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|b .V35 2020eb
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|a HCDD
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|a Valenzuela, Hannah.
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|a Linguistics for TESOL :
|b theory and practice /
|c Hannah Valenzuela.
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|a Cham :
|b Palgrave Macmillan,
|c 2020.
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|a 1 online resource (214 pages)
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|a text
|b txt
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|a Intro -- Introduction and Acknowledgements -- Contents -- List of Figures -- List of Tables -- Abbreviations -- 1: What Is Language? -- 1.1 Language as a Rule-Bound System -- 1.2 Language as a Way to Shape Our Minds and Our Worlds -- 1.3 Language as a Tool for Social Interaction -- 1.4 Language as a Set of Brain Impulses -- References -- 2: Variation -- 2.1 What Is English, and What Is It Not? -- 2.2 Models of the Global Context -- 2.2.1 Kachru's Circles -- 2.2.2 Pluricentric Model -- 2.2.3 Ripples in a Pond -- 2.3 Functional Variation -- 2.4 Dialects and Accents
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|a 2.5 Pidgins and Creoles -- 2.6 Acrolects and Basilects -- 2.7 Code-Switching -- 2.8 Hierarchy and Power -- References -- 3: Phonemes -- 3.1 What Is the Study of Sounds? -- 3.2 What Are Phonemes? -- 3.3 The Lingua Franca Core -- 3.4 Consonants -- 3.5 Vowels -- 3.6 Allophones -- 3.7 Consonant Clusters -- 3.8 Sounds and Spelling -- 3.9 More About Spelling -- References -- 4: Pronunciation Beyond Phonemes -- 4.1 Assimilation -- 4.2 Elision -- 4.3 Intrusion -- 4.4 Liaison -- 4.5 Unstressed Vowels -- 4.6 Syllable Structure -- 4.7 Word Stress -- 4.8 Intonation -- 4.9 Sentence Stress
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|a References-5: Morphology-5.1 How Does English Acquire New Words?-5.2 Shortening Words to Create New Ones-5.3 New Uses for Old Words and Brand-New Words-5.4 Derivation-5.5 Focus on Form and Focus on Forms-5.6 Wordlists-References-6: Grammar-6.1 What Is Grammar?-6.2 To Teach, or Not to Teach Grammar-6.3 Grammar Basics-6.4 Phrases-6.5 Verbs-6.6 Nouns-6.7 Adjectives-6.8 Adverbs-6.9 Determiners-6.10 Pronouns-6.11 Conjunctions-6.12 Interjections-6.13 Prepositions-References-7: Semantics-7.1 Collocation and Semantic Preference
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|a 7.2 Semantic Prosody -- 7.3 Semantic Relations -- 7.4 Similes -- 7.5 Metaphors -- 7.6 Synonyms and Antonyms -- 7.7 Hyponymy -- 7.8 Metonymy -- 7.9 Homophones -- 7.10 Homonyms -- 7.11 Homographs -- 7.12 Polysemy -- 7.13 Semantic Role -- References -- 8: Pragmatics -- 8.1 The Pragmatics of Interactions -- 8.2 Contexts and Assumptions -- 8.3 Politeness Theory -- 8.4 Positioning Theory -- 8.5 Speech Acts -- 8.6 Intercultural Communication -- Classroom Activity: Dotty -- 8.7 Should We Teach Pragmatics? -- References -- 9: Discourse -- 9.1 What Are Discourse and Discourse Analysis?
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|a 9.2 Cohesion -- 9.3 Coherence -- 9.4 Register and Genre -- 9.5 Writtenness and Spokenness -- 9.6 Conversation Analysis -- References -- Index
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|a Includes bibliographical references and index.
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|a "Linguistics for TESOL tackles the common problem that TESOL/TEFL/AL students have rarely been previously taught much about language itself. Presenting contemporary issues about language and English in a straightforward, balanced way with a light touch, the author's teacher personality comes across engagingly. It provides useful training exercises linking practically to the classroom. I would certainly use it with my classes."--Vivian Cook, Newcastle University, UK "This engaging book brings a practitioner's viewpoint to bear on those issues in applied linguistics that impact on the teaching of English. The author effectively bridges the theory-practice divide, making an accessible introductory text for teachers entering the field, or, for more experienced teachers, an effective means of deepening their professional knowledge base." --Scott Thornbury, The New School, USA This textbook proposes a theoretical approach to linguistics in relation to teaching English. Combining research with practical classroom strategies and activities, it aims to satisfy the needs of new and experienced TESOL practitioners, helping them to understand the features of the English language and how those features impact on students in the classroom. The author provides a toolkit of strategies and practical teaching ideas to inspire and support practitioners in the classroom, encouraging reflection through regular stop-and-think tasks, so that practitioners have the opportunity to deepen their understanding and relate it to their own experience and practice. This book will appeal to students and practitioners in the fields of applied linguistics, TESOL, EAL, English language and linguistics, EAP, and business English. Hannah Valenzuela is Senior Lecturer at the University of Derby, UK where she leads the TESOL pathway of the BA (Hons) Education Studies programme. She has been a languages teaching professional for over twenty years. After many years living and working abroad as an English language teacher and teacher trainer, she returned to the UK and spent eight years teaching Spanish and French. She has carried out research into evidence-based languages teaching methodology, and is currently researching EAL provision and policy in secondary education
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|a English language
|x Study and teaching
|x Foreign speakers.
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|a English language
|x Study and teaching
|x Foreign speakers
|2 fast
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| 758 |
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|i has work:
|a Linguistics for TESOL (Text)
|1 https://id.oclc.org/worldcat/entity/E39PCFxYjHckDhKCTjvRXDV3cP
|4 https://id.oclc.org/worldcat/ontology/hasWork
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| 776 |
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|i Print version:
|a Valenzuela, Hannah.
|t Linguistics for TESOL : Theory and Practice.
|d Cham : Springer International Publishing AG, ©2020
|z 9783030409319
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| 856 |
4 |
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|u https://holycross.idm.oclc.org/login?auth=cas&url=https://link.springer.com/10.1007/978-3-030-40932-6
|y Click for online access
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|a SPRING-ED2020
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|a 92
|b HCD
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