This volume is a collection of 13 chapters, each devoted to a particular issue that is crucial to our understanding of the way learners acquire, learn, and use an L2 sound system. In addition, it spans both theory and application in L2 phonology.

Arguing that national standards are not written to support effective instruction and assessment, Marzano (Cardinal Stritch U.) and Haystead propose a way to transform them into usable aids for instruction, with an emphasis on formative assessment in the classroom. They claim that the standards propose too much content and that they mix multiple dimensions in a single statement.

All teachers want their students to become independent learners, but even motivated students are reluctant to take responsibility for their own learning. So what every teacher needs is this book's tried-and-true method for gradually enabling students to take on more of the work of classroom learning.

This volume contains seventeen papers on coordinating constructions in languages from different families and different continents (see p.vii for a world map showing the most important languages treated in this book). The definition of the term coordination will be discussed in some detail in §11 below. For the moment we take it for granted that coordinating constructions can be identified on the basis of their symmetry: A construction [A B] is considered coordinate if the two parts A and B have the same status (in some sense that needs to be specified further), whereas it is not coordinate if it is asymmetrical and one of the parts is clearly more salient or important, while the other part is in some sense subordinate.

This grammar is in the tradition of the Quirk family of grammars, such as the work of Huddleston, Burton-Roberts, Aarts & Wekker. Quirk, Greenbaum, Leech, and Svartvik’s work in turn is based on a long tradition of grammarians such as Jespersen, Kruisinga, Poutsma, and Zandvoort.