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Author: Agnieszka Otwinowska
Publisher: Multilingual Matters
ISBN: 1783094389
Category : Language Arts & Disciplines
Languages : en
Pages : 300
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Book Description
This book brings together linguistic, psycholinguistic and educational perspectives on the phenomenon of cognate vocabulary across languages. It discusses extensive qualitative and quantitative data on Polish-English cognates and their use by learners/users of English to show the importance of cognates in language acquisition and learning.
Author: Agnieszka Otwinowska
Publisher: Multilingual Matters
ISBN: 1783094389
Category : Language Arts & Disciplines
Languages : en
Pages : 300
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Book Description
This book brings together linguistic, psycholinguistic and educational perspectives on the phenomenon of cognate vocabulary across languages. It discusses extensive qualitative and quantitative data on Polish-English cognates and their use by learners/users of English to show the importance of cognates in language acquisition and learning.
Author: Edward J. Kame'enui
Publisher: Guilford Press
ISBN: 1462504000
Category : Language Arts & Disciplines
Languages : en
Pages : 370
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Book Description
This highly regarded work brings together prominent authorities on vocabulary teaching and learning to provide a comprehensive yet concise guide to effective instruction. The book showcases practical ways to teach specific vocabulary words and word-learning strategies and create engaging, word-rich classrooms. Instructional activities and games for diverse learners are brought to life with detailed examples. Drawing on the most rigorous research available, the editors and contributors distill what PreK-8 teachers need to know and do to support all students' ongoing vocabulary growth and enjoyment of reading. New to This Edition*Reflects the latest research and instructional practices.*New section (five chapters) on pressing current issues in the field: assessment, authentic reading experiences, English language learners, uses of multimedia tools, and the vocabularies of narrative and informational texts.*Contributor panel expanded with additional leading researchers.
Author: Petra Hammer
Publisher: Peter Lang Incorporated, International Academic Publishers
ISBN:
Category : Education
Languages : en
Pages : 248
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Book Description
The authors present first, an examination of the dynamics of first and second language acquisition from a developmental, psychological and semantic perspective, secondly, an analytical framework built from relevant literature within which the role of cognates in second language acquisition is assessed, and finally, a cognate instructional unit with which cognates as an efficient approach to French second language vocabulary acquisition by Anglophones is empirically tested.
Author: Ruben Moran Molina
Publisher: Cognates.org
ISBN:
Category : Foreign Language Study
Languages : en
Pages : 106
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Book Description
From the language mastery era to today's focus on communicative proficiency, language teachers and learners in America and Europe have disregarded the importance of the Cognate Lexis and Syntax that English, Spanish, Portuguese, Italian, and French, among other languages, share. What are Cognates? From the Latin cognatus (co- 'together' + gnatus, pp. of gnasci, 'to be born'), Cognates are words descended from a common ancestor; that is, words having the same linguistic family or derivation (English), la misma familia lingüística o derivación (Spanish), a mesma família lingüística ou derivação (Portuguese), la stessa famiglia linguistica o derivazione (Italian), la même famille linguistique ou dérivation (French). In other words, cognates are those foreign terms we easily understand because they resemble their equivalents in our mother tongues. As a result, we will find for example, that a thousand English -tion nouns have their exact equivalents as Spanish -ción, Portuguese -ção, Italian -zione, and French -tion. This large number of 'similar words and sounds', contrary to what some language learners and teachers think, is not limited to advantageous coincidences; and contrary to what some linguists think, it is not limited to Latin and Greek derivations present in scientific terms. The statistical data provided by our extensive research support the assertion that cognates represent at least 25% of the unique English written words met by Romance language speakers, and vice versa. One of the several outcomes of this research project is The Dictionary of Cognates (DOC), which features 20,000 English-Spanish cognate words + 25,000 frequent cognate collocations. All these words were selected manually from several renowned dictionaries keeping to a minimum infrequent technical, scientific or historical cognate terms. The development of both works, The Dictionary of Cognates and our introduction book on Cognate Linguistics, was based on practicality and frequency rather than on exhaustiveness. Although these books have been introduced in their English - Spanish versions, The Cognate Project as a whole also refers to and applies to Portuguese, Italian, French, Catalan and Romanian. Samples of Portuguese, Italian and French cognates are available at cognates.org, the project’s support site. While reading this book, you will realize that cognate words, collocations and phrases are not regarded as new or foreign by your mind given that they are immediately and effortlessly recognized and comprehended. Actually, our mind does not seem to read foreign words but their cognates in our mother tongue. Even before starting learning a new cognate language, or better said, even without the need of being engaged in the process of learning a new cognate language, the Immediate and Effortless Recognition of Cognates (IERC) is a pleasurable experience. In summary, we can claim that the Cognate Lexis and Syntax shared by certain related languages have not been clearly identified as one of the most important foundations for foreign language acquisition. The teaching and learning approaches and methods available may have overestimated for long the time and effort needed by cognate speakers to learn cognate languages. Additionally, cognates are innate motivators; there is nothing better than comprehensible language to encourage learning and language production. We have disregarded for too long this fantastic linguistic asset of ours; but that is over now. Welcome to the Cognate World.
Author: Rubén Chacón-Beltrán
Publisher: Multilingual Matters
ISBN: 1847694802
Category : Language Arts & Disciplines
Languages : en
Pages : 241
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Book Description
In a field like L2 vocabulary teaching and learning where interest and research studies are burgeoning, this book offers a useful collection of papers that contains new ways of investigating vocabulary development, techniques for vocabulary teaching such as the Focus on Form hypothesis, word associations, and the use of concordance data. In addition, it tackles recent areas of analysis such as the treatment of vocabulary in teaching materials—an area of almost complete neglect in the literature. The book is divided into three parts. Part one provides the overview and deals with the development of a model for vocabulary teaching and learning. Part two focuses on empirical studies on lexical processing in English and Spanish. Part three centers on materials design for vocabulary teaching and learning. The advances made in this book will certainly be of interest to researchers, teachers, and graduate students working on this very active field of inquiry.
Author: Azamat Akbarov
Publisher: Cambridge Scholars Publishing
ISBN: 1443884499
Category : Language Arts & Disciplines
Languages : en
Pages : 590
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Book Description
The Practice of Foreign Language Teaching: Theories and Applications is a collection of essays which will appeal to teachers of modern languages no matter the level of instruction. The volume analyzes the concepts of foreign language education and multicultural competence, including the notion of the intercultural speaker. It also discusses the ways in which language education policy develops, by comparing the theories and purposes of foreign language education. The essays collected here highlight the various different methods and approaches in language teaching, and introduce more experienced teachers to new approaches and teaching ideas. The book will also provide language instructors with the theoretical background and practical solutions they need to decide which approaches, materials, and resources can and should be used in their L2 classrooms.
Author: Michael F. Graves
Publisher: Teachers College Press
ISBN: 0807753750
Category : Education
Languages : en
Pages : 177
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Book Description
Building on Michael Graves's bestseller, The Vocabulary Book, this new resource offers a comprehensive plan for vocabulary instruction that K–12 teachers can use with English language learners. It is broad enough to include instruction for students who are just beginning to build their English vocabularies, as well as for students whose English vocabularies are approaching those of native speakers. The authors describe a four-pronged program that follows these key components: providing rich and varied language experiences; teaching individual words; teaching word learning strategies; and fostering word consciousness. This user-friendly book integrates up-to-date research on best practices into each chapter and includes vignettes, classroom activities, sample lessons, a list of children's literature, and more.
Author: Marlise Horst
Publisher: Oxford University Press
ISBN: 019400290X
Category : Foreign Language Study
Languages : en
Pages : 192
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Book Description
Focus on Vocabulary Learning explores teaching vocabulary to second and foreign language learners aged 5–18. It describes the considerable challenges of learning the vocabulary of a new language from a range of perspectives, and aims to equip teachers with practical solutions to meet these challenges. This book provides corpus-informed insights into teaching the vocabulary that is most useful to learners, and examines classroombased research to identify effective learning strategies. A rich variety of practical activities and examples from real classrooms link theory to practice. ‘Focus on Vocabulary Learning provides valuable guidance on a wide range of topics related to vocabulary teaching and learning in school contexts. The connections between current research findings and useful classroom strategies are very helpful. This engaging and accessible book should become an excellent resource for teachers.’ Stuart Webb, Professor of Applied Linguistics, University of Western Ontario
Author: Jasone Cenoz
Publisher: Cambridge University Press
ISBN: 1009033794
Category : Language Arts & Disciplines
Languages : en
Pages : 116
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Book Description
Learning through the medium of a second or additional language is becoming very common in different parts of the world because of the increasing use of English as the language of instruction and the mobility of populations. This situation demands a specific approach that considers multilingualism as its core. Pedagogical translanguaging is a theoretical and instructional approach that aims at improving language and content competences in school contexts by using resources from the learner's whole linguistic repertoire. Pedagogical translanguaging is learner-centred and endorses the support and development of all the languages used by learners. It fosters the development of metalinguistic awareness by softening of boundaries between languages when learning languages and content. This Element looks at the way pedagogical translanguaging can be applied in language and content classes and how it can be valuable for the protection and promotion of minority languages. This title is also available as Open Access on Cambridge Core.
Author: Isabel L. Beck
Publisher: Guilford Press
ISBN: 146250826X
Category : Language Arts & Disciplines
Languages : en
Pages : 241
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Book Description
Hundreds of thousands of teachers have used this highly practical guide to help K–12 students enlarge their vocabulary and get involved in noticing, understanding, and using new words. Grounded in research, the book explains how to select words for instruction, introduce their meanings, and create engaging learning activities that promote both word knowledge and reading comprehension. The authors are trusted experts who draw on extensive experience in diverse classrooms and schools. Sample lessons and vignettes, children's literature suggestions, "Your Turn" learning activities, and a Study Guide for teachers enhance the book's utility as a classroom resource, professional development tool, or course text. The Study Guide can also be downloaded and printed for ease of use (www.guilford.com/beck-studyguide). New to This Edition *Reflects over a decade of advances in research-based vocabulary instruction. *Chapters on vocabulary and writing; assessment; and differentiating instruction for struggling readers and English language learners, including coverage of response to intervention (RTI). *Expanded discussions of content-area vocabulary and multiple-meaning words. *Many additional examples showing what robust instruction looks like in action. *Appendix with a useful menu of instructional activities. See also the authors' Creating Robust Vocabulary: Frequently Asked Questions and Extended Examples, which includes specific instructional sequences for different grade ranges, as well as Making Sense of Phonics, Second Edition: The Hows and Whys, by Isabel L. Beck and Mark E. Beck, an invaluable resource for K–3.
