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This book investigates the teaching of English as an International Language (EIL) and addresses the gap between theory and practice in EIL education, with special implications for Expanding Circle contexts.
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By constructing a student-centred pedagogical model around the data collected, the author considers the choices available to language learners in difficult situations, as well as tools for language learners to develop pragmalinguistic and sociopragmatic resources.
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This book correlates English-speaking children’s brain development and acquisition of language with the linguistic input that comes from children’s books.
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With contributions from a team of international experts, this handbook presents the innovative multi-competence approach to speakers who know more... Læs mere
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Talks about the origin of semiotics and sign theory. This book reconsiders the semiotic practices and the theoretical considerations of the sign which were... Læs mere
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Using L2 socialization theory as a theoretical framework, this book investigates the ways in which four learners of Japanese... Læs mere
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Timothy G. Reagan and Terry A. Osborn address major issues facing the world language educator today, including language myths,... Læs mere
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This book reports on a longitudinal study of the acquisition of pragmatic markers in written... Læs mere
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Humans are unique in being able to convey such complex information using speech, and in the range of ideas, thoughts and emotions that can be expressed.... Læs mere
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This book examines the question of whether languages can differ in grammatical complexity and, if so, how relative complexity differences might be measured. Chapters... Læs mere
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The study of meaning in language has undergone a sea change in the 2000s, enabling researchers increasingly to synthesize the perspectives of philosophy, linguistics, and... Læs mere
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This book presents a view of human language as social interaction, illustrating its implications for language learning and second language teaching.