Words, Words, Words: Teaching Vocabulary in Grades 4-12
Added by: Maria | Karma: 3098.81 | Only for teachers, Linguistics | 17 October 2008
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An excellent resource for all teachers. There are lots of ideas to help activate students background knowledge. There are ideas to teach context clues, words walls, prefixes, suffixes, and roots.
This is a great book that explains how students learn new words and build their vocabulary. It gives you strategies that will allow students to hold onto what they learn and begin to use new vocabulary in their everyday language. Excellent for professional development.
This volume offers qualitative as well as corpus-based quantitative studies on three domains of grammatical variation in the British Isles. All studies draw heavily on the Freiburg English Dialect Corpus (FRED), a computerized corpus for predominantly British English dialects comprising some 2.5 million words. Besides an account of FRED and the advantages which a functional-typological framework offers for the study of dialect grammar, the volume includes the following three substantial studies. Tanja Herrmann's study is the first systematic cross-regional study of relativization strategies for Scotland, Northern Ireland, and four major dialect areas in England. In her research design Hermann has included a number of issues crucial in typological research on relative clauses, above all the Noun Phrase Accessibility Hierarchy. Lukas Pietsch investigates the so-called Northern Subject Rule, a special agreement phenomenon known from Northern England, Scotland and Northern Ireland. His study is primarily based on the Northern Ireland Transcribed Corpus of Speech, but also on the FRED and SED data (Survey of English Dialects) for the North of England. Susanne Wagner is concerned with the phenomenon of pronominal gender, focussing especially on the typologically rather unique semantic gender system in the dialects of Southwest England. This volume will be of interest to dialectologists, sociolinguists, typologists, historical linguists, grammarians, and anyone interested in the structure of spontaneous spoken English.
An Introduction to Applied Linguistics (Edinburgh Textbooks in Applied Linguistics)
Language and language problems affect all of us and are an integral part of our social experience.
In An Introduction to Applied Linguistics, Professor Davies takes this simple fact as his starting point and sets out to show that applied linguistics is better understood by doing it than studying or reading about it. Beginning with the history and definitions of applied linguistics, he then looks at the full spectrum of 'institutional' and 'non-institutional' uses of language, spanning not only language learning and teaching but also language as a socio-psychological phenomenon. Whilst setting this practical outlook against the historical background of changing public needs and competing ideologies, Davies shows that a theory can be derived.
The book has been updated throughout. The amendments include a re-examination of the Linguistics Applied-Applied Linguistics opposition, a survey of Applied Linguistics curricula, a consideration of whether there is any difference between the terms Educational Linguistics and Applied Linguistics, further discussion of the role of correctness and of ethics and a new study of the challenges to Applied Linguistics of socio-cultural theory, the theorising of World Englishes and the concept of the native speaker. There is a new final chapter which surveys the whole volume and makes connections with the other volumes in the Series.
A Glossary of Corpus Linguistics (Glossaries in Linguistics)
This is the first comprehensive glossary of the many specialist terms in corpus linguistics and provides an accessible guide for corpus linguists and non-corpus linguists alike.
Building on the first volume in the Studies in Pragmatics series which clearly set out the differences and similarities in approaches to discourse markers, Pragmatic Markers in Contrast continues the debate through offering a unique and thorough examination of the methods and theories for studying pragmatic markers cross-linguistically.
