Applied Languages Books

the seller sent me an email after the book was mailed. Also, the book is in a very good condition!

Mathematics is a way of describing things that permits exact reasoning
about some of the properties. The properties you cannot reason about
are abstracted away in the descriptive process. The trick of
abstracting to get important properties, the preciseness required of the
descriptions, and the careful steps in the reasoning about properties
are the skills you have to learn to do mathematics.

To use mathematics is another matter. For that you need is to understand
somebody else's description well enough to apply it. Here "apply" means
to describe how the model fits what you are working on and then use existing
features of the model to check properties you care about.

Traditional engineering is about using mathematics. Software
engineering is more about doing mathematics. The reason for this
difference is that traditional engineering applies well worn practices
and software engineering is almost always involved in creating something
quite different than what came before.

A good book on software engineering mathematics will, like this one, teach
you a descriptive process as it teaches you the traditional mathematical
concepts. The descriptive framework covered by this book is called Z. It
came out of Britain and is pronounced "zed". It is way under utilized in
the U.S. but for an American book written from a more applied point of view
see "The way of Z" by Jonathan Jacky. Some of you may have to read that
before you find this one interesting.

I used to teach a graduate course in discrete structures to masters students
in computer science. Had I been aware of this book then, I would have
used it as a text.

A very good textbook. The exercises and the keys provided are very useful. They keep you learning. In particular, Chinese students of applied linguisitics will benefit from both the English language and the statistics knowledge.

Over the past several years, there has been a marked shift in the focus of foreign language instruction. Students are being encouraged to ¡§learn how to learn¡¨ and ¡§how to use¡¨ a foreign language. More and more foreign language educators recognize that effective learning and use strategies can enhance students¡¦ efforts to reach their language goals. Though it is promising to see that the study of language learning and use strategies continues to receive increased attention, there is still little literature available nowadays. Fortunately, in his latest book, Andrew D. Cohen offers a very nice synthesis of issues relating to language learner strategies.

The book is divided into five main sections: (a) discussion of terminology describing second language (L2) learning and use strategies; (b) a review of research methods available for assessing L2 strategies; (c) strategy training and the effects of strategies-based instruction; (d) strategies of choosing the language of thought for cognitive processing; (e) strategy use in testing situations.

Overall, the author has aimed at a balance between theory, research and practical pedagogical implications, but one of the most positive aspects of the book is that it has devoted extensive time to discussions of terminology and research methods. Since L2 learning and use strategies are generally internal mental processes, it is quite a challenge to design a study that can be sure of collecting adequate data on learners¡¦ strategy use. I especially like the way that Cohen presents an in-depth analysis of six different approaches to assessing language learner strategies: learning strategy interviews and written questionnaires, observation, verbal report, diaries and dialog journals, recollective studies, and computer tracking. His thorough discussion of research methods will certainly help prospective researchers to determine their research topics and choose the means of investigation, and eventually benefit the fledgling field of language learning strategies. This book will also be particularly useful for teachers who want to be of greater support to their students in their learning efforts. The position Cohen has taken is that ¡§strategies-based instruction provides the most efficient way for learner awareness to be heightened¡¨ (p.265). A variety of approaches to provide student-directed language learning and use strategy instruction as well as the possible roles that the teacher can play are discussed. A research project on the effects of strategies-based instruction conducted at the University of Minnesota is also reported. Nonetheless, the implications for teaching strategies in the classroom are generally written in the form of principles or suggestions. Therefore, this book may not meet the needs of teachers who are searching for classroom-ready strategies-based instruction activities, exercises, and curriculum. It is also interesting to note that Cohen addresses two more specialized and often neglected areas in strategy use: strategies for choosing the language of thought and test-taking strategies. This book should provide a foundation for researchers to further explore such studies.

In summary, this book creates a fine introduction to the field of L2 learning and use strategies. It is highly recommended for both researches and teachers of second and foreign language programs.

This is an interesting book. If I were more of an authority I would say it was before its time. Good formalisms of different kinds of grammars, like tree grammars. Also, a fair amount of pictures, which drew me to it while I was wandering around in the library, show applications of recognizing gramatical patterns.

As with all methodologies, Task-Based Language Teaching has been promoted by some and criticised by others. In addition, the definitions of 'task' abound, allowing everyone to call themselves proponents of TBLT.

TBLT is, however an approach, rather than a methodology, and this book does well to set the parameters from the beginning. It is also an important book, in that it documents a large TBLT programme (1200 students) that took place over 10 years, and was successful. At last, we have details of TBLT working as it was designed to work, providing meaningul, authentic language learning, with quantifiable results.

I read this book as part of an MA assignment I did on teacher beliefs. I enjoyed the book so much that I got really interested in the development of teacher beliefs and I decided to do my doctoral dissertation in the area of teacher cognition. The book is really well-writeen and nicely strycured. It reports on a study conducted by Woods examining teacher planning and decision making in relation to teachers' beliefs. One of its main strengths is that the author reflects on the research process and identifies problem areas and limitations. The analysis of the qualitative data is nicely backed up by the relevant literature and I particularly enjoyed the final chapter because it discusses the theoreticla and practical implicatiosn of the findings. A really good book for anyone interested int he area of teacher cognition and development.

I am vary satisfied with the quality of service and book condition. I received everything on time.
I would rate this service as excellent.
Thank you.

Of all the books that I read for my masters degree, this was the most interested. I'm sure that all teachers have experienced less than enthusiastic class at one time or another. According to Benson, this is due to a lack of control that students have over their learning process. If the teacher takes too much control, they lose a sense of ownership, and lose their motivation. However, not all students are prepared to take more responsibility for their education. What can be done? What is the research that has been done in this field? Benson outlines the the theories and research on learner autonomy. I recommend this for all teachers, not just English teachers. You might pick up a hint or two.

It is a great book to start your adventure with lexicography or systematize your knowledge in the field. The book is clear, written in an accessible language and all the issues are backed up with good examples. The case studies in chapter 10 provide a great cross-section of lexicography research in the 1990s. Hartman gives lots of useful information and encourages researching dictionaries not only on the academic level but on your own as well. I know I will refer to this book as much as I do to Landau's "Dictionaries:the art and craft of lexicography"