In the last 25 years foreign language teaching has been able to increase its efficiency through an orientation towards authentic language materials, pragmatic language functions and interactive learning methods. However, so far foreign language teaching has lacked a sufficiently strong theoretical framework to support the teaching of language in all its aspects. Arguably, such a linguistic theory has to be usage-based and cognition-oriented.
This collection of articles brings together new research from both established and emerging international experts in the study of English grammar, all of whom have engaged with the notion of 'construction' in their work.В The research here is concerned with both synchrony and diachrony, with the relationship between Construction Grammar and other linguistic theories, and with a number of issues in the study of grammar, such as raising and control phenomena, transitivity, relative clause structure, the syntax of gerunds, attributive and predicative uses of adjectives, modality, and grammaticalization. Some of the articles are written within a constructional framework, while others highlight potential problems with constructional approaches to English grammar; some of the articles are based on data collected from corpora, some on introspection; some of the articles suggest potential developments for diachronic construction grammar, while others seek to compare Construction Grammar with other cognitive linguistic theories, most particularly Word Grammar.В The research reported in this volume presents a series of ways of looking at the relationship between constructions and patterns in English grammar, either now or in the past. The bookВ addresses scholars and advanced students who are interested in English grammar, constructional approaches to language, and the relationship between functional and formal issues in linguistic description and theory.
Published by otherwordly by the courtesy of DOVESNAKE!
"This book has it all. Neurology, heredity, cognition, motivation, prevention, assessment, intervention, and policy are just some of the topics covered in this comprehensive guide examining the links between language and literacy learning. This is a 'must-have' book for anyone who is interested in reading and writing development and disorders. As a sourcebook for researchers and a text for graduate-level seminars in literacy, special education, and speech and language, it is without equal."--Steve Graham, EdD, Department of Special Education, University of Maryland
Tips for Teaching with CALL introduces English language teachers to computer-assisted language learning, or CALL. This practical reference book links specific techniques for using CALL with contemporary CALL research. The book and companion CD-ROM clearly demonstrate why and how to use CALL to teach vocabulary, grammar, reading, writing, listening, speaking, communication skills, and content-based language.
P.S.: You do not have to install anything. Just click on the html file "Start" or "open".
Language to go is a four-level course with international appeal for adult learners of English. It is the ideal course for the busy student, and can be used on short or intensive courses.
Language to go’s flexible structure and resources allow teachers to provide a course that perfectly suits their adult learners’ hectic lifestyles and delivers the results they demand. Language to go can easily be expanded from a short intensive course to a more extensive English course. The syllabus of independent lessons enables teachers to adapt the course according to students’ language needs. SIZE REDUCED VERSION by Pumukl
