Ways of Doing helps students discover how they do things, both inside and outside the classroom. Based largely on humanistic principles, it over 100 activities designed to encourage students to think, speak and write in English about areas they may never have discussed in their mother tongue. Ways of Doing is a rich source of stimulating and easy-to-use lesson ideas requiring minimal preparation. The activities, which are suitable for a range of levels and ages, deal with the following areas: — examining the patterns and processes in students' everyday life — exploring both the mother tongue and the foreign language — group dynamics — exploring and exploiting the course book — ways of learning — correction and feedback. There is also a special teacher development section.

This series of learning objectives offers all practitioners a description of the language needed to assure a learner's ability to deal with the challenges presented by everyday communication.

This classroom text consists of 12 units, each based on a theme and containing one or two unabridged literary texts and accompanying activities.

Using Newspapers in the Classroom is a collection of over 130 practical and creative newspaper-based activities to use with young adult and adult learners from pre-intermediate to advanced levels. The activities, which show teachers how to exploit the different features and sections of newspapers, are designed to provide motivating and challenging learning experiences, as well as valuable language practice. Clear lesson plans, sample materials and practical guidelines combine to give teachers of general English and English for specific purposes maximum support for using newspapers in the classroom.

This book identifies the many facets of culture that influence second language learners and teachers. The paperback edition identifies the many facets of culture that influence second language learners and teachers. It addresses the impact of culture on learning to interact, speak, construct meaning, and write in a second language, while staying within the sociocultural paradigms specific to a particular language and its speakers. By providing a comprehensive introduction to research from other disciplines on the interaction between language and culture, this volume offers an important contribution to the field of second language acquisition.

This volume offers an introduction to Russian culture in all its rich diversity, including the historical conditions that helped shape it and the arts that express its highest achievements. Newly commissioned essays by leading scholars explore language, religion, geography, ideological structures, folk ethos and popular culture, literature, music, theater, art, and film. A chronology and guides to further reading are also provided. Overall, the volume reveals, for students, scholars and all those interested in Russia, the dilemmas, strengths, and complexities of the Russian cultural experience.

Testing language for specific purposes (LSP) refers to that branch of language testing in which the test content and test methods are derived from an analysis of a specific language use situation, such as Spanish for business, Japanese for tour guides, Italian for language teachers, or English for air traffic control. LSP tests are usually contrasted with general purpose language tests, in which purpose is more broadly defined, as in the Test of English as a Foreign Language. This book is the first to examine the issues surrounding the implementation of tests for specific purposes. It includes an in-depth discussion of the issues, an examination of the current exams, and a comprehensive overview of the literature. It will be a welcome addition to any language teaching professionals library.

The volume includes original papers dealing with different aspects of the interface between SLA and LT research. Second language acquisition (SLA) and language testing (LT) research have largely been viewed as distinct areas of inquiry in applied linguistics. In recent years, however, there has been greater overlap, or interface, between these two areas, and an increasing commonality of interests, both in terms of the research questions addressed and the empirical approaches taken in dealing with these questions. This paperback edition provides a fresh look at areas of common interest to both SLA and LT research, and ways in which research in these two areas of applied linguistics can be fruitfully integrated. The volume includes original papers dealing with different aspects of the interface between SLA and LT research. This collection thus constitutes a starting point for a continuing and expanding dialogue between SLA and LT researchers.

Beginning to Write contains over 100 writing activities suitable for elementary and intermediate learners. It shows that it is possible to take the teaching of writing seriously at an early stage in language learning. It also recognises the role writing plays in general language learning. The introduction discusses the differences between speaking and writing, the purpose of writing and the real world uses to which it is put. Process writing is discussed in a particularly clear manner and approaches to teaching writing are considered. There are activities: to start learners writing with confidence — that practise such mechanics as capitalisation, spelling and punctuation — that focus on the writing process — that show how vaulable computers can be in teaching writing — that focus on outcomes and on the assessment of writing.

Inevitably, it is in the most commonly used languages that the vocabulary of language testing and assessment is most highly developed, and for which most of the literature has been produced. A multilingual glossary has a significant role to play in encouraging the development of language testing in less widely taught languages. The idea of producing a multilingual glossary of assessment and language testing terms has grown out of the needs experienced by members of the Association of Language Testers in Europe (ALTE) while engaged in work on language testing projects. It is anticipated that this glossary will be of use, not only to members of ALTE, but to many others working in the context of European languages, who are involved in language testing and assessment. The glossary contains entries in ten languages: Catalan, Danish, Dutch, English, French, German, Irish, Italian, Portuguese and Spanish.

A Concise History of Brazil covers almost 500 years of Brazilian history, from the arrival of the Portuguese in the New World to the political events that defined the transition in recent years from an authoritarian to a democratic political regime. Brazilian territorial unity and national identity were forged throughout the nineteenth century, after the proclamation of independence in 1822, resulting in a nation with one common language and wide ethnic and racial variety. Remarkable in this respect, the country nevertheless faces problems of social and ethnic disparity as well as of preservation and adequate use of its natural resources. This book emphasizes topics that have deeply influenced the historical formation of Brazil and affected its existence to the present day, such as the destruction of Indian civilizations, slavery and massive immigration throughout the last decades of the nineteenth century and the first decades of the twentieth century.

In these three essays, Professor Granger explains the process of constructing and evaluating an empirical model. Drawing on a wide range of cases and vignettes from economics, finance, politics and environment economics, as well as from art, literature, and the entertainment industry, Professor Granger combines rigour with intuition to provide a unique and entertaining insight into one of the most important subjects in modern economics. Chapter 1 deals with Specification. The process of specifying a model is discussed using deforestation in the Amazon region of Brazil as an illustration. Chapter 2 considers Evaluation, and argues that insufficent evaluation is undertaken by economists, and that models should be evaluated in terms of the quality of their output. In Chapter 3, the question of how to evaluate forecasts is considered at several levels of increasing depth and using a more sophisticated, technical approach than in the earlier two chapters.

This textbook provides a comprehensive and structured vocabulary for all levels of undergraduate French courses, including relevant higher and further education courses. It offers a broad coverage of concrete and abstract vocabulary relating to the physical, cultural, social, commercial and political environment, as well as exposure to commonly encountered technical terminology. Within each section, words and phrases have been grouped into manageable, assimilable units and broadly 'graded' according to likely usefulness and difficulty. The accompanying exercises for private study and classroom use are designed to reinforce the work done on lists, to develop good dictionary use, to encourage independent and collaborative learning, to promote precision and awareness of nuance and register, and to offer the opportunity for the development of cognate transferable skills, such as communicative competence, teamwork and problem-solving. The division of the book into twenty thematic sections allows it to be easily integrated into a modular course structure.

The Western tradition of philosophy began in Greece with a cluster of thinkers often called the Presocratics, whose influence has been incalculable. They include the early Ionian cosmologists, Pythagoras, Heraclitus, the Eleatics (Parmenides, Melissus, and Zeno), Empedocles, Anaxagoras, the atomists and the sophists. All these thinkers are discussed in this volume both as individuals and collectively in chapters on rational theology, epistemology, psychology, rhetoric and relativism, justice, and poetics. A chapter on causality extends the focus to include historians and medical writers.

Collaborative Action Research for English Language Teachers proposes that action research should be a collaborative process emerging from the practical concerns of groups of teachers working in a common or similar context. Teachers' first-person accounts provide the basis for exploring the challenges and constraints of action research. Collaborative Action Research for English Language Teachers discusses: what collaborative action research is and why it is of interest to classroom teachers; processes and steps in collaborative action research; methods for data collection that integrate with classroom activities and ways of analysing action research data. It will be of interest to teachers seeking new directions for their own professional development as well as to teacher educators, program administrators and researchers interested in integrating collaborative action research into current practice and curriculum renewal.

Research into metaphor has become one of the fastest-growing and important areas of language research over the past twenty years, and metaphor is now recognized as central to language and language use. The implications of these findings are only just beginning to be felt in applied linguistics and this is designed to convey the excitement of metaphor study to a wider applied linguistic audience of researchers, trainers, programme developers and postgraduate students. The authors of the 12 papers are all internationally active researchers, contributing from their various backgrounds to this lively collection. Researching and Applying Metaphor presents a series of case studies plus an innovative initial section which discusses key aspects of researching metaphor in use. It demonstrates how metaphor can be, and needs to be, researched using multiple methods of investigation.

Learner Strategy Use and Performance on Language Tests investigates the relationships between learner strategy use and performance on second language tests. To this effect, it examines the construct validity of two questionnaires, designed within a model of human information processing, that purport to measure testakers' self-reported cognitive and metacognitive strategy use. It then examines the construct validity of the FCE Anchor test, developed by the University of Cambridge Local Examinations Syndicate, to measure second language proficiency. It is a useful resource for those interested in understanding the effects of strategy use on performance, for those interested in training students to use strategies in language classrooms and for those interested in using structural equation modelling as an analytic tool for examining the effects of socio-psychological background variables on performance.

True to Life is a five-level course for adults. To ensure a high level of motivation, the course focuses on contemporary themes, language and learning styles that are relevant to adult learners. The Starter level provides between 40 and 60 hours of class work. The other levels provide between 72 and 96 hours of class work, depending on the various options used. The range of extra materials — photocopiable worksheets, tests and videos — create a comprehensive and flexible teaching package. The ready-made lessons can be used as they stand, saving teacher time, or adapted using the optional activities suggested in the Teacher's Book.

New Interchange is the second edition of interchange, one of the world's most successful English courses for adult and young adult learners at the beginning to intermediate levels. New Interchange incorporates suggestions from students and teachers using the first edition from around the world. It offers more comprehensive grammar presentation and practice, more opportunities to develop listening skills and build fluency, as well as fresh new content in every unit. New Interchange features high-interest topics, a focus on both accuracy and fluency, and a multi-skills syllabus integrating themes, structures, functions, vocabulary, and pronunciation. The underlying philosophy of the course is that language is best learned when used for meaningful communication. New Interchange is written in American English, but reflects the fact that English is the major language of international communication, and is not limited to any one country, region, or culture.

This book provides instruction on the process writers go through to produce texts. It teaches attention to form, format and accuracy. The Instructor's Manual provides chapter summaries and teaching suggestions for the Student's Book.