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Language Teaching : Linguistic Theory in Practice
Published by Edinburgh University Press, 2011
ISBN 10: 0748636358 ISBN 13: 9780748636358
Language: English
Condition: Good. Used book that is in clean, average condition without any missing pages.
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What is Good Academic Writing?: Insights into Discipline-Specific Student Writing (New Perspectives for English for Academic Purposes)
Seller: WorldofBooks, Goring-By-Sea, WS, United Kingdom
Seller rating 4 out of 5 stars
Paperback. Condition: Fine.
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Language Teaching : Linguistic Theory in Practice
Published by Edinburgh University Press, 2011
ISBN 10: 074863634X ISBN 13: 9780748636341
Language: English
Seller: Better World Books Ltd, Dunfermline, United Kingdom
Seller rating 5 out of 5 stars
Condition: Very Good. Ships from the UK. Former library book; may include library markings. Used book that is in excellent condition. May show signs of wear or have minor defects.
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Grammar : A Linguists' Guide for Language Teachers
Published by Cambridge University Press, 2020
ISBN 10: 1108736955 ISBN 13: 9781108736954
Language: English
Condition: New.
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Grammar: A Linguists' Guide for Language Teachers
Published by Cambridge University Press, 2020
ISBN 10: 1108736955 ISBN 13: 9781108736954
Language: English
Seller: Prior Books Ltd, Cheltenham, United Kingdom
Association Member: ABA ILAB PBFA
Seller rating 5 out of 5 stars
First Edition
Paperback. Condition: Like New. First Edition. In nearly new condition: firm and square with strong joints, no creases. Just a few hardly noticeable rubs or very mild bumps. Hence a non-text page shows a small 'damaged' stamp. Despite such this book looks and feels unread. Thus the contents are crisp, fresh and tight. And so a very nice book in great condition, now offered for sale at a reasonable price.
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Condition: As New. Unread book in perfect condition.
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Condition: New.
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Pedagogies in English for Academic Purposes: Teaching and Learning in International Contexts
Published by Bloomsbury USA Academic, 2023
ISBN 10: 1350254398 ISBN 13: 9781350254398
Language: English
Paperback. Condition: Brand New. 240 pages. 9.21x6.14x1.00 inches. In Stock.
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Universal Grammar and the Second Language Classroom (Educational Linguistics, 16)
Published by Springer (edition 2013), 2013
ISBN 10: 9400763611 ISBN 13: 9789400763616
Language: English
Hardcover. Condition: Very Good. 2013. Ship within 24hrs. Satisfaction 100% guaranteed. APO/FPO addresses supported.
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Grammar: A Linguists' Guide for Language Teachers
Published by Cambridge University Press, 2020
ISBN 10: 1108486029 ISBN 13: 9781108486026
Language: English
Condition: New.
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Condition: New.
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Condition: New.
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Condition: New.
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Condition: New.
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Condition: New.
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Universal Grammar and the Second Language Classroom
Published by Springer Netherlands, 2015
ISBN 10: 9401784191 ISBN 13: 9789401784191
Language: English
Taschenbuch. Condition: Neu. Druck auf Anfrage Neuware - Printed after ordering - This book proposes that research into generative second language acquisition (GenSLA) can be applied to the language classroom. Assuming that Universal Grammar plays a role in second language development, it explores generalisations from GenSLA research. The book aims to build bridges between the fields of generative second language acquisition, applied linguistics, and language teaching; and it shows how GenSLA is poised to engage with researchers of second language learning outside the generative paradigm.Each chapter of Universal Grammar and the Second Language Classroom showcases ways in which GenSLA research can inform language pedagogy. Some chapters include classroom research that tests the effectiveness of teaching particular linguistic phenomena. Others review existing research findings, discussing how these findings are useful for language pedagogy. All chapters show how generative linguistics can enhance teachers' expertise in language and second language development.'This groundbreaking volume ably takes on the gap that currently exists between generative linguistic theory in second language acquisition (GenSLA) and second language pedagogy, by gathering chapters from GenSLA researchers who are interested in the relevance and potential application of their research to second/foreign language teaching. It offers a welcome and thought-provoking contribution to any discussion of the relation between linguistic theory and practice. I recommend it not only for language teachers interested in deepening their understanding of the formal properties of the languages they teach, but also for linguists interested in following up on more practical consequences of the fruits of their theoretical and empirical research.' Donna Lardiere, Georgetown University, Washington DC, USA.
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