TextBooks Shop

Developing literacy in English can no longer be thought of as learning only language to communicate meanings. The role of images in our everyday environment is increasingly prominent. The ways in which language is used is changing in combination with images to construct meanings. In Teaching Multimodal Literacy in English as a Foreign Language, the multimodal nature of contemporary 'Englishes' in conventional and computer-based formats, informs the practical teaching/learning experiences of students. This book introduces a theoretical framework incorporating functional visual and verbal grammar as a basis for teaching multimodal literacy in English and includes practical illustrations of teaching/learning activities for learners from the early years of schooling to adult education. The emphasis throughout is on the intercultural understanding needed by the learner to comprehend and compose multimodal texts in the social and cultural contexts of English as a foreign language. The book also acknowledges the increasing integration of sound effects, music, gesture and spatial meanings, and digital rhetorical features of hyperlinks, windows, split screens and other semiotic resources in electronic texts.

Are you a beginner teacher? Do you know how to choose a textbook for your pupils ? Have you ever experienced when you entered a book shop that shelves are filled vith different kinds of language books and you have no idea how to choose the possibly best one? If you want answers to this question, this book will help you because it gives a detailed analysis of how can we choose a really good textbook. The aim of this work is to show the importance of language textbooks. Having become acquainted with the different types of textbooks the selection will be much more easier. Although you will be familiar with two language books which were published 30 years ago, they are equally appropriate to show the most important features you have to pay attention at, like the form and usage of language, text, picture, grammar, vocabulary and phonology. This work demonstrates the two choosen language books in detail, and helps you to choose the best possible textbook.

"I am finding the Smart Spanish CDs just as effective and enjoyable as the acclaimed Smart French CDs invented by onetime French diplomat Christian Aubert. I can highly recommend either or both." William Martin, ex-political editor, Oakland Tribune "I'm delighted to discover that the people behind SmartFrench are bringing out SmartSpanish, offering in a different language the same brilliantly simple idea executed with the same commitment to excellence... SmartFrench provided me with the key breakthrough, boosting my confidence quickly, and boosting it so dramatically that I was no longer haunted by anxieties about badly accented pronunciation and speech rhythms. I highly recommend the SmartFrench (and SmartSpanish) approach. No matter what other sources you use in your language learning, the Smart thing to do is give yourself this key to confidence." Ian Jackson, CEO Breathplay, inc, Dallas

This digital document is an article from Language, Learning & Technology, published by University of Hawaii, National Foreign Language Resource Center on June 1, 2010. The length of the article is 405 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available immediately after purchase. You can view it with any web browser.Citation DetailsTitle: New NFLRC publications.(NEWS FROM SPONSORING ORGANIZATIONS)('Research Among Learners of Chinese as a Foreign Language,' 'Manchu: A Textbook for Reading Documents,' 'Agency and Student Voice,' and 'Young Learner Development with Co-Learning Adults')(Book review)Author: UnavailablePublication: Language, Learning & Technology (Magazine/Journal)Date: June 1, 2010Publisher: University of Hawaii, National Foreign Language Resource CenterVolume: 14 Issue: 2 Page: 12(2)Article Type: Book reviewDistributed by Gale, a part of Cengage Learning

This book is about activity sequencing in Foreign Language Teaching. It is divided into two parts. Part I includes the operationalisation of the construct of activity sequencing, definition and analysis of the P-P-P (?Presentation-Practice-Production model of activity sequencing?), application of cognitive psychology to teaching sequencing and a critical review of the CPM (?Communicative Processes-based model of activity sequencing?) and other contemporary sequencing models from pedagogic and cognitive perspectives. Part II describes the quasi-experimental study implemented to determine the influence on learning of the CPM in contrast to the P-P-P. Key findings confirm the importance of activity sequencing in TEFL and draw our attention to the fact that, in order to be effective, activity sequencing should go hand in hand with the sequence(s) of cognitive processes. This book will be valuable to researchers in foreign language teaching methodology and graduate students in applied linguistics, particularly for those who believe in the need of developing empirical studies in real-life classrooms and of applying Cognitive Psychology to foreign language teaching research.

The first advanced Korean reading text for non-native speakers, Selected Readings in Korean consists of eighteen lessons on diverse, stimulating topics such as Korean traditions, culture, and society. It is designed for use by students who have completed the fourth-year-level in Korean (approximately five hundred class hours) or the equivalent. Each lesson consists of six sections: pre-reading group activities, which not only serve as a schema for efficient comprehension of the reading text to follow, but also help students broaden their relevant knowledge; an authentic main reading text on an informative and interesting topic; explanations in Korean and English of words that may be unfamiliar to students, including words indicating abstract or culture-specific concepts; explanations of idiomatic expressions; extensive exercises intended to help students master the contents of the text, new vocabulary, and grammar while improving their composition and oral presentation skills; and post-reading activities designed to further thinking and group discussion on subjects related to the main topic of the lesson. Appended are translations of the main reading texts of all eighteen lessons and a Korean-English glossary. Overall, special effort has been made to render the volume learner-centered and learner-friendly.

Intermediate to advanced reading level students sharpen their test-taking skills with this program of five complete practice tests and answer key, updated to reflect the 1995 changes to the TOEFL.