This landmark volume provides a broad-based, state-of-the-art overview of current knowledge and research into second language teaching and learning. Fifty-seven chapters are organized in eight thematic sections. The Handbook of Research in Second Language Teaching and Learning is intended for researchers, practitioners, graduate students, and faculty in teacher education and applied linguistics programs; teachers; teacher trainers;teacher trainees; curriculum and material developers; and all other professionals in the field of second language teaching and learning.
This is a comprehensive reference text that provides an accessible account of current theories of language and language learning together with practical ideas for teaching and assessing writing across the curriculum. It is an essential text for students of primary and secondary education as well as an ideal reference for practicing teachers, including ESL teachers.
Learning new words is foundational to success in school and life. Researchers have known for years that how many word meanings a student knows is one of the strongest predictors of how well that student will understand text and be able to communicate through writing. This book is about how children learn the meanings of new words (and the concepts they convey) and how teachers can be strategic in deciding which words to teach, how to teach them, and which words not to teach at all.
This advanced textbook introduces a new multidisciplinary framework for an international synthesis of the field of business communication, centering on the investigation of business language as discourse. It promotes debate and inquiry on several new and competing issues, emerging from corporate fieldwork and teaching practice by combining state-of-the-art research and innovative practical applications.
This book provides a unique description of teacher-pupil interaction during the Literacy Hour in good schools. It is based on detailed observations in inner-city primary schools that were recognised as effective and improving. The analysis is informed by contemporary research into the development and teaching of early literacy.
