shown to affect Non-native Speaker Language Teachers in particular so that their language needs must be met in teacher training programmes.

Gives an account of the English verbal lexicon which not only systematizes the meanings of lexemes within a hierarchical framework, but also demonstrates the principled connections between meaning and highlights the syntactic complementation patterns of verbs and the patterns of conceptualization in

This collection of essays offers a multi-faceted exploration of audiovisual translation, both as a means of intercultural exchange and as a lens through which linguistic and cultural representations are negotiated and shaped. Examining case studies from a variety of media, including film, television, and video games, the volume focuses on different modes of audiovisual translation, including subtitling and dubbing, and the representations of linguistic and stylistic features, cultural mores, gender, and the translation process itself embedded within them. The book also meditates on issues regarding accessibility, a growing concern in audiovisual translation research.

The variety of English described in this work is informal educated spoken Southern British. The work is based on a study of recorded texts together with an examination of my own usage as a native speaker. In articulatory features the speakers represented in the recorded texts varied within narrow limits, from "received pronunciation" in the strict sense, with no observable regional characteristics, to a form recognizably southern but still clearly acceptable as "standard British": roughly the range specified in the principal works of Daniel Jones and used as the basis for the teaching of English as a foreign language in areas where British English is taken as the model.

This study of native and non-native utterance was based on the theory that the impression of rhythm in spoken English is produced by the serial recurrence of more or less isochronous intervals marked off by stressed syllables and that the periodic movement associated with the rhythmic impulse is produced by the respiratory muscles. Thus a major part of the experimental work was concerned with stress which, in a stress-timed language such as English, is fundamental to the phenomenon of speech rhythm, since it is the feature by which the temporal units are marked.