Серия "Oxford Applied Linguistics"

An overview of form-focused instruction as an option for second language grammar teaching. It combines theoretical concerns, classroom practices, and teacher education.

Based on a set of four research parameters, this book discusses the development of research questions and hypotheses, naturalistic and experimental research, data collection, and validation of research instruments. Each chapter includes examples and activities.

Presents a framework for examining the existence and function of formulaic language and tests it extensively against language data within a wide variety of language samples. Formulaic language is a fast-growing area of applied linguistic research, and the author is a key figure in this field.

This book is about the worlds and conflicts of TESOL teachers and researchers whose professional lives are both enriched and problematized by the cultural and political interfaces created by working with an international language. Central to this discussion is the balance of power in classroom and curriculum settings, the relationship between language, culture, and discourse, and the change in the ownership of English.

A complete introduction to the theoretical nature and practical implications of English used as a lingua franca. Explore the theories and principles of English as a Lingua Franca with leading expert Barbara Seidlhofer

The Psychology of Second Language Acquisition offers a systematic and accessible overview of the main psychological areas and theories in order to keep abreast of the ongoing paradigm shift.

Provides a much-needed overview of current themes and research on child second language learning.

This book offers research evidence documenting the significant impact of low literacy skill on adolescents' processing of oral L2 input and acquisition.

The book draws upon linguistic, psychological, philosophical, and sociolinguistic principles and uses practical examples from second, foreign, and mother tongue teaching. It attempts to integrate theoretical and empirical work with the practical needs of institutions and of teachers without losing sight of learners' needs for free personal choice combined with effective communication.

This book develops a rational approach to the teaching of language as communication, based on a careful consideration of the nature of language and of the language user's activities. It will stimulate all language teachers to investigate the ideas that inform their own practice.