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"English language Study and teaching Textbooks for foreign speakers"
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Cognitive-Functional Approaches to the Study of Japanese as a Second Language
This innovative and original volume brings together studies that apply cognitive and functional linguistics to the study of the L2 acquisition of Japanese. With each article grounded on the usage-based model and/or conceptual notions such as foregrounding and subjectivity, the volume sheds light on how cognitive and functional linguistics can help us understand aspects of Japanese acquisition that have been neglected by traditionalists.
eBook
New Trends in Early Foreign Language Learning
This volume is the result of the presentations and discussions carried out at the Conference on Early Foreign Language Learning in Educational Contexts. Bridging Good Practices and Research organized by the University Ramon Lull, the University of Bari and LEND (Lingua e Nuova Didattica) in March 2010. At the Conference, both teachers and researchers met to examine recent language teaching theories and practices from a transnational and intercultural perspective, on the one hand, and on th.
eBook
Cognitive Phonology in Construction Grammar
This textbook is an accessible introduction to both English phonology and phonology in general. It analyzes some central phenomena of the sound system of two standard varieties of English, Southern British English and General American. The framework adopted is Cognitive Linguistics and Construction Grammar, and this entails in particular that all the elements of the sound system are tightly interwoven with the meaningful units: morphemes, words, phrases and sentences. The book contains chapters on articulatory phonetics, sounds and meaning, alternation patterns, word stress and intonation. Each chapter ends with an invitation to analyze English and other languages with the tools of Cognitive Linguistics.
The book is designed for students as well as teachers of English and linguistics, and while the target readership should already have a background in linguistics, a beginner in phonology will find all the basic concepts clearly defined.
eBook
A Comparative Analysis of Global English Textbooks in Terms of the Notion of English as an International Language
The global spread of English in recent decades has raised important questions about the long-standing dominance of nativespeakerism ideology in the field of English Language Teaching (ELT). Current research on ELT materials critically examines the prevalent approach that prioritizes the inner circle countries, their use of English, and their cultural values. These studies also emphasize a growing demand for a broader perspective that integrates both local and global diversity. However, this integration appears to be minimal and remains a relatively underexplored area in current ELT resources. The present study aims to address this gap, analyzing two global textbooks widely used for teaching English in Türkiye: Language Hub Elementary and English File Fourth Edition Elementary. The analysis was conducted within the notion of English as an International Language (EIL) based on Kachru's framework known as the Three Concentric Circles of the English Language. The findings of the analysis revealed that both textbooks fall short of representing the wide range of uses of English and its diverse users worldwide. Language Hub Elementary takes a more inclusive approach by including a variety of characters, accents, and cultural elements from the expanding circle countries. However, English File Fourth Edition Elementary shows clear bias towards inner circle characters, their use of standard language, and elements of Anglo-Saxon culture. The rich tapestry of local cultures in the countries of the outer circle is absent from both books. Similarly, Language Hub Elementary lacks any Turkish cultural elements, while English File Fourth Edition Elementary only offers limited coverage. The findings of this study emphasize the need for more inclusive and culturally diverse ELT materials in a global context and have important implications for both material designers and ELT scholars.
Journal Article
Longitudinal Vocabulary Development in an EMI International School Context: Learners and Texts in EAL, Maths, and Science
This article focuses on vocabulary in the context of English-medium instruction at an international high school in Germany. Longitudinal testing was carried out using the Vocabulary Levels Test (VLT) (Nation, 1983; Schmitt, Schmitt, & Clapham, 2001), with 468 participants tested on entry to their first year of secondary school (Grade 6, aged 10-11 years old) and annually thereafter from 2009 to 2015. Learners with the lowest scores on the high frequency (first 2,000 level) words of the VLT in Grade 6 were nonnative speakers, so they were given English as an additional language support. These learners reached mastery of the first 2,000 of the VLT by Grade 9. Nonnative speakers with higher scores on the VLT and native speakers had mastery of the 2,000 level from Grade 6, and all three groups scored similarly at the 3,000 level and academic sections of the test by Grade 10. A corpus-based lexical analysis of representative textbooks in English as an additional language, maths, and science and learning materials from Grade 6 demonstrates the importance of high-frequency vocabulary in these texts, and that learners need a large vocabulary to deal with these texts, particularly in maths and science.
Journal Article