Applied Languages Books

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.

Contrastive Rhetoric has been growing since 1966 and nobody had taken care of setting down its theoretical foundations and its reserch methodology until Ulla Connor has done it. The most influential specialist on CR together with Robert B. Kaplan has reviewed its past, clearly described its present and definitely exposed its future. An essential book if you want to learn about Writing across Cultures. Perfect. Fernando Trujillo (ftsaez@platon.ugr.es) Ceuta, Spain

This book does a really great job laying out the different issues in L2 writing and explaining the different sides. I got a lot of good information and ideas from reading this book, particulary the Classroom Perspectives sections. These really brought to life for me how the issues affect classroom practice.
Overall, this is an extremely useful book for anyone who wants thorough understanding of important issues in L2 writing instruction.

If you're looking for a resource on the effects of culture on learning second languages, this is an excellent book to read. The three main areas covered in this book are how culture influences classroom interaction, how culture influences second-language writing, and how materials can be used to cross cultural barriers. This is useful book to have if you're studying in the field of ESL/EFL.

There are several new editions of this book all under the title DEALING WITH DIFFICULT PEOPLE:

Pan Macmillan Australia - 2000 Key Porter Books - 2000 Piatkus Books - 2000 and soon: Nanhai Publishing Corp. China (Chinese) 2000 Verlag Moderne Industrie, Germany (in German) 2001

Hyland has done enormous work on Academic Literacy(ies) and this is a very helpful reference.

Excellent educational resource for students who have difficulty extracting important points and explaining material from reading passages. Content is perfect for Environmental Science-HS. Walks students through the process of rewriting the material in their own words and making analogies. It is classified as ESL, but I find it useful for any student who has difficulty explaining content.