Desde una concepción dialógica, ofrece contribuciones teóricas y aplicadas representativas del estado del estudio del discurso oral y de sus desarrollos más recientes en el español peninsular y de América.

Esta obra continúa y consolida una línea de trabajo ya iniciada con Historia de las ideas lingüísticas. Gramáticas de la España meridional (2009) donde arrancó un proyecto ambicioso para sacar a la luz facetas poco conocidas de la historiografía lingüística española. En esta ocasión un equipo de siete profesores e investigadores ahondan en el estudio y análisis de gramáticas, lenguas y diccionarios de los siglos XVIII y XIX; como grupo heterogéneo, el tratamiento de los temas parte desde distintas posiciones y se lleva a cabo con metodologías parecidas pero no iguales. El objeto de análisis hace que unos se inclinen por las gramáticas destinadas a la enseñanza del latín, por los textos con los que se estudiaba el español, el francés o el inglés, por las obras que se destinaban a la enseñanza de la gramática a las mujeres (clara discriminación sexual de la época) o por la atención que se presta a los neologismos y su admisión en el léxico especializado del español.

The book contains a selection of papers reflecting cutting-edge developments in the field of learning and teaching second and foreign languages. The contributions are devoted to such issues as classroom-oriented research, sociocultural aspects of language acquisition, individual differences in language learning, teacher development, new strands in second language acquisition research as well as methodological considerations. Because of its scope, the diversity of topics covered and the adoption of various theoretical perspectives, the volume is of interest not only to theorists and researchers but also to methodologists and practitioners, and can be used in courses for graduate students.
Keywords » Foreign Language Instruction - Research Methodology - Second Language Acquisition - Second Language Education
 

The book gives a comprehensive introduction to Comparative Indo-European Linguistics, the first to appear in English. It starts with a presentation of the languages of the family (from English and the other Germanic languages, the Celtic and Slavic languages, Latin, Greek and Sanskrit through Armenian and Albanian) and a discussion of the culture and origin of the Indo-Europeans, the speakers of the Indo-European proto-language, who are considered to have lived in what is today the Ukraine.
The book gives an introduction into the nature of language change and the methods of reconstruction of older language stages, with many examples (from the Indo-European languages). A full description is given of the sound changes, which makes it possible to follow the origin of the different Indo-European languages step by step. This is followed by a discussion of the development of all the morphological categories of Proto-Indo-European.
The book presents the latest in scholarly insights, like the laryngeal and glottalic theory, the accentuation, the ablaut patterns, and these are systematically integrated into the treatment.
While the book presents a large amount of material and discusses many principles and the relevant terminology, it is written in a very readable and lucid style. Use of the book is facilitated by an appendix on phonetics, a glossary, full indexes, and an extensive bibliography. The book can be used as a first introduction to the field, and at the same time brings the reader to the current moment of research.
 

Teaching ESL in Canada is a valuable resource for anyone who teaches English as a Second Language (ESL) in academic or private language schools or to adult newcomers to Canada. The text can be used in TESL classrooms or as a resource for individual professional development.

This book covers all the key topics that are important to anyone teaching ESL in Canada: cultural considerations, teaching methods, lesson planning, skills instruction, assessment, and using technology in the classroom. Teaching ESL in Canada guides the reader through numerous classroom scenarios that are common in our multicultural Canadian classrooms, giving them the opportunity to hone their teaching and problem-solving skills. Written by experts in the field of language learning and instruction; with a foreword by Jennifer Pearson Terell, former president of TESL Canada.
Readership : Individuals training to become teachers of English as a Second Language, as well as in-service ESL teachers.
 

En el libro El lenguaje jurídico actual el doctor Luis María Cazorla Prieto, Catedrático, abogado y escritor, analiza el estado presente de la expresión jurídica oral y escrita, las deficiencias que le son achacables, sus causas y los derroteros por los que se debe transcurrir en pos de un lenguaje jurídico más claro y, en definitiva, más acorde con las exigencias de la sociedad contemporánea.
El libro reúne, además del atractivo de la materia que aborda, el de la forma ensayística y jugosa con que se hace, extremos que revelan la pluma de un jurista y escritor de primera línea.
Encabeza el libro un interesante y hondo prólogo del maestro de juristas y miembro de la Real Academia de la Lengua don Eduardo García de Enterría.
Por su fondo y por su forma El lenguaje jurídico actual tiene como destinatario tanto al jurista en cualquiera de sus vertientes como a todo interesado en los problemas del lenguaje de nuestros días.
 

This lively and inspiring collection of readings is divided into three sections: 'Developing teaching strategies and effective classroom management' covers all major aspects of classroom practice; 'Planning, evaluating and assessing MFL learning' is a guide to the day to day requirements and practicalities of MFL teaching; 'In search of a wider perspective' considers how MFL teaching might develop and expand, and its place outside the classroom. Fully engaged with teaching and learning MFL at a practical level, it illustrates concepts and good practice through a braod range of classroom-based examples and case studies.
Issues covered in this book include:
• maximising potential
• engaging pupils in their learning
• developing listening, reading and oral skills
• use of information communication technology
• assessment and differentiation
• broadening the content of MFL lessons
• role play in the language class
• MFL beyond the classroom.
 

Academic vocabulary is in fashion, as witnessed by the increasing number of books published on the topic. In the first part of this book , Magali Paquot scrutinizes the concept of 'academic vocabulary' and proposes a corpus-driven procedure based on the criteria of keyness, range and evenness of distribution to select academic words that could be part of a common-core academic vocabulary syllabus. In the second part, the author offers a thorough analysis of academic vocabulary in the International Corpus of Learner English (ICLE) and describes the factors that account for learners' difficulties in academic writing. She then focuses on the role of corpora, and more particularly, learner corpora, in EAP material design. It is the first monograph in which Granger's (1996) Contrastive Interlanguage Analysis is used to compare 10 ICLE learner sub-corpora, in order to distinguish between linguistic features that are shared by learners from a wide range of mother tongue backgrounds and unique features that may be transfer-related.

• The final volume of the most comprehensive account of language evolution ever written
• First volume received wide critical acclaim
• Written to be accessible to a wide readership
This is the second of the two closely linked but self-contained volumes that comprise James Hurford's acclaimed exploration of the biological evolution of language. In the first book he looked at the evolutionary origins of meaning, ending as our distant ancestors were about to step over the brink to modern language. He now considers how that step might have been taken and the consequences it undoubtedly had.

The capacity for language lets human beings formulate and express an unlimited range of propositions about real or fictitious worlds. It allows them to communicate these propositions, often overlaid with layers of nuance and irony, to other humans who can then interpret and respond to them. These processes take place at breakneck speed. Using a language means learning a vast number of arbitrary connections between forms and meanings and rules on how to manipulate them, both of which a normal human child can do in its first few years of life. James Hurford looks at how this miracle came about.
 

The Routledge Handbook of Language and Intercultural Communication constitutes a comprehensive introduction to the multidisciplinary field of intercultural communication, drawing on the expertise of leading scholars from diverse backgrounds. The Handbook is structured in five sections and covers historical perspectives, core issues and topics, and new debates in the field, with a particular focus on the language dimension. Among the key themes addressed are: the foundation of intercultural communication; core themes and issues; putting intercultural communication theory into practice; new debates and future directions. The Handbook includes an introduction and overview by the editor, which provides readers with an indication of the focus of each section and chapter.
The Routledge Handbook of Language and Intercultural Communication is the ideal resource for advanced undergraduates and postgraduate students of applied linguistics, TESOL/TEFL and communication studies.