This collection of articles offers descriptions of the negation system in 16 languages. As not much is known about negation systems in non-European languages, the first aim of the volume is to provide data on various aspects on negation; for all articles these data were collected on the basis of the same questionnaire. Most work on this subject deals with syntactic aspects of negation; this volume attempts to include pragmatic and semantic issues as well, such as the expression of negative indefinites, interaction of negation and quantifiers, the scope of negation, and the choice of a particular form of negation in cases where there are several ways to express this.
This prize-winning, readable introduction to research in language acquisition is recommended reading for second language teachers worldwide. Now in its 4th edition, How Languages are Learned is highly valued for the way it relates language acquisition theory to classroom teaching and learning and draws practical implications from the research for the language classroom. How Languages are Learned is widely-used as a reference book on teacher training courses, and for new and experienced practising teachers.
The Rosetta Stone software utilizes a combination of images, text, and sound, with difficulty levels increasing as the student progresses, in order to teach various vocabulary terms and grammatical functions intuitively, without drills or translation. Their award-winning method is called the Dynamic Immersion method. The goal is to teach languages the way first languages are learnt.
This volume compiles a unique yet complementary collection of chapters that take a strategic comparative perspective on education systems, regions of the world, and/or ethnolinguistic communities with a focus on non-dominant languages and cultures in education. Comparison and contrast within each article and across articles illustrates the potential for using home languages - which in many cases are in non-dominant positions relative to other languages in society - in inclusive multilingual and multicultural forms of education.
The studies in this collection address a topic that has recently become the focus of considerable interest in second language acquisition (SLA) research: the acquisition of articles. Languages appear to vary in whether they have articles (English, German, Norwegian do, but Chinese, Japanese, Russian do not). Languages that have articles also appear to divide into those that realise definiteness (e.g. English) and those that realise specificity (e.g. Samoan). When speakers of one type of language learn an L2 of a different type, issues of central concern to SLA research arise..
