Welcome to our book review site go-pdf.online!
You may have to Search all our reviewed books and magazines, click the sign up button below to create a free account.
Language Teacher Emotion, Identity Learning and Curriculum Reform
This book explores language teachers' identity learning through the lens of teacher emotions. This qualitative study, utilizing a longitudinal case study design, sets out to trace how four college English teachers at the case study university in East China respond emotionally towards the curriculum reform, how teacher identity learning takes place, and how emotions interact with the identity learning processes. Guided by the theoretical framework, this book adopts diversified methods to collect data across one academic year of curriculum implementation. It also discusses the findings which reveal that curriculum reform poses great emotional challenges for English as a Foreign Language (EFL) teachers, teachers who traverse across emotional geographies, orient to feeling rules, and perhaps translate emotion work into emotional capital. This book explores language teachers' identity learning. This book helps the researchers, policymakers, and other stakeholders involved in higher education policymaking to understand how EFL teacher emotions can be utilized to support EFL teachers' identity learning and thus sustain curriculum reform efforts.
Language Curriculum Innovation in a Chinese Secondary School
This book offers a comprehensive overview of the changes in foreign language teachers' cognition and practices during a four-year innovation project at a Chinese secondary school, and explores the factors that influenced the trajectory of those changes. It makes a substantial contribution to research on educational change by offering a longitudinal observation of the facts and voices in EFL settings in China; as such, the book offers a valuable resource for scholars, teacher educators, teachers, and others interested in initiating, managing and evaluating innovations in EFL classrooms.
Discursive Constructions Around Terrorism in the People's Daily (China) and The Sun (UK) Before and After 9.11
How have media constructions around terrorism changed since 9.11? This book analyses the ways that language is employed in the media to reference discourses around terrorism in different social systems and doctrines, and illustrates the ways in which news reporting around terrorism is filtered according to a wide range of phenomena including national interests, the goals of those who run the press, international relations, methods of news production, audience targeting and other historical, political and social factors. This book collects and analyses corpora from news articles in the two most widely read newspapers in China and the UK. Corpus techniques including frequency and keyness are merged with methods associated with critical discourse analysis particularly investigation of social context. This book shows that there is a wide range of possible discursive constructions of terrorism in the media. Such different perspectives are likely to shape national or even global opinion on how to tackle terrorism.
Language Learner Autonomy
This volume offers a collection of essays addressing contemporary issues in foreign and second language education. In particular, it addresses language learner autonomy, both as a theoretical construct and in relation to areas of application such as the Common European Framework of Reference (CEFR), the European Language Portfolio (ELP), teacher training, Content and Language Integrated Learning (CLIL), and minority language provision. The contributors - well-known researchers, policy makers, teachers and teacher trainers - provide a multi-faceted insight into an innovative and influential approach to language education. David Little, to whom the volume is dedicated, was Associate Professor of Applied Linguistics and Head of the School of Linguistic, Speech and Communication Sciences at Trinity College Dublin. He is recognised worldwide as a leading proponent of the theory of language learner autonomy, and has been a driving force behind many influential language education initiatives internationally.
The Cultural Pragmatics of Danger
This book addresses the problems and challenges of studying the discourse of "danger" cross-linguistically and cross-culturally, and proposes the cultural pragmatics of danger as a new field of inquiry. Detailed case studies of several linguacultures include Arabic, Chinese, Danish, English, German, Japanese and Spanish. Focusing on global and local contexts surrounding “living in dangerous times”, this book showcases how the new model of cultural pragmatics can be used to illuminate cultural meanings in discourse. Unlike the universalist approaches to pragmatics, cultural pragmatics focuses on understanding the linguacultural logics of discourse, and in the case of “danger”, the mul...
Research on Second Language Teacher Education
Embracing a sociocultural perspective on human cognition and employing an array of methodological tools for data collection and analysis, this volume documents the complexities of second language teachers’ professional development in diverse L2 teacher education programs around the world, including Asia, South America, Europe, and North America, and traces that development both over time and within the broader cultural, historical and institutional settings and circumstances of teachers’ work. This systematic examination of teacher professional development illuminates in multiple ways the discursive practices that shape teachers’ knowing, thinking, and doing and provides a window into how alternative mediational means can create opportunities for teachers to move toward more theoretically and pedagogically sound instructional practices within the settings and circumstances of their work. The chapters represent both native and nonnative English speaking pre-service and in-service L2 teachers at all levels from K-12 through higher education, and examine significant challenges that are present in L2 teacher education programs.
Modality, Subjectivity, and Semantic Change
This book is a cross-linguistic exploration of semantic and functional change in modal markers. With a focus on Japanese and to a lesser extent Chinese the book is a countercheck to hypotheses built on the Indo-European languages. It also contains numerous illustrations from other languages.
