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Intelligibility is the term most generally used to address the complex of criteria that describe, broadly, how useful someone’s English is when talking or writing to someone else. Set within the paradigm of world Englishes – which posits that the Englishes of the world may be seen as flexibly categorized into three Circles (Inner, Outer, Expanding) in terms of their historical developments – this text provides a comprehensive overview of the definitions and scopes of intelligibility, comprehensibility and interpretability, and addresses key topics within this paradigm: Who – if anyone – provides the models and norms for a given population of English users? Hybridity and creativity in world Englishes Evaluating paradigms: misinformation and disinformation Practicalities of dealing with the widening variety of Englishes Is English "falling apart"? The much-debated issue of intelligibility touches not only sociolinguistic theory but all aspects of English language teaching, second language acquisition, language curriculum planning, and regional or national language planning. Designed for students, teacher educators, and scholars internationally, each chapter includes ‘Topics for Discussion and Assignments’ and ‘Suggestions for Further Reading’.
West of Kabul, East of San Francisco is the highlights of my life story. Keeping a diary is not common in developing countries such as Afghanistan, and this makes autobiographies less common in these countries. The existing biographies and autobiographies in the Islamic countries are mostly those about the Prophet Mohammad and other important religious figures or monarchs. These biographies, however, are full of praise. This historic precedent has also had its effect on autobiographies written by Western-educated Afghans. They too are full of praise and criticisms of rivals, rarely talking about their own problems and weaknesses. In other words, they are mostly self-centered and egotistical in nature. In West of Kabul, East of San Francisco, I have tried to be as objective as possible in avoiding such pitfalls. I describe events and relationships as realistically as possible. But I realize that no one can entirely escape the influence of their mother culture.
This book forms an invaluable reference work for all teachers of second languages and researchers in the field of L2 acquisition. It discusses the contribution that modern research into L2 acquisition makes to the curriculum development process. It also provides the reader with arguments for and against the various approaches to teaching.