Carol A. Chapelle Book order

Focusing on the design of validation research, the book guides test developers in ensuring that assessments accurately reflect their intended purposes. It emphasizes the importance of rigorous research to support the validity of tests used for decision-making. By introducing an argument-based perspective, it bridges the gap between theoretical concepts and practical application, offering insights and demonstrations to aid in the formulation of effective validation research designs.

Focusing on the analysis of French textbooks used in the U.S. from 1960 to 2010, this work examines how representations of Canada and Quebec have evolved in educational materials. By analyzing 65 textbooks through a social-semiotic lens, it reveals trends in content and the portrayal of Quebec's cultural narrative. The study highlights the influence of language politics on learners, making it a valuable resource for scholars in Canadian Studies, Quebec Studies, Second Language Acquisition, and materials development for foreign language teaching.

The book showcases findings from the ELFA project, which analyzes a corpus of one million words of spoken academic English utilized as a lingua franca. It explores the linguistic features, communication strategies, and the implications for teaching and learning in multilingual academic settings. The research highlights how English functions as a bridge among speakers of different native languages, providing valuable insights into academic discourse and intercultural communication.

This ground-breaking reference work, available online or as a 10-volume print set, is a comprehensive resource covering the highly diverse field of applied linguistics. Truly global in scope, and led by General Editor Carol A.

Tips for Teaching with CALL: Practical Approaches to Computer-Assisted Language Learning, 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. Features of the Book: Color screenshots of authentic CALL software, along with descriptions, level information, and notes, illustrate more than 100 real examples Concrete tips at the beginning of each chapter help teachers get students working productively with electronic texts What the research says and What the teacher can do sections link pedagogical research with classroom techniques Specific topics covered in different chapters includeVocabulary, Grammar, Reading, Writing,Listening, Speaking, Communication Skills, and Content-Based Language Focus questions at the end of each chapter guide teachers in selecting appropriate CALL activities for their students' needs Features of the CD-ROM: Interactive video clips show application of tips from each chapter Demonstration tips show students using authentic CALL software Simulation tips guide teachers through using authentic CALL programs System Requirements: Windows(R) 2000/XP/Vista or Mac OSX (10.3 or higher) Microsoft Internet Explorer(R) 6.x, SafariTM 1.x, Firefox(R) 1.x, Mozilla(R) 1.x, NetscapeTM 7.x or later 256 MB RAM minimum (512+ MB recommended) 500 MB available hard drive space Monitor resolution of 1024 x 768 or higher Sound card and speakers CD-ROM drive (10x or faster) Adobe(R) Flash(R) 8 plug-in or higher (Note: If your computer does not have this plug-in, and Internet connection is required for installation. ) Tips for Teaching Series Series Editor: H. Douglas Brown Purpose and Audience Tips for Teaching (hereafter TFT) is a series of professional reference books for ESOL teachers and teachers in training on a variety of topics of practical classroom-centered interest. TFT targets teaching in the contexts of ESL in English-speaking countries as well as teachers of EFL in non English-speaking countries. The audience within these contexts is teachers of English in secondary schools, colleges, and adults at varying levels of proficiency. Each book in the series is a practical manual intended to provide the user with clearly conceived methodological ideas, approaches, tasks, activities, and/or techniques to better accomplish their pedagogical goals. General Methodological Characteristics Each TFT book offers background in the underlying pedagogical principles of language learning and teaching in clearly comprehensible terms. This background is meant to provide a brief and concise understanding of theory. These are followed by soundly conceived practical approaches to classroom instruction, from authors who have successfully used the approaches described in the book. TFT methodology is based on communicative and/or task-based language teaching foundations. Student- centered, interactive classroom activities receive primary focus, but not at the expense of appropriate teacher-centered approaches or tasks for individual in-class or homework activity. Market Teachers using TFT books may be novice teachers seeking practical guidelines for approaching instruction in a specified area, or experienced teachers in need of refreshing new ideas. TFT books seek to meet current needs of ESOL teachers, filling a gap in current available publications, or providing better information than other publications. TFT proposals must have a broad enough defined audience for the publication to be financially feasible for Pearson/Longman. Format All the TFT books have numerous practical approaches, activities, tasks, and/or techniques that appeal to their intended audience. They are not simply a listing of 101 techniques, but rather, offer practical classroom ideas with background foundations, commentary, and guidelines for teaching Books in the TFT series may have different formats depending on the subject matter and approach of an author, but each book in the series should use similar formats/design so readers will be familiar with the approach once they've seen one book in the series. A reader won't want to be disappointed if a book in the series does not have the (ie.) examples or background information that another book has. The books will be visually attractive with an ample number of charts, diagrams, illustrations, and drawings. Enough white space on pages provides an uncluttered look that invites further reading. Prose is limited to a few paragraphs at a time, and is interspersed with figures, tables, bulleted lists, and other visual breaks. Chapter organization varies, but the following guidelines generally apply: 1. Each chapter begins with a chapter overview, usually a list of chapter objectives, bulleted summary points, or questions that will be answered. 2. Exercises or other forms of practical applications are offered at the end of each chapter. 3. Photocopy-ready pages of handouts or other pages to support activities may be included. 4. End-of-chapter summary, conclusion, or final comment. Front matter also varies, but the following are commonly included: 1. Author's preface indicating the purpose and audience of the book. 2. Series Editor's preface indicating the place of this book in the series and comments on the importance of the subject matter of the book. 3. Table of contents including subheadings within chapters. Back- matter may include the following: 1. Bibliography of related references. 2. Annotated bibliography of a few selected references that might be of special help to users. 3. Subject index. 4. Glossary, if appropriate. 5. Appendices of photocopy-ready pages for tasks and activities

Computer Applications in Second Language Acquisition explores computer applications in second language acquisition by reviewing and interpreting research and development in three computer-assisted second language learning, computer-assisted second language assessment, and computer-assisted second language research – addressing issues such as effective use of software in language teaching, values and limitations of computer-assisted testing, and the study of second language development with interactive computer programs. It offers a unique view of the topic by examining computer applications through perspectives from applied linguistics; it identifies cross-disciplinary work relevant to software development, use, and evaluation; and it suggests critical research directions. This is the first single volume on computer applications in the field which includes issues in teaching, assessment, and SLA research, and which treats evaluation extensively.