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E-grāmata: Grammar: A Linguists' Guide for Language Teachers

(Hong Kong University of Science and Technology),
  • Formāts: PDF+DRM
  • Izdošanas datums: 01-Oct-2020
  • Izdevniecība: Cambridge University Press
  • Valoda: eng
  • ISBN-13: 9781108639514
  • Formāts - PDF+DRM
  • Cena: 32,11 €*
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  • Formāts: PDF+DRM
  • Izdošanas datums: 01-Oct-2020
  • Izdevniecība: Cambridge University Press
  • Valoda: eng
  • ISBN-13: 9781108639514

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Using engaging examples from a wide variety of languages, this book provides an accessible overview of linguistic theory and language acquisition research. It has been developed especially for readers with a background in education and teacher training, and no prior formal linguistic training.

Traditionally, there has been a disconnect between theoretical linguistics and pedagogical teacher training. This book seeks to bridge that gap. Using engaging examples from a wide variety of languages, it provides an innovative overview of linguistic theory and language acquisition research for readers with a background in education and teacher training, and without specialist knowledge of the field. The authors draw on a range of research to ground ideas about grammar pedagogy, presenting the notion of Virtual Grammar as an accessible label for unifying the complexity of linguistics. Organised thematically, the book includes helpful 'Case in point' examples throughout the text, to illustrate specific grammar points, and step-by-step training in linguistic methods, such as how to analyse examples, which educators can apply to their own teaching contexts. Through enriching language teachers' understanding of linguistic features, the book fosters a different perspective on grammar for educators.

Papildus informācija

An engaging guide to grammar, this book introduces linguistic theory and language acquisition research to language teachers.
1 A Guide to the Linguists' Guide to Grammar
1(40)
1.1 The Linguistic Terrain
4(17)
1.1.1 Theoretical Approaches to Linguistics
9(5)
1.1.2 Fields and Subfields
14(7)
1.2 The Development of Language in the Mind
21(5)
1.3 Linguistics and Education
26(11)
1.3.1 Grammatical Concepts
26(6)
1.3.2 Brief Overview of (European) Language Teaching
32(5)
1.4 Conclusion: Bring Back Grammar
37(1)
1.5 Exercises and Questions for Discussion
38(3)
2 Language and Languages
41(37)
2.1 What Is Language?
43(11)
2.2 Linguistic Diversity and Diversity in Linguistics
54(7)
2.3 Languages within Languages
61(11)
2.3.1 Varieties and Dialects
61(5)
2.3.2 Language Register
66(4)
2.3.3 Pidgins and Creoles
70(2)
2.4 Conclusion: Moving Forward
72(1)
2.5 Exercises and Questions for Discussion
73(5)
3 Grammar and Grammars
78(39)
3.1 What Is Grammar?
79(21)
3.1.1 Prescriptive Grammar and Descriptive Grammar
81(8)
3.1.2 Pedagogical Grammar
89(7)
3.1.3 Interlanguage Grammar
96(4)
3.2 The Use and Abuse of Grammar
100(7)
3.2.1 Grammatical Viruses
101(6)
3.3 Virtual Grammar and Language Education
107(6)
3.4 Conclusion: Making the Most of Grammar
113(1)
3.5 Exercises and Questions for Discussion
114(3)
4 Language Learning and Acquisition
117(44)
4.1 Additional Language Learning: Fundamentally Different?
119(7)
4.2 Landmarks of L2 Grammatical Development
126(10)
4.2.1 The Beginning
126(4)
4.2.2 The Middle Stages
130(3)
4.2.3 The Advanced End-State
133(3)
4.3 Additional Language Learning: Fundamentally Similar?
136(17)
4.3.1 The Language Instinct, Virtual Grammar and Language Learning
138(7)
4.3.2 Language Input
145(8)
4.4 Can Language Be Learned Later in Life?
153(3)
4.5 Conclusions: The Same But Different
156(1)
4.6 Exercises and Questions for Discussion
157(4)
5 Language Education
161(31)
5.1 What Is Foreign Language Teaching For?
162(4)
5.2 Nativeness and Foreignness
166(6)
5.3 Awareness and Ability
172(5)
5.4 Grammar Acquisition and Grammatical Skills
177(6)
5.5 Preliminary Conclusion
183(1)
5.6 Conclusion: Applying Linguistics
183(5)
5.7 Exercises and Questions for Discussion
188(4)
References 192(14)
Index 206
Tom Rankin's research investigates diverse aspects of language learning, from generative theoretical approaches to the acquisition of syntax to applications of learner corpora for teaching. His work has been published in Second Language Research and the International Journal of Learner Corpus Research. He is editor of the journal Pedagogical Linguistics. Melinda Whong's teaching career spans four continents and ranges from primary to higher education. Her academic career has been devoted to bridging the gap between linguistic research and classroom teaching, with previous books including Universal Grammar and the Second Language Classroom, and Language Teaching: Linguistic Theory in Practice.