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Khian Thai
Khian Thai: Thai Writing Workbook is specially prepared for elementary Thai language classes where the language is initially taught with the use of phonetic symbols. A step-by-step guide to writing Thai, it is based on a thorough linguistic analysis and on tested methodological principles. After completing the book, students should have a firm foundation of the Thai writing system. This workbook was built on a proto-type edition that was used at the National University of Singapore's Thai programme, the world's largest programme of Thai as a foreign languages.
Foreign Language Teaching in Asia and Beyond
This book, comprising two parts, is concerned with both the science and the art of foreign language teaching, with a particular, but not exclusive, focus on Asia. Under the theme of “Theoretical foundation and research”, Part 1 of this book informs the readers about recent efforts in theoretical and empirical research which have had an impact on foreign language teaching or promise to yield results that will shape its future. These studies, not just from the domain of foreign language teaching but also its primary feeder disciplines of linguistics and second language acquisition, offer the necessary theoretical and conceptual foundation for both current and future research and practice. As its theme “Classroom practice and evaluation studies” suggests, Part 2 focuses on new and innovative developments in curricular and classroom practice, all built upon insights from research in the above-mentioned disciplines and poised to become standard practices. These projects include qualitative and quantitative evaluation studies which have yielded insightful data for the refinement and continued development of the projects and their underlying theoretical concepts.
Processes and Process-Orientation in Foreign Language Teaching and Learning
There can be no products without processes. Though this statement may seem to be no more than an overused generalization, it encapsulates the undoubted importance of processes and process-oriented approaches in language teaching and learning. In foreign language education in recent decades, researchers and practitioners alike are increasingly focusing their attention on: 1) the learner as the active subject of learning and the internal processes that constitute his/her learning leading to the development of communicative competence; 2) teaching approaches, curricula and materials that reflect this view of language learning; and 3) other factors such as the sociocultural context, social inter...
Media in Foreign Language Teaching and Learning
While educators and educational psychologists debate the influence of media on learning, there can be little doubt that media is now an integral constituent of any educational context. In particular, computer and internet media, with their immense processing power and multimedia capabilities, can have significant bearing on learning processes and outcomes in today's learning environment. Such media, which are increasingly designed to be highly interactive and adaptable, can enable reflective, productive and communicative activities and have much potential for foreign language learning. The book contains 16 papers which look at different forms of media and explore how these affect or can be u...
Mediums, Monks, and Amulets
Mediums, Monks, and Amulets is a sophisticated yet accessible study of the state of popular Buddhist beliefs as they are practiced in Thailand today. Using a combination of focused case studies and analysis, Pattana Kitiarsa explores the nature and evolution of popular Buddhism over the past three decades by focusing on those individuals who practice, popularize, and profit from it. The case studies profiled in this book include prominent spirit mediums and magic monks, the lottery fever surrounding the posthumous cult of folk singer, Phumphuang Duangchan, the Chatukham‐Rammathep amulet craze, and the cult of wealth attributed to preeminent monk, Luang Pho Khun. It also explores the histor...
Loanwords in the World's Languages
This book is the first work to address the question of what kinds of words get borrowed in a systematic and comparative perspective. It studies lexical borrowing behavior on the basis of a world-wide sample of 40 languages, both major languages and minor languages, and both languages with heavy borrowing and languages with little lexical influence from other languages. The book is the result of a five-year project bringing together a unique group of specialists of many different languages and areas. The introductory chapters provide a general up-to-date introduction to language contact at the word level, as well as a presentation of the project's methodology. All the chapters are based on sa...
A Journey through the Content and Language Integrated Learning Landscape
Interest in Content and Language Integrated Learning (CLIL), in Europe and beyond, has increased exponentially since it first appeared on the scene in Europe in the early 1990s. CLIL has grown to become a much-discussed topic of language education today, with the number of publications pertaining to the field continuing to increase. Researchers, teachers, teacher trainers, course planners and others involved in CLIL are constantly searching for new studies to help them understand how CLIL is evolving and how best it can be implemented. As the concept is now informing the pedagogical principles of different educational realities, research and reflection are now required to further understand ...
A Cognitive Grammar Approach to Teaching Tense and Aspect in the L2 Context
This volume links Cognitive Grammar explanations to the area of second-language learning and instructed grammar teaching. It represents a contribution to empirically based knowledge promoting a new perspective on the process of teaching and learning about English language structures. The theoretical part of the book provides an overview of the basic tenets of Cognitive Grammar, and discusses elements of the theory that are of crucial importance for understanding English tense and aspect structures. The second part brings together these two fields of study and tests a Cognitive Grammar approach to teaching tense and aspect to less advanced learners of English. To this end, an experimental study was conducted, comparing the effects of Cognitive Grammar-inspired instruction on the language learning process with those of teaching methods which employ more traditional grammatical descriptions. As such, the book is of particular relevance to Cognitive Grammar research, and second-language learning and teaching research, and for learners and teachers of a foreign language.
Recent Perspectives on Task-Based Language Learning and Teaching
The last three decades have witnessed a growth of interest in research on tasks from various perspectives and numerous books and collections of articles have been published focusing on the notion of task and its utility in different contexts. Nevertheless, what is lacking is a multi-faceted examination of tasks from different important perspectives. This edited volume, with four sections of three chapters each, views tasks and Task-based Language Teaching (TBLT) from four distinct (but complementary) vantage points. In the first section, all chapters view tasks from a cognitive-interactionist angle with each addressing one key facet of either cognition or interaction (or both) in different contexts (CALL and EFL/ESL). Section two hinges on the idea that language teaching and learning is perhaps best conceptualized, understood, and investigated within a complexity theory framework which accounts for the dynamicity and interrelatedness of the variables involved. Viewing TBLT from a sociocultural lens is what connects the chapters included in the third section. Finally, the fourth section views TBLT from pedagogical and curricular vantage points.
Bridging the Humor Barrier
The language barrier is a familiar term, but what exactly is the humor barrier? Humor is a universal phenomenon, but the cultural variance in how humor is used can prove to be a major obstacle for English language learners hoping to communicate effectively in cross-cultural contexts. While a growing number of researchers have explored the importance of helping language learners better understand the humor of the target culture, in Bridging the Humor Barrier: Humor Competency Training in English Language Teaching, editors John Rucynski Jr. and Caleb Prichard bring together language teachers and researchers from a range of cultural and teaching contexts to tackle how to actually overcome the h...
