Applied Linguistics and Language Study Series

The central concern of this book is the analysis of verbal interaction or discourse. This first six chapters report and evaluate major theoretical advances in the description of discourse. The final chapters demonstrate how the findings of discourse analysis can be used to investigate second-language teaching and first-language acquisition and to analyse literary texts.

Focusing on the dynamics of immigration and international commerce, the book examines the practice of translating into a second language, challenging the traditional belief that translators should only work in their mother tongue. It offers a comprehensive exploration of this phenomenon, appealing to applied linguists, translators, and educators in ESOL who work with advanced students. This study provides valuable insights into the complexities and implications of second-language translation in a postcolonial context.

Focusing on the integration of language and literature, this practical guide offers strategies for educators to enhance their teaching methods. It emphasizes the benefits of viewing these subjects as interconnected rather than separate, providing resources and approaches that foster a more cohesive learning experience in the classroom.

In this important study, Carl James reviews the role that contrastive analysis can play in understanding and solving problems in second or foreign language learning and teaching. Using both psycholinguistic and linguistic analysis, he establishes a sound theoretical basis for CA before going on to illustrate its contribution to the study of linguistic universals, bilingualism, and language pedagogy. The book offers a range of examples to support its arguments, enabling readers to grasp the principles and then to pursue their own work in this area.Contrastive Analysis presents a successful theoretical and practical case for the value of CA as a research tool, both for those studying applied linguistics and for teachers needing to adjust their teaching to the state of knowledge of their students.

The author attempts to arrange the translation process and set it within a systemic model of language. The book is divided into three parts, namely model, meaning and memory, assessing how logical relationships are organized and mapped onto the syntactic systems of a language. Bell firstly defines translation for the purposes of his book and argues that a major specification for the successful organization of translation into a manageable system is translator competence. Other books in this series include An Introduction to Second Language Acquisition Research, The Classroom and the Language Learner and Bilingualism in Education.

Focusing on communication strategies, the book delves into how individuals express themselves and comprehend others in various linguistic contexts. It particularly highlights the techniques employed by non-native speakers to navigate the challenges of interacting with both native and fellow non-native speakers. By exploring these strategies, the work sheds light on the complexities of language use and understanding in diverse communication scenarios.

Focusing on empirical studies, this volume explores the role of pedagogical tasks in second language learning, examining their structure, impact on students, and implementation by teachers. It begins with an overview of the relevant background and key issues, followed by three distinct sections that delve into various aspects of task-based pedagogy, providing insights into effective teaching strategies and their outcomes in language acquisition.

The book, edited by Christopher N. Candlin, presents a comprehensive exploration of language and communication within various contexts. It delves into the interplay between language use and social interaction, providing insights into how communication shapes and is shaped by cultural and situational factors. Featuring contributions from various experts, it emphasizes the importance of understanding linguistic nuances in real-world applications, making it a valuable resource for scholars and practitioners alike.

The book, first published in 1990, is part of the Routledge imprint of Taylor & Francis, which emphasizes its academic significance. It likely explores a specific subject matter relevant to its time, contributing to scholarly discussions and research. The publication's association with a reputable publisher suggests a focus on quality content and rigorous analysis.

The book emphasizes the critical relationship between evaluation and change in English Language Teaching. It explores how effective evaluation can drive innovation in language projects and programs, highlighting its role in managing change and enhancing language teacher development. Through this lens, it provides insights into improving educational practices in language instruction.

Exploring diverse facets of applied linguistics, this work delves into topics such as the contrast between information processing and inferencing approaches, as well as the significance of listening in language acquisition. It offers insights into how these methodologies impact language learning and comprehension, providing a comprehensive understanding of current trends and practices in the field.

"This book undertakes a general framework within which to consider the complex nature of the writing task in English, both as a first, and as a second language. The volume explores varieties of writing, different purposes for learning to write extended text, and cross-cultural variation among second-language writers." "The volume overviews textlinguistic research, explores process approaches to writing, discusses writing for professional purposes, and contrastive rhetoric. It proposes a model for text construction as well as a framework for a more general theory of writing. Later chapters, organised around seventy-five themes for writing instruction are devoted to the teaching of writing at the beginning, intermediate, and advanced levels. Writing assessment and other means for responding to writing are also discussed." "William Grabe and Robert Kaplan summarise various theoretical strands that have been recently explored by applied linguists and other writing researchers, and draw these strands together into a coherent overview of the nature of written text. Finally they suggest methods for the teaching of writing consistent with the nature, processes and social context of writing."--BOOK JACKET.