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Grammar-Writing Connections teaches intermediate students the grammar items and structures that will give a more literate and natural sound to their writing. Unlike most other textbooks that are available, Grammar-Writing Connections goes beyond teaching the writing process so as to provide instruction on the grammatical tools necessary to produce good writing. Grammar-Writing Connections reviews the grammar and common writing mistakes and then teaches grammar- and writing-related vocabulary and structures. Each unit features a variety of original exercises for practicing the grammar and includes in-class or at-home activities plus a longer writing assignment. The book is accompanied by the CD-ROM ESL Baseball and Other Games. The CD-ROM offers software that provides additional practice directly correlated to, but not repetitive of, the text. The software is not sold separately. This textbook is also sold individually (978-0-472-03309-6).
"With Image Grammar, visual images are everything," says author Harry Noden. "This is why both teachers with struggling students and those with AP students have embraced the book through 15 printings." Each chapter is divided into two sections: concepts that show how professional writers develop their art and lesson strategies to implement these concepts in the classroom. New and expanded concepts in the second edition include: an introduction to grammatical chunks expanded discussion of the five basic brush strokes and examination of advanced brush strokes presentation on the nonfiction model explanation of the character wheel-a visual aid that helps students to write both a nonfiction and fiction character sketch. Plus, the updated and expanded CD includes customizable files of the 60+ strategies; reproducible handouts; images and quotes for projection in the classroom; and dozens of weblinks.
An important contribution to the emerging body of research-based knowledge about English grammar, this volume presents empirical studies along with syntheses and overviews of previous and ongoing work on the teaching and learning of grammar for learners of English as a second/foreign language. It explores a variety of approaches, including form-focused instruction, content and language integration, corpus-based lexicogrammatical approaches, and social perspectives on grammar instruction. Nine chapter authors are Priority Research Grant or Doctoral Dissertation Grant awardees from The International Research Foundation for English Language Education (TIRF), and four overview chapters are written by well-known experts in English language education. Each research chapter addresses issues that motivated the research, the context of the research, data collection and analysis, findings and discussion, and implications for practice, policy, and future research. The TIRF-sponsored research was made possible by a generous gift from Betty Azar. This book honors her contributions to the field and recognizes her generosity in collaborating with TIRF to support research on English grammar. Teaching and Learning English Grammar is the second volume in the Global Research on Teaching and Learning English Series, co-published by Routledge and TIRF.
This book examines the place of talk in learning and the role of such talk in literacy education. It builds on a strong tradition of research into the role of talk in constructing curriculum knowledge, the relationship between talking and thinking, and the significance of extended, in-depth dialogic interaction in classroom talk. However, it differs from tradition with its emphasis on the need to make the role of language in learning more visible and more explicit. This book places particular emphasis on the relationship between dialogic pedagogy and language-based approaches to learning. Contributions range from discussions on educational linguistics and dialogic pedagogy as complementary perspectives to needs of students for whom English is an additional language or dialect. This volume was originally published as a special issue of Research Papers in Education.
Grammar, Meaning, and Concepts: A Discourse-Based Approach to English Grammar is a book for language teachers and learners that focuses on the meanings of grammatical constructions within discourse, rather than on language as structure governed by rigid rules. This text emphasizes the ways in which users of language construct meaning, express viewpoints, and depict imageries using the conceptual, meaning-filled categories that underlie all of grammar. Written by a team of authors with years of experience teaching grammar to future teachers of English, this book puts grammar in the context of real language and illustrates grammar in use through an abundance of authentic data examples. Each chapter also provides a variety of activities that focus on grammar, genre, discourse, and meaning, which can be used as they are or can be adapted for classroom practice. The activities are also designed to raise awareness about discourse, grammar, and meaning in all facets of everyday life, and can be used as springboards for upper high school, undergraduate, and graduate level research projects and inquiry-based grammatical analysis. Grammar, Meaning, and Concepts is an ideal textbook for those in the areas of teacher education, discourse analysis, applied linguistics, second language teaching, ESL, EFL, and communications who are looking to teach and learn grammar from a dynamic perspective.
Graph grammars originated in the late 60s, motivated by considerations about pattern recognition and compiler construction. Since then the list of areas which have interacted with the development of graph grammars has grown quite impressively. Besides the aforementioned areas it includes software specification and development, VLSI layout schemes, database design, modeling of concurrent systems, massively parallel computer architectures, logic programming, computer animation, developmental biology, music composition, visual languages, and many others.The area of graph grammars and graph transformations generalizes formal language theory based on strings and the theory of term rewriting based on trees. As a matter of fact within the area of graph grammars, graph transformation is considered a fundamental programming paradigm where computation includes specification, programming, and implementation.Over the last 25-odd years graph grammars have developed at a steady pace into a theoretically attractive and well-motivated research field. In particular, they are now based on very solid foundations, which are presented in this volume. Volume 1 of the indispensable Handbook of Graph Grammars and Computing by Graph Transformations includes a state-of-the-art presentation of the foundations of all the basic approaches to rule-based graph specification and transformation: algebraic approach, logic approach, node-based rewriting, (hyper)edge-based rewriting, programmed graph rewriting, and 2-structures. The book has been written in a tutorial/survey style to enhance its usefulness.
Many linguists have believed that there is no connection between culture and language structures. This study reviews some of the literature supporting vocabulary connections, hypotheses for other connections, and critical views of this type of hypothesis. Precisely such a connection is developed employing a functional view of language and grammaticization principles. Using a world-wide probability sample of forty-nine languages, an association between culture and the grammatical coding of deictics is tested and statistically found to be corroborated to a very significant extent. Suggestions are included on how some of the concepts used and developed in this study might be extended.