multilingual matters bristol (31 resultados)

Paperback. Condición: Good +. Paperback. 8" X 5 3/4". xiii, 220pp. Mild rubbing, creasing, and shelf wear to covers, corners, and edges of pictorial paper wraps. Bumps to corners of text block. Pages are clean and unmarked. Binding is sound. ABOUT THIS BOOK: This book addresses fundamental questions regarding the relationships between successful language learning and strategy use and development, according to learner, situational or target variables. It considers strategy effectiveness from an individual point of view and discusses pedagogical issues, especially relating to teacher perceptions and training, classroom and learner factors, methodology and content. This new edition has been reworked and revised to include an extensive review, analysis and re-interpretation of the existing literature and an update on the theoretical debate surrounding language learning strategies. The research methodology section has been considerably extended and detailed explanations are now given for how to analyse data from research studies. Rather than focusing on strategies divorced from the 'real world' of the classroom, this book explores the issues from the teaching/learning point of view and will be of interest to students, teachers, trainee teachers, teacher educators and researchers alike.(Publisher).

Trade Paperback. Condición: Good. Estado de la sobrecubierta: No Dust Jacket. First Edition. An ex-library copy in original paper covers. The usual ex-libris markings (but no card pocket). The binding is sound, the text is clean/unmarked, and there is little cover wear. Book.

Paperback. Condición: Good +. Paperback. 9 1/4" X 6 1/4". x, 230pp. Mild rubbing and shelf wear to covers, corners, and edges of paper wraps. Pages are clean and unmarked. Binding is sound. ABOUT THIS BOOK: In a field like L2 vocabulary teaching and learning where interest and research studies are burgeoning, this book offers a useful collection of papers that contains new ways of investigating vocabulary development, techniques for vocabulary teaching such as the Focus on Form hypothesis, word associations, and the use of concordance data. In addition, it tackles recent areas of analysis such as the treatment of vocabulary in teaching materials an area of almost complete neglect in the literature. The book is divided into three parts. Part one provides the overview and deals with the development of a model for vocabulary teaching and learning. Part two focuses on empirical studies on lexical processing in English and Spanish. Part three centers on materials design for vocabulary teaching and learning. The advances made in this book will certainly be of interest to researchers, teachers, and graduate students working on this very active field of inquiry.(Publisher).

Paperback. Condición: Very good. Paperback. 9 1/4" X 6 1/4". xi, 256pp. Mild rubbing and shelf wear to covers, corners, and edges of paper wraps. Pages are clean and unmarked. Binding is sound. ABOUT THIS BOOK: When people attempt to learn a new language, the language(s) they already know can help but also hinder their understanding or production of new forms. This phenomenon, known as language transfer, is the focus of this book. The collection offers new theoretical perspectives, some in the empirical studies and some in other chapters, and consists of four sections considering lexical, syntactic, phonological and cognitive perspectives. The volume provides a wealth of studies on the influence of Chinese on the acquisition of English but also includes studies involving Finnish, French, Hindi, Korean, Persian, Spanish, Swedish and Tamil. It will be of great interest to researchers and students working in the areas of crosslinguistic influence in second language acquisition, language pedagogy and psycholinguistics.(Publisher).

Paperback. Condición: Very good. Paperback. 8 1/4" X 5 3/4". xi, 179pp. Very mild shelf wear to covers, corners, and edges of pictorial paper wraps. Pages are clean and unmarked. Binding is sound. ABOUT THIS BOOK: This monograph reports on a longitudinal inquiry into mainland Chinese undergraduates' language learning experiences in an English medium university in a multilingual setting with a focus on their strategic language learning efforts. This book examines the issue as to what extent language learners' strategic learning efforts depend on their 'choice', if 'the element of choice' is the defining characteristic of language learners' strategic learning behaviour. The inquiry, using a qualitative and ethnographic research approach, reveals dynamic interaction between learners' agency and contextual conditions underlying the participants' strategic learning process. Such understanding informs pedagogical efforts to foster individual learners' capacity for strategic learning and their capacities in opening up and sustaining a social learning space for exercising their strategic learning capacity or utilizing their strategic learning knowledge.(Publisher).

Trade Paperback. Condición: Very Good. text clean and unmarked. binding tight. covers have light wear. edges of pages have light wear. name written on inside of front cover.

Paperback. Condición: Near Fine. Estado de la sobrecubierta: No dj. First Edition. Shiny clean paperback, free of markings. 182pp. Size: 8vo.

First Edition. Softcover, very good. Book.

Hardcover. Condición: Very good. Hardcover. 9 1/2" X 6 1/4". xvi, 311pp. Very mild shelf wear to covers, corners, and edges of paper over boards. Pages are clean and unmarked. Binding is sound. ABOUT THIS BOOK: Developing the ability to speak in a foreign language is an arduous task. This is because it involves the mastery of different language subsystems, simultaneous focus on comprehension and production, and the impact of a range of social factors. This challenge is further compounded in situations in which learners have limited access to the target language. Thus, there is a need to explore issues related to teaching, learning and testing speaking with a view to translating the guidelines based on theoretical positions and research findings into feasible and context-specific pedagogical recommendations. This is the rationale behind this book, which considers speaking from leading theoretical perspectives, investigates individual variables which affect its development, and reports the results of studies focusing on different aspects of its instructed acquisition.(Publisher).

Paperback. Condición: Good +. 240pp. Library stamps etc. otherwise a very clean copy free of highlighting etc.

Soft cover. Condición: Good. Slightly shopworn, but otherwise internally clean and tightly bound.

ca. 23,5cm x 15,5cm. xx, 571 p. Original boards (softcover) with title to spine and coloured illustrated title to cover. Boards minimally worn, good to very good condition. (= New Perspectives on Language & Education).

Hard Cover. Condición: Good. No Jacket. First Edition. From an academic library with the usual stamps and labels. Apart from the library evidence a clean tight copy. A00017875.

Paperback. Condición: new. Paperback. Task-based language teaching is now a well-established pedagogic approach but problematic issues remain, such as whether it is appropriate for all learners and in all instructional contexts. This book draws on the author's experience of working with teachers, together with his knowledge of relevant research and theory, to examine the key issues. It proposes flexible ways in which tasks can be designed and implemented in the language classroom to address the problems that teachers often face with task-based language teaching. It will appeal to researchers and teachers who are interested in task-based language teaching and the practical and theoretical issues involved. It will also be of interest to students and researchers working in the areas of applied linguistics, TESOL and second language acquisition. This book discusses whether task-based language teaching is appropriate for all learners in all instructional contexts. Chapters cover both research and pedagogy and draw on the authors experience of working with teachers to suggest ways of addressing the problems they often face with task-based language teaching. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Softcover. Fourth ed. 492 S. Ehem. Bibliotheksexemplar mit Signatur und Stempel. GUTER Zustand, ein paar Gebrauchsspuren. Ex-library with stamp and library-signature. GOOD condition, some traces of use. D00599 9781853598647 Sprache: Englisch Gewicht in Gramm: 1150.

hardcover. Condición: Very Good. Estado de la sobrecubierta: No Dust Jacket. No dust jacket. Hardcover. Boards are quite scuffed, with a few light surface marks. Marginal wear to leading corners and spine ends. Slight wear to front and back hinges. Pages are white, bright, clean and fresh. Text sound and tight. AF. Used.

Condición: OTTIMO USATO. Bilingual Education & Bilingualism Book INTERLINGUE Vol. n. 115 della collana, edizione bilingue inglese/spagnolo, legatura editoriale usata con conservazione interna eccellente, pagine immacolate, così come i tagli. Copertina lucida cartonata, illustrata in prima, ottimo lo stato delle superfici, prive di imperfezioni da scaffale. N. pag. 214.

Condición: OTTIMO USATO. Early language learning in school contexts INGLESE IL LIBRO È USATO, PERTANTO POTREBBE PRESENTARE LIEVI DIFETTI/IMPERFEZIONI. LA FOTO CORRISPONDE AL LIBRO IN VENDITA. Numero pagine 257.

Softcover. X, 269 S. Ehem. Bibliotheksexemplar mit Signatur und Bibl.-Stempel. GUTER Zustand, ein paar Gebrauchsspuren. Ex-library with stamp and library-signature. GOOD condition, some traces of use. AB-0550 9781847692658 Sprache: Englisch Gewicht in Gramm: 350.

Paperback. Condición: Very Good. Paperback in very good condition. Front cover is creased at the upper edge. Covers are clean, binding is sound and content is as unread. LW.

Condición: Good. Original pictorial boards, 8vo.

Soft cover. Condición: Fine +. As new and unread with some minimal shelf-wear, light score marks on cover. As examination of the background to testing vocabulary knowledge in a second language, considering the effect that word frequency and lexical coverage have on learning and communication in a foreign language. An update on issues in accessing vocabulary.

Hard cover. Sewn binding. Cloth over boards. 368 p. Contains: Unspecified. Multilingual Matters, 160. Audience: General/trade. Very good. light shelfwear, slightly bumped corner, no ownership marks.

Soft cover. Condición: Very Good. Slightest of curving. Otherwise VG. It is claimed that immigrant parents have been frequently advised by teachers, doctors and speech therapists to stop speaking the native language at home so as not to confuse children with input from two languages. Whether the case or not, there is no empirical linguistic and social evidence in support. Clearly bi-lingualism is an asset, not a burden and old myths should be buried. 194 pages. Quoted postage for UK 2nd class. Overseas at least £6.60.

Hardcover. Condición: Good. Estado de la sobrecubierta: No Dust Jacket. First Edition. An ex-library copy in original laminated pictorial hard covers. The usual ex-libris markings (but no card pocket). The binding is sound, the text is clean/unmarked, and there is little cover wear. No dust jacket, apparently as issued. Book.

Hardcover. First Edition [1996], unstated. Near Fine: shows only the most minute indications of use. Mild rubbing; head of backstrip very slightly crimped. Binding shows the slightest spine lean, but remains perfectly secure; text clean. Close to 'As New'. NOT a Remainder, Book-Club, or Ex-Library. 8vo. 153pp. First Edition [1996], unstated. Language and Education Library. Hardcover: Laminate Boards. A collection of studies on French immersion focusing on: programme evaluation and assessment; curriculum and instruction; and teacher education. This volume examines the impact of immersion on educational policy, student outcomes, second language curriculum and teacher education.

Condición: very good. Estado de la sobrecubierta: no dustjacket. 8vo pp.133. book.

Hardcover. Condición: Befriedigend. 271 S. m. Abb. Einband berieben und bestoßen, Buchschnitt teilweise fleckig, insgesamt in einem akzeptablen Zustand, Lagerfach F6 F6 //Rechnung mit ausgewiesener MwSt. liegt bei.// Sprache: Englisch Gewicht in Gramm: 623.

Hardcover. Condición: Good. Estado de la sobrecubierta: No Dust Jacket. First Edition. Hardcover. An ex-library copy in original laminated pictorial hard covers. The usual ex-libris markings (but no card pocket). The binding is sound, the text is clean/unmarked, and there is little wear to the covers. No dust jacket, apparently as issued. Book.

Paperback. Condición: new. Paperback. Task-based language teaching is now a well-established pedagogic approach but problematic issues remain, such as whether it is appropriate for all learners and in all instructional contexts. This book draws on the author's experience of working with teachers, together with his knowledge of relevant research and theory, to examine the key issues. It proposes flexible ways in which tasks can be designed and implemented in the language classroom to address the problems that teachers often face with task-based language teaching. It will appeal to researchers and teachers who are interested in task-based language teaching and the practical and theoretical issues involved. It will also be of interest to students and researchers working in the areas of applied linguistics, TESOL and second language acquisition. This book discusses whether task-based language teaching is appropriate for all learners in all instructional contexts. Chapters cover both research and pedagogy and draw on the authors experience of working with teachers to suggest ways of addressing the problems they often face with task-based language teaching. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.