Tailored to meet the needs of teachers, lecturers and tutors of modern languages, this comprehensive guide will help you to improve your understanding of modern languages and will also enhance your practice in the classroom. Effective Learning and Teaching in Modern Languages offers insights from the latest research into learning and teaching within the discipline, and also outlines innovative teaching techniques, covering all the subjects critical to a lecturer of modern languages.

This book combines two fields that have much to offer each other: English for academic purposes (EAP) and critical pedagogy.
Critical EAP engages students in the types of activities they are asked to carry out in academic classes while encouraging them to question and, in some cases, transform those activities as well as the conditions from which they arose.
It takes into account the challenges non-native English speakers (NNES) face in their content classes while viewing students as active participants who can help shape academic goals and assignments rather than passively carrying them out.

If there is such a thing as essential reading in metaphysics or in philosophy of language, this is it.

Ever since the publication of its original version, Naming and Necessity has had great and increasing influence. It redirected philosophical attention to neglected questions of natural and metaphysical necessity and to the connections between these and theories of reference, in particular of naming, and of identity.

This book offers work by the most outstanding researchers in each field and is intended as a snapshot of the sort of theory and research taking place in language acquisition in the 1990s. All of the articles were chosen to reflect topics and debates of current interest, and all take an interdisciplinary approach to language development, relating the study of how a child comes to possess a language to issues within linguistics, computational theory, biology, social cognition, and comparative psychology.

In this text, a variety of modal logics at the sentential, first-order, and second-order levels are developed with clarity, precision and philosophical insight. All of the S1-S5 modal logics of Lewis and Langford, among others, are constructed. A matrix, or many-valued semantics, for sentential modal logic is formalized, and an important result that no finite matrix can characterize any of the standard modal logics is proven. Exercises, some of which show independence results, help to develop logical skills.