Böcker i Oxford Applied Linguistics-serien

This new, fully updated edition continues to provide an authoritative and highly readable introduction to key areas of theory and research in second language acquisition.

A comprehensive overview of research methodology in applied linguistics which describes the various stages of qualitative and quantitative investigations, from collecting the data to reporting the results.

Taguchi and Roever present the latest developments in second language pragmatics research, combining acquisitional and sociolinguistic perspectives.

This book explores the contemporary phenomenon of English as an international language, and sets out to analyse how and why the language has become so dominant. It looks at the spread of English historically, at the role it plays in Third World countries, and at the ideologies transmitted through the English language.

Home to the most innovative studies in its field, the Oxford Applied Linguistics series furthers research in English teaching and learning, and provides strong foundations for language pedagogy.

Representing a major statement of the research being conducted on the learning of second languages from a sociocultural perspective, this book - with a theoretical, and a separate empirical part - covers topics that include learning and teaching languages in the zone of proximal development, and L1 mediation in the acquisition of L2 grammar.

Explores the relationship between research, teaching, and tasks. This book shows how research and task-based teaching can mutually inform each other and illuminate the areas of task-based course design, methodology, and assessment.

Accessible introduction to rapidly growing field of interest across disciplines. Explains key constructs: chaos; complexity; dynamic systems; emergence etc. Demonstrates applications to areas of applied linguistics. Illustrates how complex systems thinking can challenge established ideas. Discusses implications for theory, research, and practice.

Donald Freeman examines how core ideas and practices in educating second language teachers relate to and differ from teacher education in other content areas. He weaves together research in general and second language teacher education with accounts of experience and practice to examine how background knowledge is defined in language teaching. Throughout, Freeman demonstrates how understanding the processes of teacher learning, knowing, thinking, and reflecting are 'the same things done differently' in second language teacher education. Educating Second Language Teachers reconsiders pre- and in-service teacher education, and proposes a detailed, comprehensive design theory for teacher education. "e;A masterful account of the landscape of second language teacher education and the development of its theoretical assumptions and practices. It offers a unique and original conceptualization of the field and will be an invaluable resource for teachers, teacher educators and researchers."e; Jack C. Richards, University of Sydney and University of AucklandAdditional online resources are available atwww.oup.com/elt/teacher/eslt Donald Freeman is Associate Professor of Education at the University of Michigan. Oxford Applied Linguistics Series Advisers: Anne Burns and Diane Larsen-Freeman

This book has two goals, each related to the validity oflanguage assessment. The first goal is to explore the differencebetween fairness and justice in language assessment. Theauthors distinguish internal and external dimensions of theequitable and just treatment of individuals taking languagetests which are used as gatekeeping devices to determineaccess to education and employment, immigrant status,citizenship, and other rights. The second goal is to show howthe extent of test fairness can be demonstrated and improvedusing the tools of psychometrics, in particular the modelscollectively known as Rasch measurement. "e;This book will have an enormous impact on the field oflanguage assessment. Using Rasch analysis models toexplore and identify sources of unfairness, the authorsmake a compelling case for fairness in the design andimplementation of language assessment instruments andfor justice in the interpretation and use of test results. A real strength of the book is that it guides readers throughanalytical techniques in an accessible way."e;Dan Douglas, Professor Emeritus, Applied Linguistics Program,Iowa State University.

Janet Enever explores the complex forces that shape nationaland local language education policymaking for the earlyintroduction of English as a foreign language at primary andpre-primary levels worldwide. This is the first book of itskind demonstrating the extent to which English is nowperceived as a prerequisite for participation in the globaleconomy, reflecting the rapid development of early startEnglish now exploding across Asia, Latin America, and otherfast-growing economies. "e;This is a timely and important book. Professor Eneverdemonstrates comprehensive knowledge of primary Englishpolicy and practice in a range of countries and, from a soundtheoretical framework, draws together evidence to showhow policies are all too often guided by short-term politicalconsiderations rather than sound educational practice. Whilst critiquing inappropriate practice, she also analysesthe conditions which have the potential to lead to quality -and equitable - English language programmes at theprimary level."e;David Hayes, Department of Applied Linguistics,Brock University, Canada

The Psychology of Second Language Acquisition offers a systematic and accessible overview of the main psychological areas and theories in order to keep abreast of the ongoing paradigm shift.

This is the first book dedicated exclusively to presenting the current state of scholarship on multilingual development and language use among adolescents. Drawing upon the fast-growing interdisciplinary field of youth studies, the book provides a detailed examination of the linguistic, cognitive, and literacy development of multilingual teenagers in home, school, community, and global contexts.Areas covered include: effective needs analysis using the CEFR as a resource for course planning writing scenarios for classroom teaching and assessment triangulating course objectives, materials, and learners' goals key terminologyExtra resources are available on the website:www.oup.com/elt/teacher/lcpBrian North is a co-author of the CEFR and of its companion volume, and wasChair of Eaquals from 2005 to 2010. Mila Angelova is the Academic Vice Chair of Eaquals and Head Director ofStudies at AVO Language and Examination Centre, in Sofia. Elzbieta Jarosz is a member of the Eaquals Certification Panel and is theAcademic Director of Gama College, in Krakow. Richard Rossner is a co-founder of Eaquals, and a co-author of the EuropeanProfiling Grid and the Eaquals Framework.