Applied Languages Books

Applied Linguistics is one in a series of books by OUP, edited by H. Widdowson, geared to introduce new readers to the more complex and formal study of language use. Although considered a natural phenomenon, for educational purposes language use requires certain factors to be reviewed. These include: language skills; dialect or standard forms; new lexis; English as a lingua franca; and methodology.
In order to answer the many questions arising from these issues, facts about language use must be investigated and analyzed. Applied Linguistics approaches this task by studying the relation of knowledge about language to decision making in the real world (p. 5). Specific areas include: language and education; language work and law; and language, information and effect.
Since all these areas cannot be covered in one book, Cook has endeavored to select key themes which would give a comprehensive overview of the main issues regarding applied linguistics. The heart of the book, referred to as the 'Survey', offeres a concise and challenging summary of the most important features of applied linguistics. Those captivated by a specific subject will apprechate the Readings and References sections. Chapter. four offers an overview of ELT history by briefly describing various approaches to TEFL from grammar translation to communicative language teaching, and how they vary. The shift of emphasis from the means to the ends of language learning has had far-reading consequences at both the macro level of syllabus and curriculum design and the micro level of classroom activity (p. 31), such as the development of ESP (macro) and task-based instruction (micro).
Cook has combined a medium level of academic language with everyday, practical examples of life at home and school which most EFL/ESL teachers can understand and relate to. For the real novice, he has kindly included a glossary of terms at the back. I can highly recommend Applied Linguistics to teachers who have little or no background knowledge in applied linguistics, as ell as to those interested in pursuing speciic issues in this field.
J. Salvisberg, Bern, Switzerland

fast shipping and the book is in good condition.
thank you very much and I will buy more books from you.

First, an apology for using the review mechanism to ask a question, but ... no description, and no apparent way to email the author directly? Intriguing as the title sounds, it's hard to guess what the book is about! Turkish is clearly highly related to Japanese; besides being a similarly agglutinative language, there are too many compelling parallels to ignore (e.g., { sore-, kore-, ore- } <=> { bura-, sura-, ora- }; { -ka, -mi (please excuse the dot) }. Is this book an attempt to establish a linguistic connection to Turkish? or a way of applying Arabic linguistic methods to an "unrelated" language?

All teachers have had, at one time or another, students who were less than motivated to study. These kinds of students will only sit passively in the classroom and not participate . Also, there are students who will do well in class, but make no effort outside of class. What is the problem here? Basically it is a lack of responsibility. Autonomy is about increasing student responsibility for their own education. In this book, Benson has compiled numerous articles about the study and research into autonomy. Is it possible for teachers to help students become more responsible? According to the authors in this book, it is. I really recommend this book for all teachers. It is a little expensive for it's size, but that tends to be the case with all academic books. Don't worry, it will make a good addition to your teaching library.

History of science, psychology and lots of wisdom in this book seaking a new paradigm for software engineering, using the unique features of software. I loved the book.

Mike Levy, the co-author of this book, is one of the pioneers in CALL, and therefore, he will be my supervisor in doing my PhD at Griffith University, Australia.

Synopsis
The "Applied Linguistics and Language Study" series aims to identify and illustrate key issues in the practice and theory of language and language teaching, by drawing on current research in linguistics, pragmatics and psychology. It is directed at language teachers and students who want a clear definition of the scope of applied linguistics and language study. It aims to keep up with recent trends in the subject and is a continuing record of current research around the world. This particular volume looks at classroom research in the second or foreign language classroom. The author notes that little is known about what happens in language lessons and how they may contribute to second language acquisition. He stresses the need to study classroom interaction in its social context and proposes an ethnographic approach to the subject, one which benefits the teachers doing action research and researchers investigating learning processes. The book examines the different settings within which EFL/ESL teaching and learning take place and analyzes the aims, objectives and methods of classroom research and relates that research to different paradigms within applied linguistics and looks at the relevance of concepts such as topic, activity, repair, correction and turn taking. Three chapters examine research and three examine aspects of second language classroom work from different angles. This "dual core" is flanked by chapters providing context and connections. Boxes in the text incorporate contentious issues, problems or examples. They can be used to focus the reader's attention and provide references for further research. It is intended to be of value to practising teachers, students of applied linguistics and teachers in training.

A great text for those who are interested in researching the field of second language acquisition and for those research-minded teachers out there. You will not find an emphasis on pedagogical techniques per se but I see this volume as crucial to the understanding of the language learner. It is a worthwhile addition to your library and a useful companion to the more recent "Handbook of Cognitive Linguistics and Second Language Acquisition" BUY BOTH in my opinion.

This is the most objective and differentiated book I ever read on suicide and philosophy respectivly philology. It presents the different manifestations of suicide, its problems, on one hand facing common language and on the other hand coping with its usual (mis-)interpretations from its visible results. And, most important for me, it is not glossed over with any kind of idiology. It gives a competent overview over the whole subject and all of its facettes.

This superb book, much cited in recent articles and studies, popularized the notion that culture is not something "out there", as conceived and taught in many language classrooms, but something created in interaction between people separated culturally, historically and socially. As Brian Street remarked about 6 years ago, "culture is a verb". This book has been instrumental in changing notions of what culture is and how it can be explored in all its rich manifestations--whether in the classroom or out.

The depth and sophistication of the book, far from being inhibitory, invites constant re-readings and new insights: 6 years of reading and re-reading has not exhausted the possibilities. Kramsch's remarkable blend of incisive yet delicately nuanced phrasing, yields a startling clarity of thought and style rare in academic discourse these days. The temptation to plagiarize is hard to resist. It is a pleasure to read this book, and if the term "food for thought" were ever well applied, it would be to this book.

Because of its inter-disciplinary approach and ground-breaking nature, this book should be read by anyone in fields remotely connected to language and culture--not just teachers mainly concerned with applying insights to the classroom. Language teaching is often dumbed-down and reduced to a matter of simply applying the currently-accepted methodology; Kramsch has revealed that language teaching can be (and should be) an intellectual endeavour. She has done nothing less than to revolutionize the nature of the field. We have everything to thank her for it.