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Language and Learning: An Introduction for Teaching 6th Revised edition [Minkštas viršelis]

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(, Former Senior Lecturer at Deakin University), (, Senior Lecturer, Education, Australian Catholic University), (, Professor of Education and former Dean of Faculty of Education, Australian Catholic University), (, Former Head of Depa)
  • Formatas: Paperback / softback, 384 pages, aukštis x plotis x storis: 256x191x14 mm, weight: 736 g, 20 illustrations
  • Išleidimo metai: 21-Nov-2014
  • Leidėjas: OUP Australia and New Zealand
  • ISBN-10: 0195522265
  • ISBN-13: 9780195522266
Kitos knygos pagal šią temą:
Language and Learning: An Introduction for Teaching 6th Revised editionDidesnis paveikslėlis
  • Formatas: Paperback / softback, 384 pages, aukštis x plotis x storis: 256x191x14 mm, weight: 736 g, 20 illustrations
  • Išleidimo metai: 21-Nov-2014
  • Leidėjas: OUP Australia and New Zealand
  • ISBN-10: 0195522265
  • ISBN-13: 9780195522266
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9780195522266.html
Raktažodžiai:
The sixth edition of Language and Learning continues to provide an accessible and comprehensive introduction to the nature and function of language and language learning and its implications for teaching. Written specifically for teacher-education students, it covers a range of language theories and uses relevant examples for applying them in the classroom.

The book aims to support teachers in expanding their knowledge about language, in order to assist them to understand and implement curriculum guidelines, and to interpret current policies and future initiatives.

Fully revised and updated, this edition builds on the sociocultural constructivist view of language and emphasises the changing nature of literacy, the breadth of multi literacies, and the importance of embracing new forms of language and literacy, such as the language of the internet, to enable students to participate effectively in society.
List Of Figures
xii
List Of Tables
xiii
Preface xv
PART 1 LANGUAGE AND CULTURE
1(102)
Chapter 1 An Overview Of Language And Learning
3(26)
In this chapter
4(1)
Why study language?
4(1)
How has Language been studied?
4(4)
What is language and why do we have it?
8(1)
Different dimensions of language
9(2)
Function and form of language
10(1)
Language is both personal and sociocultural
10(1)
Language, ideology and power
11(3)
Characteristics of language
14(3)
Language, thinking and learning
17(1)
Language and literacy
18(4)
Towards a definition of language
22(3)
Summary
25(1)
Implications for teaching
26(3)
Chapter 2 Using Language
29(31)
In this chapter
30(1)
Functions of language
30(17)
Making sense of our environment
32(1)
Language as social interaction
33(3)
Language and social values
36(2)
Language to exchange information
38(2)
Learning language functions
40(2)
Language for structuring reality
42(5)
Language and communication
47(7)
What is communication?
48(2)
Factors influencing communication
50(4)
Improving our communication skills
54(1)
Summary
55(1)
Implications for teaching
56(4)
Chapter 3 Language Variation
60(43)
In this chapter
61(2)
Language and groups
63(2)
Language and culture
65(2)
Differing cultures
67(1)
Language, culture and thought
68(6)
Sexism and racism in language
71(3)
Language and society
74(13)
Language difference, language deviance or language deficit?
74(5)
Language variation and gender
79(8)
Language in Australia
87(10)
The language of instruction
89(3)
Language attitudes
92(1)
What should teachers do?
93(1)
Slang
94(1)
Language change
95(2)
Variation in written language: different genres
97(1)
Summary
98(1)
Implications for teaching
98(5)
PART 2 LINGUISTICS AND LANGUAGE STRUCTURE
103(118)
Chapter 4 An Introduction To Linguistics And Grammar
105(25)
In this chapter
106(1)
A study of language
106(1)
Linguistics and grammar
107(5)
Traditional grammar and functional grammar
112(14)
Critical language awareness
116(1)
Teaching grammar
117(7)
Useful aspects of grammar for teaching and learning
124(2)
Summary
126(1)
Implications for teaching
127(3)
Chapter 5 Discourse Analysis/Text Linguistics
130(30)
In this chapter
131(1)
Beyond the sentence
131(2)
Understanding genre
133(12)
Narrative
138(2)
Recount
140(1)
Procedure
141(1)
Report
142(1)
Explanation
143(1)
Persuasive exposition
143(2)
Playing with genres
145(2)
Teaching genre
147(1)
Top-level structure
147(5)
Patterns in specialised texts
150(2)
Text cohesion and cohesive ties
152(5)
Summary
157(1)
Implications for teaching
157(3)
Chapter 6 Syntax, Morphology And Lexicology
160(28)
In this chapter
161(1)
The study of language at the sentence level
161(1)
Syntax
161(5)
English syntax
162(2)
English sentences
164(2)
Morphology and lexicology
166(5)
What do you know about our words?
167(1)
Morphology
168(1)
Creating words
169(2)
The function of words in sentences
171(1)
Semantic features or properties of words
172(1)
Origins of words
172(12)
History of the English language
172(6)
The nature of English spelling
178(2)
Factors influencing English spelling
180(4)
Summary
184(1)
Implications for teaching
185(3)
Chapter 7 Phonology And The Relationship Between Letters And Sounds
188(20)
In this chapter
189(9)
Why study phonology and letter-sound knowledge?
198
Phonetics, phonology and phonological awareness
191(1)
How are speech sounds produced?
192(10)
Definitions of some common terms
193(1)
Different types of sounds
194(3)
Suprasegmental elements
197(1)
Paralinguistic and kinesic features
198(4)
Summary
202(1)
Implications for teaching
203(5)
Chapter 8 Differences Between Speech And Writing
208(13)
In this chapter
209(1)
Code differences
209(3)
Text density
212(1)
Possible difficulties with the written language
213(4)
Interrupting constructions
214(1)
Long subject-noun phrases
215(1)
Subject nominal clauses
215(1)
`Advanced' relative clauses
215(1)
Non-finite and verbless clauses
215(1)
Elliptical constructions [ ellipses]
216(1)
Writing for children
217(2)
Rule 1 Use familiar vocabulary
217(1)
Rule 2 Use short sentences
217(1)
Rule 3 Keep subordination to a minimum
217(1)
Writing instructions and examination questions
218(1)
Summary
219(1)
Implications for teaching
219(2)
PART 3 LANGUAGE AND LEARNING
221(97)
Chapter 9 Learning Language
223(36)
In this chapter
224(1)
Learning language
224(1)
Problems with language development research
225(24)
Different theories
225(5)
Results of language learning research since Chomsky
230(1)
The beginnings of language as interaction
231(2)
The first words
233(1)
The first sentences: a grammatical approach
234(2)
The first sentences: meaning and function
236(3)
Development by stages: some problems
239(5)
Later changes in children's language
244(5)
What teachers can expect
249(1)
Processes of language learning
249(2)
Language learning as social interaction
251(4)
Neurobiological perspective
254(1)
Summary
255(1)
Implications for teaching
255(4)
Chapter 10 Learning An Additional Language
259(18)
In this chapter
260(1)
Theories and approaches
260(3)
Defining our terms: additional language learning
263(1)
Factors that influence additional language learning
264(9)
Cognitive factors
265(1)
Affective factors
266(1)
Additional language learning strategies
267(1)
What do additional language learners have to learn?
268(1)
Teaching and learning in the classroom
269(4)
Summary
273(1)
Implications for teaching
274(3)
Chapter 11 Learning Literacy
277(23)
In this chapter
278(1)
What do we mean by literacy?
278(2)
Critical education, critical literacy
280(3)
Literacy: what is to be learned?
283(5)
Text code-breaker
284(1)
Text meaning-maker
285(1)
Text user
285(1)
Text analyst
285(3)
Learning the writing system
288(3)
Learning to write
291(3)
Summary
294(1)
Implications for teaching
295(5)
Chapter 12 Learning And Language: A Summary
300(18)
In this chapter
301(1)
What is learning?
301(6)
How does language facilitate learning?
307(3)
Language learning in the classroom
310(3)
Summary
313(5)
Appendix 1 Australian English Phonemes 318(1)
Appendix 2 Classification Of English Consonants 319(1)
Glossary Of Language Terms 320(7)
References 327(18)
Index 345
Marie Emmitt is Professor of Education and former Dean of Faculty of Education, Australian Catholic University

Matthew Zbaracki is a Senior Lecturer in the Faculty of Education, Australian Catholic University

Linda Komesaroff was Senior Lecturer at Deakin University, prior to leaving academia

John Pollock was Head of Department of Industry Education, RMIT, prior to retiring