The Handbook of Applied Linguistics

The focus of applied linguistics is on trying to resolve language-based problems that people encounter in the real world, whether they be learners, teachers, supervisors, academics, lawyers, service providers, those who need social services, test takers, policy developers, dictionary makers, translators, or a whole range of business clients.

This is one of the best and greatest handbooks published about applied linguistics.

With 886 pages, it covers almost all problems discussed in applied linguistics.

Click here to download this book

Planning and Task Performance in a Second Language

The LL&LT monograph series publishes monographs as well as edited volumes on applied and methodological issues in the field of language pedagogy. The focus of the series is on subjects such as classroom discourse and interaction; language diversity in educational settings; bilingual education; language testing and language assessment; teaching methods and teaching performance; learning trajectories in second language acquisition; and written language learning in educational settings.

Planning and its role in task-based performance are of both theoretical interest to second language acquisition (SLA) researchers and of practical significance to language teachers. In the case of SLA researchers, planning is important because it links in with the current interest in the role of attention in language learning.

The purpose of this book is to bring together a series of articles on the nature of planning and its effects on task-based performance in laboratory, classroom and testing contexts. The idea for the book originated in a colloquium on this topic given at AILA Conference in Singapore in December 2002. Papers given by Bygate and Samuda, Elder and Iwashita, Ellis and Fanguan, and Sanguran were subsequently developed into chapters for this book.

Click here to download this book

Handbook of Multilingualism and Multilingual Communication

It has been estimated that the majority of children across the globe grow up speaking more than one language, but these bilingual and multilingual children differ from each other in terms of when exposure to each language began, and the sociolinguistic context in which their languages are spoken. These differences have consequences for acquisition patterns and rates of the languages, as well as for ultimate proficiency in each language. Furthermore, the research issues and questions surrounding dual and multiple language acquisition are often different depending on the kind of child bilingual/multilingual.

This great source covers concepts such as:

1. Different kinds of child bilinguals and multilinguals
2. Multilingualism and the family
3. Growing up in a multilingual community: Insights from language socialization
4. Becoming bi- or multi-lingual later in life
5. Becoming bilingual through bilingual education
6. Bilingual children in monolingual schools
7. From minority programmes to multilingual education
8. From biliteracy to pluriliteracies
9. Multilingualism and Specific Language Impairment (SLI)
10. Measuring bilingualism
11. Code-switching as a conversational strategy
12. Mixed codes
13. Multilingual forms of talk and identity work
14. Crossing – negotiating social boundaries
15. Bilingual professionals
16. Multilingualism in the workplace
17. Multilingualism and commerce
18. Societal multilingualism: reality, recognition and response
19. Multilingualism of autochthonous minorities
20. Multilingualism of new minorities (in migratory contexts)
21. Multilingualism in ex-colonial countries
22. Multilingualism and transnationalism

Click here to download this book

How to Write a Thesis

How to Write a Thesis provides a down-to-earth guide to help students shape their theses. It offers valuable advice as well as practical tips and techniques, incorporating useful boxed summaries and checklists to help students stay on track or regain their way.

The book is the culmination of many years of work with postgraduates and academics and covers all aspects of the research, writing and editing involved in the process of successfully completing a thesis.

In this book, the author moves beyond the basics of thesis writing, introducing practical writing techniques such as free writing, generative writing and binge writing. This edition now deals with the range of different doctorates on offer and integrates more examples of thesis writing. Building on the success of the evidence-based approach used in the first edition, there is also new coverage of Masters theses and undergraduate research projects, along with outlines of useful generic structures for social science and humanities projects.

How to Write a Thesis is the most grounded guide available to students on the practicalities surrounding thesis writing and should be recommended reading for, and by, all supervisors.

Click here to download this book

Expertise in Second Language Learning and Teaching

There is a sense in which almost any statement about language, language learning or language teaching may be said to hold implications for a view about language learning or teaching expertise. Thus an observation about the nature of language implies a view about what it is that an expert user of the language is able to do. Similarly, a statement about language learning is interpretable as an observation about the processes which an expert learner has successfully undertaken.

By now, at the start of the twenty-first century, expertise studies have been undertaken in a large number of domains (and Table 1.1 of Chapter 1 lists a number of them). Applied linguistics is a relative newcomer to the list, and this is in itself a major reason why the time is ripe for a volume looking at what has been done in other domains, as well as what is emerging in the areas of second language learning and teaching.

Click here to download this book

Task-Based Language Teaching

The concept of ‘task’ has become an important element in syllabus design, classroom teaching and learner assessment. It underpins several significant research agendas, and it has influenced educational policymaking in both ESL and EFL settings.

This book began life as the second edition to Designing Tasks for the Communicative Classroom. The original volume was written in the mid- 1980s, and was published in 1989. At that time, task-based language teaching was beginning to arouse attention. Although it was more than a distant prospect, it was far from a mainstream concept. As with the original book, this volume is aimed at practising teachers in ELT and applied linguists (teacher trainers, language planners, and materials writers), as well as teachers in preparation.

In addition to a complete revamping and updating of principles and ideas from Designing Tasks, four areas deserved their own chapter length treatment. These were:

• A model for task-based language teaching (TBLT) that articulated the

relationship between tasks and other curricular elements.

• The empirical basis for TBLT.

• The place of a focus on form in TBLT.

• Assessing TBLT.

Click here to download this book

Teaching and Learning in early years

This book is an attempt to distil the current state of knowledge about the ways in which young children (up to the age of 7) develop and learn, to show how educational principles derive from this, and to illustrate these principles with practical examples drawn from work in early years classrooms. It is principally directed at early years trainee teachers, but it is also hoped that it contains material which will be of interest to the whole range of teaching and non-teaching professionals and other adults concerned with the education of young children. .

There follows a section on basic principles and approaches, which discusses issues related to the management of the early years learning environment. This is followed by a series of chapters concerned with play and language, the basics of early years education. A further section examines the wider curriculum of the arts, maths, technology and science, the social sciences and physical development. Each chapter examines basic principles and illuminates them with inspiring, practical examples of classroom, outdoor and out-of-school activities.

Click here to download this book

Discourse analysis and the study of classroom language and literacy events : a microethnographic perspective

The purpose of this book is to provide a description of an approach to the discourse analysis of classroom language and literacy events. The approach can be described as a social linguistic or social interactional approach. It combines attention to how people use language and other systems of communication in constructing language and literacy events in classrooms with attention to social, cultural, and political processes.

Click here to download this book

Dictionary of Language and Linguistics

The present dictionary differs fundamentally from these monumental works. In its scope and format, it fills a gap which, in spite of David Crystal’s Dictionary of Linguistics and Phonetics (Oxford 19852), has existed up until now: in a handy one-volume format, this dictionary provides a thorough overview of all areas of linguistics. Not restricted to specific theories, it encompasses descriptive and historical, comparative and typological linguistics, as well as the applied subdisciplines. Along with the traditional core areas (phonology, morphology, syntax, semantics and pragmatics), interdisciplinary fields (such as sociolinguistics, psycholinguistics, neurolinguistics and ethnolinguistics), as well as stylistics, rhetoric and philosophy of language are represented. In addition, the dictionary includes basic terminology from logic, mathematical and computational linguistics as well as applied linguistics; finally, descriptions of individual languages and language families are provided. With this broad range of content and its succinctly written articles, this dictionary is meant for both students and professional scholars in linguistics and allied fields.

This book is the result of over twenty years of development, in which numerous scholars from Germany and other countries were involved. The first German edition appeared in 1983 as the result of this author’s ten-year efforts. Owing to the rapid development of linguistics, a second, completely revised edition became necessary.

Seventeen scholars revised, corrected and extended the texts of the first edition. Their work was based on dozens of peer reviews and, no less importantly, on their own research.

Click here to download this book

An Introduction to Discourse Analysis: Theory and Method

Discourse analysis considers ho language, both spoken and written, enacts social and cultural perspectives and identities. In this book, James Pual Gee introduces the field and presents his unique integrated approach it.

Assuming no prior knowledge of linguistics, the author presents both a theory of language-in-use and a method of research. Clearly structures and written in a highly accessible style, An Introduction to discourse Analysis incorporates perspectives from a variety of approaches and disciplines, including applied linguistics, education, psychology, anthropology, and communication, to help students and scholars from a range of backgrounds to formulate their own views on discourse and engage in their own discourse analysis.

The second edition has been completely revised and updated and contains substantial new material and examples of oral and written language, ranging from group discussions with children, adults, students, and teachers to conversation, interviews, academic texts, and policy documents.

Click here to download this book

Mind, Metaphor and language teaching

The last few decades have seen an upsurge of research interest in metaphor and figurative language. This interest has also become part of a larger enquiry into the relationship between language and other processes of mind, an enquiry that is producing the field known as cognitive linguistics. This book is very much a product of this new interest and its rapidly expanding literature. However, the book’s primary objective is not to add to that already extensive body of research; my concern here is to explore the relevance of this knowledge for another related area, that of language teaching.

Click here to download this book

Language and Gender: An advanced resource book

Language and Gender: An advanced resource book provides a rich diversity of material for students in this field, particularly those who wish to contribute through their own research as well as learn about and appreciate the significance of others’ work. The target audience for the series is upper undergraduates and postgraduates on Language, Applied Linguistics and Communication Studies programmes as well as teachers and researchers in professional-development and distance-learning programmes. High-quality applied research resources are also much needed for teachers of EFL/ESL and foreign-language students at higher-education colleges and universities worldwide.

The Introduction ‘A’ units establish key terms and concepts, provide a discursive summary and overview, and preview what is to come in the corresponding extension (‘B’) and exploration (‘C’) units.

Click here to download this book

Memory, Psychology and Second Language Learning

This book aims to review the work done in psychology and linguistics on language processing and to relate it to the learning of a second language. It is aimed at the student language teacher who will also be studying aspects of linguistics such as phonology alongside psychological theories and theories of language learning. It is an attempt to pull together the two disciplines with a specific focus on the second language learner. It will also be of interest to postgraduate students in offering them a wide variety of sources for further research. It is also, I hope, an aid for the experienced teacher who is interested in putting current theories of language learning and teaching into a new perspective. In particular, the inclusion of the neuropsycholical evidence for established psycholinguistic models provides a interesting perspective for the more general reader who is interested in language processing.

Click here to download this book

WASHBACK IN LANGUAGE TESTING: Research Contexts and Methods

Washback and the impact of tests more generally has become a major area of study within educational research, and language testing in particular, as this volume testifies. The extensive use of examination scores for various educational and social purposes in society nowadays has made the washback effect a distinct educational phenomenon. This is true both in general education and in teaching English as a second/foreign language (ESL/EFL), from Kindergarten to Grade 12 classrooms to the tertiary level. Washback is a phenomenon that is of inherent interest to teachers, researchers, program coordinators/directors, policymakers, and others in their day-to-day educational activities.

The purpose of the present volume, then, is twofold; first to update teachers, researchers, policymakers/administrators, and others on what is involved in this complex issue of testing and its effects, and how such a phenomenon benefits teaching and learning, and second, to provide researchers with models of research studies on which future studies can be based. In order to address these two main purposes, the volume consists of two parts. Part I provides readers with an overall view of the complexity of washback, and the various contextual factors entangled within testing, teaching, and learning. Part II provides a collection of empirical washback studies carried out in many different parts of the world, which lead the readers further into the heart of the issue within each educational context.

Click here to download this book

Understanding Language Teaching; From Method to Postmethod

“Break the pattern which connects the items of learning,” warned the celebrated anthropologist, Gregory Bateson, “and you necessarily destroy all quality” (1979, p. 8, italics in original). He issued this warning in a letter to his fellow regents of the University of California, complaining about American schools that teach the students “almost nothing of the pattern which connects” (p. 8). The pattern which connects. That’s what this book is all about. Not the so profound pattern that governs the evolution and ecology of all life on earth, but the more mundane pattern that connects the various elements of learning, teaching, and teacher education in the narrow field of teaching English to speakers of other languages. It may appear to be inappropriate or even anticlimactic, to link the concern for an understanding of the ecological macrocosm with the concern for an understanding of the pedagogical microcosm. But the whole point, if we follow the Batesonian argument, is that the elements constituting each are indeed interconnected in ways that may not be readily apparent.

The book is divided into three parts: (1) Language, Learning, and Teaching, (2) Language Teaching Methods, and (3) Postmethod Perspectives. I make it a point to highlight the underlying links within and between the parts in order to bring out the pattern which connects.

Click here to download this book

Teaching English as a Foreign Language

This book is written for teachers of all backgrounds. Our aim is to discuss a wide range of teaching problems—from classroom techniques to school organization—in order to help practicing teachers in their daily tasks. We have adopted an eclectic approach, recognizing that the teaching of English must be principled without being dogmatic and systematic without being inflexible. We have tried to show how the underlying principles of successful foreign language teaching can provide teachers in a wide range of EFL situations with a basic level of competence which can be a springboard for their subsequent professional development. We gratefully record our debt to colleagues and students past and present at the London University Institute of Education, whose experience and thinking have helped shape our own. Particularly, we would like to thank our colleague John Norrish for compiling the bibliography.

Click here to download this book

Stephen D Krashen "Second Language Acquisition and Second Language Learning"

This book is concerned with what has been called the "Monitor Theory" of adult second language acquisition. Monitor Theory hypothesizes that adults have two independent systems for developing ability in second languages, subconscious language acquisition and conscious language learning, and that these systems are interrelated in a definite way: subconscious acquisition appears to be far more important.

Click here to download this book

An Introduction to Applied Linguistics

This new textbook series provides advanced introductions to the main areas of study in contemporary Applied Linguistics, with a principal focus on the theory and practice of language teaching and language learning and on the processes and problems of language in use.

This Second Edition of the foundational textbook ccc provides a state-of-the-art account of contemporary applied linguistics. The kinds of language problems of interest to applied linguists are discussed and a distinction drawn between the different research approach taken by theoretical linguists and by applied linguists to what seem to be the same problems. Professor Davies describes a variety of projects which illustrate the interests of the field and highlight the marriage it offers between practical experience and theoretical understanding. The increasing emphasis of applied linguistics on ethicality is linked to the growth of professionalism and to the concern for accountability, manifested in the widening emphasis on critical stances. This, Davies argues, is at its most acute in the tension between giving advice as the outcome of research and taking political action in order to change a situation which, it is claimed, needs ameliorisation. This dilemma is not confined to applied linguistics and may now be endemic in the applied disciplines.

Key features

• surveys current issues in applied linguistics, including the concept of the Native Speaker and the development of World Englishes

• examines the influence of linguistics, cognitive science and philosophy on applied linguistics and makes a contrast with educational linguistics

• proposes that a key issue for the profession will increasingly be the tension between advice and action

• suggests that applied linguistics is a theorising rather than a theoretical discipline.

Click here to download this book

Researching in Second Language Classroom

This book is addressed to novice researchers, whether they be graduate students, teachers, or administrators, who want to become familiar with methods commonly used in L2 classroom research. It is all about gathering evidence to answer questions about L2 teaching and learning. Whereas research methods differ in the kind of evidence they gather, all L2 classroom research involves the formulating of questions, as well as the gathering and analysis of evidence or data to answer these questions. The book begins with a general introduction to major research purposes and research types as they relate to classroom research. In chapter 2, Researching Teachers and Learners, research methods that can be used to examine teachers’ and learners’ attitudes and behavior are introduced. Chapter 3, Researching Classroom Discourse, deals with methods that can be used to study the oral and written discourse of classrooms. The book ends with a chapter on writing research papers, with attention to both thesis writing and journal articles.

Click here to download tis book

Questionnaires in Second Language Research

One of the most common methods of data collection in second language

(L2) research is to use questionnaires of various kinds. The popularity of questionnaires is due to the fact that they are easy to construct, extremely versatile, and uniquely capable of gathering a large amount of information quickly in a form that is readily processable. In spite of the wide application of questionnaires in the L2 field, there does not seem to be sufficient awareness in the profession about the theory of questionnaire design and processing. Although questionnaire design, and more generally, survey research, has a substantial literature in the social sciences, this has not been sufficiently reflected in L2 methodology texts. The structure of the book is straightforward. After an initial chapter that discusses the nature, the merits, and the shortcomings of questionnaires, separate chapters cover the construction and the administration of the questionnaire, as well as the processing of questionnaire data. The book is concluded by a detailed checklist that summarizes the main principles and recommendations.

Click here to download this book