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For people with various forms of physical disability, extreme slowness of communication is commonplace. In the first part of this book a functional architecture for communication aids is discussed and the idea of automatically supplying the intrinsic redundancy contained in natural communication is explained. The distinctions between adaptive and non-adaptive models of communication are shown and details are given of working predictive text generation systems. One such system is the Reactive Keyboard, and in the second part of the book this ...
This bibliography offers teachers and researchers an annual classified listing of scholarship on written English and its teaching. It includes works that treat written communication, the processes whereby human beings compose and understand written messages, and methods of teaching people to communicate effectively in writing. It cites 1,798 titles that, with few exceptions, were published during the 1988 calendar year. Paper edition (unseen), $14.95. Annotation copyrighted by Book News, Inc., Portland, OR
Textual Patterns introduces corpus resources, tools and analytic frameworks of central relevance to language teachers and teacher educators. Specifically it shows how key word analysis, combined with the systematic study of vocabulary and genre, can form the basis for a corpus informed approach to language teaching. The first part of the book gives the reader a strong grounding in the way in which language teachers can use corpus analysis tools (wordlists, concordances, key words) to describe language patterns in general and text patterns in particular. The second section presents a series of case studies which show how a key word / corpus informed approach to language education can work in practice. The case studies include: General language education (i.e. students in national education systems and those following international examination programmes), foreign languages for academic purposes, literature in language education, business and professional communication, and cultural studies in language education.
This research- and pedagogy-oriented book delves into the study and application of incidental vocabulary acquisition in English through captioned videos. This technology offers EFL students of different ages more opportunities for vocabulary learning compared to the traditional classroom. This book reviews the conceptual, methodological, theoretical, and practical issues associated with captioned videos and offers innovative ideas to help researchers, graduate students, and classroom practitioners enhance learners' vocabulary acquisition at all levels.
A Frequency Dictionary of Mandarin Chinese is an invaluable tool for all learners of Mandarin Chinese, providing a list of the 5,000 words and the 2,000 Chinese characters (simplified) most commonly used in the language. Based on a fifty-million-word corpus composed of spoken, fiction, non-fiction and news texts in current use, the dictionary provides the user with a detailed frequency-based list, as well as alphabetical and part-of-speech indexes. All entries in the frequency list feature the English equivalent and a sample sentence with English translation. The Dictionary also contains thirty thematically organized lists of frequently used words on a variety of topics such as food, weather, travel and time expressions. A Frequency Dictionary of Mandarin Chinese enables students of all levels to maximize their study of Mandarin vocabulary in an efficient and engaging way. It is also an excellent resource for teachers of the language. Former CD content is now available to access at www.routledge.com/9780415455862 as support material. Designed for use by corpus and computational linguists it provides the full text in a format that researchers can process and turn into suitable lists for their own research work.
Originally published in 1992. This book brings together the work of a number of distinguished international researchers engaged in basic research on beginning reading. Individual chapters address various processes and problems in learning to read - including how acquisition gets underway, the contribution of story listening experiences, what is involved in learning to read words, and how readers represent information about written words in memory. In addition, the chapter contributors consider how phonological, onset-rime, and syntactic awareness contribute to reading acquisition, how learning to spell is involved, how reading ability can be explained as a combination of decoding skill plus listening comprehension skill, and what causes reading difficulties and how to study these causes.