Discourse and Language Education is part of the Cambridge Language Teaching Library series. Discourse analysis describes how such communication is structured, so that it is socially appropriate and linguistically accurate. This book gives practical experience in analyzing discourse and the study of written language. The analyses show the ways we use linguistic signals to carry out our discourse goals and the differences between written and spoken language as well as across languages. This text can be used as a manual in teacher education courses and linguistics and communications courses. It will be of great interest to second language teachers, foreign language teachers, and special education teachers (especially those involved with the hearing impaired).

An updated edition of this comprehensive narrative history, first published in 1989, incorporating a new chapter on the latest developments in Russian literature and additional bibliographical information. The individual chapters are by well-known specialists, and provide chronological coverage from the medieval period on, giving particular attention to the nineteenth and twentieth centuries, and including extensive discussion of works written outside the Soviet Union. The book is accessible to students and non-specialists, as well as to scholars of literature, and provides a wealth of information.

Teachers who are making the transition into management need to gain expertise in specialist areas such as finance, marketing and personnel. This book is the first to provide a comprehensive and practical introduction to these areas written specifically for those working in the field of English language teaching. The book is divided into three sections which deal with three key areas: People and organisations covers staff selection and development, managing curriculum development and innovation, and organising resources and information. It emphasises the importance of communication. Marketing begins by defining marketing and describing 'the marketing mix'. It goes on to offer detailed guidance for developing and implementing a marketing plan. Finance deals with the essential aspects of finance — financial records and statements, cashflow management, management accounting and using financial information — in terms which are accessible to non-specialists. The book gives clear explanations in each area supported by examples and case studies drawn from the author's own extensive experience. Each chapter contains a set of follow-up activities which reinforce and develop the content of the chapter by relating it to practical issues. The book also contains a bibliography for further reading. Management in English Language Teaching will be a valuable book for teachers whose career development is taking them to management positions as well as for more experienced managers.

Cambridge Skills for Fluency is a learner-centred range of materials designed specifically to develop students' fluency and confidence in listening, speaking, reading and writing. The books are at four levels from pre-intermediate through to advanced and are suitable for use as supplementary texts or as core texts on skills development courses. Each book in the Cambridge Skills for Fluency series: promotes fluency by presenting a wide variety of both old and new topics in creative and imaginative ways • genuinely engages students' interest and encourages them to share personal reactions and opinions fluently • focuses on a particular skill but the other skills are integrated in a way that reflects real life use of language • contains twenty units designed to take about an hour of class time, a detailed contents map and brief teaching notes.

Interchange is a multi-level course for adult and young adult learners of English from beginning to high-intermediate level. Designed for low-intermediate learners, Level Two covers a range of contemporary topics using an approach that integrates the teaching of grammar and meaningful communicative practice. Written in American English, Interchange reflects the fact that English is a language of international communication, not limited to any one country, region, or culture. The multi-skills syllabus on which the course is based integrates structural, functional, lexical, phonological, situational, and thematic syllabi. The methodology reflects a communicative approach, with an emphasis on both fluency and accuracy.

This is part of a course specifically designed for pre-intermediate learners, allowing those who come from a broad range of previous learning situations to enter at this level and make progress, without presupposing knowledge from another coursebook.

Interchange is a three-level course for learners of English as a foreign language. Written in American English, Interchange reflects the fact that English is a language of international communication. The multi-skills syllabus on which the course is based integrates structural, functional, lexical, phonological, situational and thematic syllabuses, while the methodology emphasises a communicative approach, focusing on both accuracy and fluency. Interchange is attractively designed to appeal to adult and young adult learners who want a course that provides them with extensive opportunities to express their own ideas and opinions, while developing the skills they need to communicate effectively in English.Key Features of the Course are: Snapshots' contain interesting real-world information to stimulate thought and discussion related to the themes of the units; Conversations present structures and functions in a situational context and serve as language models for speaking tasks; Word Power' exercises present and practice key language used in each unit; Pair work, group work, and role-play activities provide freer and more personalised practice of the language; All four skills are developed through discrete exercises and within integrated activities; Special tasks called Interchange activities' provide a communicative extension to each unit, allowing learners to use the language they have acquired in creative ways; Review units after every three units review and recycle material; Tests accompanying the review units are in the teacher's book and are photocopiable; Interchange was field-tested widely in many countries before publication Level 1 takes learners from false-beginner to low-intermediate level, presenting and practising basic language items with opportunities for personalisation right from the start. Level 2 extends and develops language from Level 1, through a range of motivating material, taking learners up to the intermediate level. For intermediate learners and above, Level 3 further extends the grammatical, functional and lexical skills of learners, with challenging contemporary readings and recordings.

This book provides a synthesis of concepts and materials that ordinarily appear separately in time series and econometrics literature, presenting a comprehensive review of both theoretical and applied concepts. Perhaps the most novel feature of the book is its use of Kalman filtering together with econometric and time series methodology. From a technical point of view, state space models and the Kalman filter play a key role in the statistical treatment of structural time series models. This technique was originally developed in control engineering but is becoming increasingly important in economics and operations research. The book is primarily concerned with modeling economic and social time series and with addressing the special problems that the treatment of such series pose.

Training Foreign Language Teachers is aimed at anyone in the area of foreign language teaching who is engaged in designing, running or taking part in teacher education programmes. The book begins by examining some current models of teacher education. It goes on to describe the notion of the teacher as 'reflective practitioner' — someone who reflects on the practice of their profession as a way of developing their expertise in it. Training Foreign Language Teachers explores ways in which a reflective approach can be applied to many areas of the teacher education programme, including: — classroom observation; — microteaching; — design and assesment of teacher education programmes. The book contains many suggestions for practical work and discussion, and numerous applications to actual situations, including an extended case-study.

This is part of a course specifically designed for pre-intermediate learners, allowing those who come from a broad range of previous learning situations to enter at this level and make progress, without presupposing knowledge from another coursebook.

Richards explains how effective language teaching involves a network of interactions between curriculum, methodology, teachers, learners, instructional materials. Each chapter discusses and examines the theoretical and practical dimensions of a central issue in language teaching. Topics covered include the nature of effective teaching, self-monitoring in teacher development, language and content, and teaching listening, speaking, reading and writing. Richards presents key issues in an accessible and highly readable style, and shows how teachers and teachers-in-training can be involved in the investigation of classroom teaching and learning. The emphasis is not on prescriptions but rather on developing effective teaching through understanding the various factors that interact in second language learning and in the second language classroom.

King John had a distinguished life on the eighteenth and nineteenth-century stage, and this edition presents the fullest account of its stage history. The play's political importance, its rich and varied language, and its skillful design suggest that King John deserves a high place among Shakespeare's historical tragedies. The textual analysis includes examination of several disputed emendations to the text. In the appendix, Beaurline surveys the arguments about the dating of Shakespeare's King John and the anonymous Troublesome Reign of King John, presenting new evidence for the possibility that Shakespeare's play was written first.

Henry VIII was one of Shakespeare's most popular plays in the eighteenth and nineteenth centuries when great actors took the roles of Queen Katherine and Cardinal Wolsey, and elaborate pageantry was much extended. It has not been staged so frequently in the twentieth century, but a number of important recent productions have revealed the theatrical potential of a more complete text. Professor Margeson considers and illustrates the stage history of the play, and gives a balanced account of the authorship controversy from the mid-nineteenth century, when John Fletcher's name was first put forward as a collaborator, to recent scholarship, which has not yet reached a consensus. The Introduction considers the political and religious background of the play, its pageant-like structure and visual effects, and its varied ironies. The commentary is detailed but concise, explaining difficult passages and contemporary references, and suggesting how the play might have been staged in an Elizabethan theatre, or might still be staged for a modern audience.

Interchange is a multi-level course for adult and young adult learners of English from beginning to high-intermediate level. Designed for low-intermediate learners, Level Two covers a range of contemporary topics using an approach that integrates the teaching of grammar and meaningful communicative practice. Written in American English, Interchange reflects the fact that English is a language of international communication, not limited to any one country, region, or culture. The multi-skills syllabus on which the course is based integrates structural, functional, lexical, phonological, situational, and thematic syllabi. The methodology reflects a communicative approach, with an emphasis on both fluency and accuracy.

This is a student-centred book which contains 50 case studies based on real life situations. The case studies meet the requirements of all business studies GCSE syllabuses and are also suitable for other introductory business studies courses in schools and colleges.

This text presents the findings of a major investigation of second language proficiency in various groups of school-aged learners. The paperback edition presents the findings of a major investigation of second language proficiency in various groups of school-aged learners, and invites a frank appraisal of the research from an outside panel of experts. The theoretical and practical implications of the study are the subject of a lively debate focused on three main research issues: the nature of second language proficiency, the impact of classroom treatment on second language learning, and the role of social and individual factors in bilingual development. This original collection of articles will be of interest to all those concerned with policy and practice in second language education.

Pictures for Language Learning is richly illustrated and provides a valuable guide to the role of pictures and other visual materials in language teaching. It brings together a wealth of ideas on how to use pictures in a wide range of language learning situations. The first section discusses the contribution visuals can make to all the classroom settings in providing real opportunities for students to communicate, whether they are working as a class, in groups or in pairs. Sections B and C contain over 200 practical suggestions for picture-generated language work. These make use of visual materials which are readily available to teachers anywhere or illustrations which have been kept simple so that they can be copied easily. The activities can be integrated into all stages of the language teaching process and advice is given on how to adapt the ideas to suit different teaching environments. The final section describes the process of setting up a picture library and offers guidance on where to begin looking for visuals, how to categorise pictures and different methods of storage.

The author shows how similarities and differences between languages can influence grammar, vocabulary, and pronunciation acquisition. The paperback edition is a collection of original essays that approaches second language acquisition from a linguistic rather than a sociological, psychological, or purely pedagogical perspective. A wide range of viewpoints and approaches is represented. However, all authors agree on the fundamental importance of linguistic theory in the study of second language acquisition. Few works have explored in depth how a second language is acquired and what the second language learner must do mentally to achieve proficiency in another language. The essays in this book provide an incisive analysis of these questions. For greater accessibility, the chapters are arranged topically from those covering the broad area of theories of acquisition to those focusing specifically on syntax, semantics, pragmatics, lexicon, and phonology in another language.

Issues of language curriculum development underlie all stages in the planning and implementation of language teaching programmes. This authoritative collection of papers argues for these isses to be made explicit. The stages which the book deals with are: curriculum planning, specification of ends and means, programme implementation, and classroom implementation. Evaluation is also of crucial relevance at each stage. The 'curriculum' is taken to mean all the factors which contribute to the teaching and learning situation, and the emphasis of the book is on the interdependence of these factors. The contributors are leading practitioners and researchers with experience in various parts of the world. They identify the problems faced and the directions to be followed in relating current theory with practice in curriculum development. This collection will be of key interest to teachers, teacher-trainers, course directors and designers, and all others concerned with designing and implementing language programmes.