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Teacher Language Awareness (TLA) is an area of increasing interest to those involved in language teacher education. This book provides an introduction to the nature of TLA, assesses its impact upon teaching and its potential impact on learning. The book focuses specifically on grammar. It aims to encourage teachers and others involved in language education to think more deeply about the importance of TLA ad to adopt a more principled approach to the planning of those parts of their programmes assosciated with it.
This book concentrates on teachers' knowledge and understanding of language systems in the belief that these systems are at the heart of the language acquisition process.

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[b]
This collection of original articles focuses on the function, role, and structure of linguistic and extralinguistic “context(s)” in relation to the notion of “constructions” and in construction grammar. It thus takes up and brings together two equally complex concepts of linguistics, which both encompass structural as well as pragmatic and discourse-oriented aspects. Although both notions – contexts as well as constructions – have been under intense discussion in linguistics during the last decades with a wide span of research interests, integrative studies of these aspects have been largely missing.
The eight papers presented in this volume explore the possibilities and risks of integrating context(s) into particular constructions and construction grammar in general. Topics range from particular language and construction-specific problems such as the "polysemy" of modal verbs in relation to context-sensitive constructions, to general technical analyses and proposals, including proposals for formalizing contextual features in constructional representations.
The volume will be of interest to scholars and advanced undergraduates interested in linguistic theory in general and in constructional, pragmatic and discourse-analytic approaches in particular

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The main topic of this revised and updated edition is the comprehension of the spoken language. Subjects covered include the function of intonation and paralinguistic features, while revisions made include a new section on `pause' and how this interacts with rhythm.
For those who are familiar with the first edition, it will be convenient to have some indication of where the main changes lie. Chapter one has been largely rewritten to give an outline of current approaches to a model of comprehension of spoken language. Chapter two has a new initial section but otherwise remains as it was. Chapter three incorporates a new section on "pause" and how this interacts with rhythm, and rather more on the function of stress. Chapter four has an extended initial section but otherwise remains largely as it was. Chapter five on intonation contains several sections which have been rewritten to varying extents. Chapter six of the first edition has disappeared: in 1977, very little work had been published on "fillers" and it seemed worthwhile incorporating a chapter that sat rather oddly with the phonetic/phonological interests of the rest of the book. Not that there is a great industry of descriptions of the forms and functions of these and similar phenomena there seems no reason to retain this early but admittedly primitive account. The chapter on "paralinguistic vocal features", now chapter six, has some rewriting in the early part but considerable rewriting in the last sections. The final chapter on "teaching listening comprehension" has grown greatly in length. It still incorporates some material from the original chapter but most of it is completely rewritten.

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This is a 35-volume set focusing on different topics on English Grammar in each volume. The set includes cloze tests, multiple choice tests, paragraph studies as well as vocabulary studies.

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The 2nd edition of Intercultural Communication :

Updates key theories of intercultural communication

Explores the ways in which people communicate within and across social groups around three themes. These include identity, Othering, and representation - which are developed through the book's three sections.

Contains new examples from business, healthcare, law and education.

Presents an updated and expanded set of influential readings including James Paul Gee, James Lantolf, Les Back, Richard Dyer, Jacques Derrida and B Kumaravadivelu, with new critical perspectives from outside Europe and North America

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The Teacher's role must be redefined to meet the needs and demands of today's culture and the Edutainer is the paradigm shift needed for education to be relevant, applicable, and effective in the 21st Century.

This book describes an educational approach that provides teachers with core operational and interpersonal skills including communication, organization, management, planning, and building authentic relationships based upon respect and personal responsibility to be an effective educator in the twenty-first century. The authors present a unique perspective that the educator should be fluid and adapting to our current culture, while employing sound academic principles.

The edutainer concept is derived from the principles that we believe make for an effective educator and entertainer. First edutainers are visionaries, who understand that a change in culture requires a change in methods and presentation. These edutainers make their material relevant to present culture. Preparation is also vital to these performers. They organize and plan their material long before they get on stage or their performance would fail. Finally, the effective educator and entertainer have to deliver a stellar performance that is relatable to the audience. The Edutainer offers strategies and ideas to build and nurture authentic relationships with students, parents, and colleagues to build a dynamic educational community

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Step into the digital age of learning by teaching and applying technology effectively in your classroom. This up-to-date, research-based book provides teachers with classroom-tested ideas and resources to enhance instruction and help make the integration of technology a seamless process. Topics include how to differentiate with technology in a lesson, technology standards, software programs, information literacy, project-based learning and assessment, classroom management, computer troubleshooting, and more. 224pp.

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Добавлено (13.08.2011, 15:01)
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Очень полезное пособие "How to Teach English with Technology". Авторы Gavin Dudeney и Nickey Hockly. Рекомендую!