Pronunciation fundamentals :: evidence-based perspectives for L2 teaching and research /
The emergence of empirical approaches to L2 pronunciation research and teaching is a powerful fourth wave in the history of the field. Authored by two leading proponents of evidence-based instruction, this volume surveys both foundational and cutting-edge empirical work and pinpoints its ramificatio...
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Amsterdam ; Philadelphia :
John Benjamins Publishing Company,
[2015]
|
| Schriftenreihe: | Language learning and language teaching ;
v. 42. |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | The emergence of empirical approaches to L2 pronunciation research and teaching is a powerful fourth wave in the history of the field. Authored by two leading proponents of evidence-based instruction, this volume surveys both foundational and cutting-edge empirical work and pinpoints its ramifications for pedagogy. The authors begin by tracing the history of pronunciation instruction and explicating L2 phonetic learning processes. Subsequent chapters explore the themes, strengths, and ethical problems of the field through the lens of the intelligibility principle. The importance of error gravity, and the need for assessment and individualized instruction are highlighted, and the role of L2 accents in social contexts is probed. Material readily available elsewhere has been omitted in favour of an emphasis on the how, why, and when of pronunciation instruction. Anyone with an interest in L2 pronunciation-especially graduate students, language teachers, and experienced researchers-will find much value in this indispensible resource. |
| Beschreibung: | 1 online resource (xii, 208 pages) : illustrations |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 9789027268594 9027268592 |
| ISSN: | 1569-9471 ; |
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| 504 | |a Includes bibliographical references and index. | ||
| 588 | 0 | |a Print version record and CIP data provided by publisher. | |
| 520 | 8 | |a The emergence of empirical approaches to L2 pronunciation research and teaching is a powerful fourth wave in the history of the field. Authored by two leading proponents of evidence-based instruction, this volume surveys both foundational and cutting-edge empirical work and pinpoints its ramifications for pedagogy. The authors begin by tracing the history of pronunciation instruction and explicating L2 phonetic learning processes. Subsequent chapters explore the themes, strengths, and ethical problems of the field through the lens of the intelligibility principle. The importance of error gravity, and the need for assessment and individualized instruction are highlighted, and the role of L2 accents in social contexts is probed. Material readily available elsewhere has been omitted in favour of an emphasis on the how, why, and when of pronunciation instruction. Anyone with an interest in L2 pronunciation-especially graduate students, language teachers, and experienced researchers-will find much value in this indispensible resource. | |
| 505 | 0 | |a Pronunciation Fundamentals -- Editorial page -- Title page -- LCC data -- Dedication page -- Table of contents -- Foreword -- How to use this book -- Acknowledgements -- chapter 1 -- Key concepts -- Introduction -- Essential terminology -- Nativeness and Intelligibility Principles -- An evidence-based approach to pronunciation teaching and teaching materials -- Setting the record straight -- Overview of pronunciation fundamentals: Evidence-based perspectives for L2 teaching and research -- chapter 2 -- Historical overview of pronunciation -- Introduction -- Descriptions of English phonetics for teaching purposes -- Orthography -- Sociolinguistic influences -- Classroom teaching materials and innovations -- Textbooks -- Technological developments -- Research on adult phonetic learning -- Research on pronunciation teaching -- chapter 3 -- A pedagogical perspective on L2 phonetic acquisition -- Introduction -- The phonetic learning process -- Factors influencing phonetic learning -- Language Experience, Personal and Instructional Factors -- Other influences -- Applying research findings in the pronunciation classroom -- Age -- Language experience -- Motivational influences -- Aptitude -- Instruction -- Summary -- chapter 4 -- Pronunciation errors and error gravity -- Introduction -- What counts as an error? -- Classifying learners' errors -- Segmental errors -- Prosodic errors -- Other problems -- Explaining why pronunciation errors occur -- Contrastive analysis -- Error analysis -- Weaknesses of CAH and error analysis as theoretical accounts of L2 speech -- Best's perceptual assimilation model -- Flege's speech learning model -- Comparing newer and older approaches -- Other approaches -- Are theoretical accounts of errors useful in the classroom? -- Determining error gravity -- Functional load -- Summary -- chapter 5. | |
| 505 | 8 | |a Pronunciation instruction research -- Introduction -- Is pronunciation taught in L2 classrooms? -- Teaching resources -- Do teachers have sufficient training to teach pronunciation? -- Should non-native speakers teach L2 pronunciation? -- Conducting classroom-based research: Is pronunciation instruction effective? -- Curriculum issues -- Is pronunciation better taught in stand-alone or integrated classrooms? -- Should pronunciation instruction be offered in shared L1 or mixed L1 classes? -- When should pronunciation be introduced? -- Curriculum development -- Needs analysis -- Goal-setting -- Syllabus design, materials development and resource selection -- Instructional planning and implementation -- Assessment -- Revision -- Preparing students for standardized tests -- Summary -- chapter 6 -- Assessment of L2 pronunciation -- Introduction -- Testing pronunciation in the classroom -- Needs assessment -- Formative assessment -- Summative assessments -- Test materials -- What does the instructor need to know to evaluate effectively? -- Testing pronunciation beyond the classroom -- Reliability and validity -- Technology and assessment -- Summary -- chapter 7 -- Technology in L2 pronunciation instruction -- Introduction -- Implementing technology in classroom pedagogy -- Using digitized speech -- Visual representations of speech -- Computer-assisted pronunciation training -- The internet and language teaching -- Summary -- chapter 8 -- Social aspects of accent -- Introduction -- The importance of accent -- Attitudes towards accented speech -- The stigma of a foreign accent -- L2 accent and identity -- The role of context -- World Englishes and English as a Lingua Franca -- Role of the interlocutor -- Willingness to communicate -- Pedagogical implications -- Summary -- chapter 9 -- The ethics of second language accent reduction -- Introduction. | |
| 505 | 8 | |a Accent reduction -- The business model -- Accent modification -- The medical model -- Pronunciation instructors -- Summary -- chapter 10 -- Future directions -- Directions for pronunciation research -- Directions for teaching -- Directions for assessment -- Directions for technology -- Implementation issues -- Content issues -- Expansion of activity types -- Directions for the larger society -- Glossary -- Glossary -- References -- Subject Index -- Author Index. | |
| 650 | 0 | |a Language and languages |x Study and teaching. |0 http://id.loc.gov/authorities/subjects/sh85074536 | |
| 650 | 0 | |a Language and languages |x Pronunciation for foreign speakers. | |
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| 650 | 6 | |a Actes de parole. | |
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| 650 | 7 | |a LANGUAGE ARTS & DISCIPLINES |x Grammar & Punctuation. |2 bisacsh | |
| 650 | 7 | |a LANGUAGE ARTS & DISCIPLINES |x Linguistics |x General. |2 bisacsh | |
| 650 | 7 | |a LANGUAGE ARTS & DISCIPLINES |x Readers. |2 bisacsh | |
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Datensatz im Suchindex
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| adam_text | |
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| author | Derwing, Tracey M. Munro, Murray J. |
| author_GND | http://id.loc.gov/authorities/names/n2015014784 http://id.loc.gov/authorities/names/n2006077457 |
| author_facet | Derwing, Tracey M. Munro, Murray J. |
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| callnumber-search | P53.2963 |
| callnumber-sort | P 253.2963 |
| callnumber-subject | P - Philology and Linguistics |
| collection | ZDB-4-EBA |
| contents | Pronunciation Fundamentals -- Editorial page -- Title page -- LCC data -- Dedication page -- Table of contents -- Foreword -- How to use this book -- Acknowledgements -- chapter 1 -- Key concepts -- Introduction -- Essential terminology -- Nativeness and Intelligibility Principles -- An evidence-based approach to pronunciation teaching and teaching materials -- Setting the record straight -- Overview of pronunciation fundamentals: Evidence-based perspectives for L2 teaching and research -- chapter 2 -- Historical overview of pronunciation -- Introduction -- Descriptions of English phonetics for teaching purposes -- Orthography -- Sociolinguistic influences -- Classroom teaching materials and innovations -- Textbooks -- Technological developments -- Research on adult phonetic learning -- Research on pronunciation teaching -- chapter 3 -- A pedagogical perspective on L2 phonetic acquisition -- Introduction -- The phonetic learning process -- Factors influencing phonetic learning -- Language Experience, Personal and Instructional Factors -- Other influences -- Applying research findings in the pronunciation classroom -- Age -- Language experience -- Motivational influences -- Aptitude -- Instruction -- Summary -- chapter 4 -- Pronunciation errors and error gravity -- Introduction -- What counts as an error? -- Classifying learners' errors -- Segmental errors -- Prosodic errors -- Other problems -- Explaining why pronunciation errors occur -- Contrastive analysis -- Error analysis -- Weaknesses of CAH and error analysis as theoretical accounts of L2 speech -- Best's perceptual assimilation model -- Flege's speech learning model -- Comparing newer and older approaches -- Other approaches -- Are theoretical accounts of errors useful in the classroom? -- Determining error gravity -- Functional load -- Summary -- chapter 5. Pronunciation instruction research -- Introduction -- Is pronunciation taught in L2 classrooms? -- Teaching resources -- Do teachers have sufficient training to teach pronunciation? -- Should non-native speakers teach L2 pronunciation? -- Conducting classroom-based research: Is pronunciation instruction effective? -- Curriculum issues -- Is pronunciation better taught in stand-alone or integrated classrooms? -- Should pronunciation instruction be offered in shared L1 or mixed L1 classes? -- When should pronunciation be introduced? -- Curriculum development -- Needs analysis -- Goal-setting -- Syllabus design, materials development and resource selection -- Instructional planning and implementation -- Assessment -- Revision -- Preparing students for standardized tests -- Summary -- chapter 6 -- Assessment of L2 pronunciation -- Introduction -- Testing pronunciation in the classroom -- Needs assessment -- Formative assessment -- Summative assessments -- Test materials -- What does the instructor need to know to evaluate effectively? -- Testing pronunciation beyond the classroom -- Reliability and validity -- Technology and assessment -- Summary -- chapter 7 -- Technology in L2 pronunciation instruction -- Introduction -- Implementing technology in classroom pedagogy -- Using digitized speech -- Visual representations of speech -- Computer-assisted pronunciation training -- The internet and language teaching -- Summary -- chapter 8 -- Social aspects of accent -- Introduction -- The importance of accent -- Attitudes towards accented speech -- The stigma of a foreign accent -- L2 accent and identity -- The role of context -- World Englishes and English as a Lingua Franca -- Role of the interlocutor -- Willingness to communicate -- Pedagogical implications -- Summary -- chapter 9 -- The ethics of second language accent reduction -- Introduction. Accent reduction -- The business model -- Accent modification -- The medical model -- Pronunciation instructors -- Summary -- chapter 10 -- Future directions -- Directions for pronunciation research -- Directions for teaching -- Directions for assessment -- Directions for technology -- Implementation issues -- Content issues -- Expansion of activity types -- Directions for the larger society -- Glossary -- Glossary -- References -- Subject Index -- Author Index. |
| ctrlnum | (OCoLC)904801341 |
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| discipline | Sprachwissenschaft |
| format | Electronic eBook |
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| genre | Electronic book. |
| genre_facet | Electronic book. |
| id | ZDB-4-EBA-ocn904801341 |
| illustrated | Illustrated |
| indexdate | 2024-11-27T13:26:31Z |
| institution | BVB |
| isbn | 9789027268594 9027268592 |
| issn | 1569-9471 ; |
| language | English |
| lccn | 2015010019 |
| oclc_num | 904801341 |
| open_access_boolean | |
| owner | MAIN DE-863 DE-BY-FWS |
| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource (xii, 208 pages) : illustrations |
| psigel | ZDB-4-EBA |
| publishDate | 2015 |
| publishDateSearch | 2015 |
| publishDateSort | 2015 |
| publisher | John Benjamins Publishing Company, |
| record_format | marc |
| series | Language learning and language teaching ; |
| series2 | Language learning & language teaching, |
| spelling | Derwing, Tracey M., author. http://id.loc.gov/authorities/names/n2015014784 Pronunciation fundamentals : evidence-based perspectives for L2 teaching and research / Tracey M. Derwing, University of Alberta ; Murray J. Munro, Simon Fraser University. Amsterdam ; Philadelphia : John Benjamins Publishing Company, [2015] 1 online resource (xii, 208 pages) : illustrations text txt rdacontent computer c rdamedia online resource cr rdacarrier Language learning & language teaching, 1569-9471 ; v. 42 Includes bibliographical references and index. Print version record and CIP data provided by publisher. The emergence of empirical approaches to L2 pronunciation research and teaching is a powerful fourth wave in the history of the field. Authored by two leading proponents of evidence-based instruction, this volume surveys both foundational and cutting-edge empirical work and pinpoints its ramifications for pedagogy. The authors begin by tracing the history of pronunciation instruction and explicating L2 phonetic learning processes. Subsequent chapters explore the themes, strengths, and ethical problems of the field through the lens of the intelligibility principle. The importance of error gravity, and the need for assessment and individualized instruction are highlighted, and the role of L2 accents in social contexts is probed. Material readily available elsewhere has been omitted in favour of an emphasis on the how, why, and when of pronunciation instruction. Anyone with an interest in L2 pronunciation-especially graduate students, language teachers, and experienced researchers-will find much value in this indispensible resource. Pronunciation Fundamentals -- Editorial page -- Title page -- LCC data -- Dedication page -- Table of contents -- Foreword -- How to use this book -- Acknowledgements -- chapter 1 -- Key concepts -- Introduction -- Essential terminology -- Nativeness and Intelligibility Principles -- An evidence-based approach to pronunciation teaching and teaching materials -- Setting the record straight -- Overview of pronunciation fundamentals: Evidence-based perspectives for L2 teaching and research -- chapter 2 -- Historical overview of pronunciation -- Introduction -- Descriptions of English phonetics for teaching purposes -- Orthography -- Sociolinguistic influences -- Classroom teaching materials and innovations -- Textbooks -- Technological developments -- Research on adult phonetic learning -- Research on pronunciation teaching -- chapter 3 -- A pedagogical perspective on L2 phonetic acquisition -- Introduction -- The phonetic learning process -- Factors influencing phonetic learning -- Language Experience, Personal and Instructional Factors -- Other influences -- Applying research findings in the pronunciation classroom -- Age -- Language experience -- Motivational influences -- Aptitude -- Instruction -- Summary -- chapter 4 -- Pronunciation errors and error gravity -- Introduction -- What counts as an error? -- Classifying learners' errors -- Segmental errors -- Prosodic errors -- Other problems -- Explaining why pronunciation errors occur -- Contrastive analysis -- Error analysis -- Weaknesses of CAH and error analysis as theoretical accounts of L2 speech -- Best's perceptual assimilation model -- Flege's speech learning model -- Comparing newer and older approaches -- Other approaches -- Are theoretical accounts of errors useful in the classroom? -- Determining error gravity -- Functional load -- Summary -- chapter 5. Pronunciation instruction research -- Introduction -- Is pronunciation taught in L2 classrooms? -- Teaching resources -- Do teachers have sufficient training to teach pronunciation? -- Should non-native speakers teach L2 pronunciation? -- Conducting classroom-based research: Is pronunciation instruction effective? -- Curriculum issues -- Is pronunciation better taught in stand-alone or integrated classrooms? -- Should pronunciation instruction be offered in shared L1 or mixed L1 classes? -- When should pronunciation be introduced? -- Curriculum development -- Needs analysis -- Goal-setting -- Syllabus design, materials development and resource selection -- Instructional planning and implementation -- Assessment -- Revision -- Preparing students for standardized tests -- Summary -- chapter 6 -- Assessment of L2 pronunciation -- Introduction -- Testing pronunciation in the classroom -- Needs assessment -- Formative assessment -- Summative assessments -- Test materials -- What does the instructor need to know to evaluate effectively? -- Testing pronunciation beyond the classroom -- Reliability and validity -- Technology and assessment -- Summary -- chapter 7 -- Technology in L2 pronunciation instruction -- Introduction -- Implementing technology in classroom pedagogy -- Using digitized speech -- Visual representations of speech -- Computer-assisted pronunciation training -- The internet and language teaching -- Summary -- chapter 8 -- Social aspects of accent -- Introduction -- The importance of accent -- Attitudes towards accented speech -- The stigma of a foreign accent -- L2 accent and identity -- The role of context -- World Englishes and English as a Lingua Franca -- Role of the interlocutor -- Willingness to communicate -- Pedagogical implications -- Summary -- chapter 9 -- The ethics of second language accent reduction -- Introduction. Accent reduction -- The business model -- Accent modification -- The medical model -- Pronunciation instructors -- Summary -- chapter 10 -- Future directions -- Directions for pronunciation research -- Directions for teaching -- Directions for assessment -- Directions for technology -- Implementation issues -- Content issues -- Expansion of activity types -- Directions for the larger society -- Glossary -- Glossary -- References -- Subject Index -- Author Index. Language and languages Study and teaching. http://id.loc.gov/authorities/subjects/sh85074536 Language and languages Pronunciation for foreign speakers. Speech acts (Linguistics) Langage et langues Étude et enseignement Allophones. Actes de parole. Langage et langues Étude et enseignement. FOREIGN LANGUAGE STUDY Multi-Language Phrasebooks. bisacsh LANGUAGE ARTS & DISCIPLINES Alphabets & Writing Systems. bisacsh LANGUAGE ARTS & DISCIPLINES Grammar & Punctuation. bisacsh LANGUAGE ARTS & DISCIPLINES Linguistics General. bisacsh LANGUAGE ARTS & DISCIPLINES Readers. bisacsh LANGUAGE ARTS & DISCIPLINES Spelling. bisacsh Language and languages Study and teaching Foreign speakers fast Speech acts (Linguistics) fast Electronic book. Munro, Murray J., author. http://id.loc.gov/authorities/names/n2006077457 Print version: Derwing, Tracey M. Pronunciation fundamentals. Amsterdam ; Philadelphia : John Benjamins Publishing Company, [2015] 9789027213266 (DLC) 2015005095 Language learning and language teaching ; v. 42. http://id.loc.gov/authorities/names/n2002025196 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1021364 Volltext |
| spellingShingle | Derwing, Tracey M. Munro, Murray J. Pronunciation fundamentals : evidence-based perspectives for L2 teaching and research / Language learning and language teaching ; Pronunciation Fundamentals -- Editorial page -- Title page -- LCC data -- Dedication page -- Table of contents -- Foreword -- How to use this book -- Acknowledgements -- chapter 1 -- Key concepts -- Introduction -- Essential terminology -- Nativeness and Intelligibility Principles -- An evidence-based approach to pronunciation teaching and teaching materials -- Setting the record straight -- Overview of pronunciation fundamentals: Evidence-based perspectives for L2 teaching and research -- chapter 2 -- Historical overview of pronunciation -- Introduction -- Descriptions of English phonetics for teaching purposes -- Orthography -- Sociolinguistic influences -- Classroom teaching materials and innovations -- Textbooks -- Technological developments -- Research on adult phonetic learning -- Research on pronunciation teaching -- chapter 3 -- A pedagogical perspective on L2 phonetic acquisition -- Introduction -- The phonetic learning process -- Factors influencing phonetic learning -- Language Experience, Personal and Instructional Factors -- Other influences -- Applying research findings in the pronunciation classroom -- Age -- Language experience -- Motivational influences -- Aptitude -- Instruction -- Summary -- chapter 4 -- Pronunciation errors and error gravity -- Introduction -- What counts as an error? -- Classifying learners' errors -- Segmental errors -- Prosodic errors -- Other problems -- Explaining why pronunciation errors occur -- Contrastive analysis -- Error analysis -- Weaknesses of CAH and error analysis as theoretical accounts of L2 speech -- Best's perceptual assimilation model -- Flege's speech learning model -- Comparing newer and older approaches -- Other approaches -- Are theoretical accounts of errors useful in the classroom? -- Determining error gravity -- Functional load -- Summary -- chapter 5. Pronunciation instruction research -- Introduction -- Is pronunciation taught in L2 classrooms? -- Teaching resources -- Do teachers have sufficient training to teach pronunciation? -- Should non-native speakers teach L2 pronunciation? -- Conducting classroom-based research: Is pronunciation instruction effective? -- Curriculum issues -- Is pronunciation better taught in stand-alone or integrated classrooms? -- Should pronunciation instruction be offered in shared L1 or mixed L1 classes? -- When should pronunciation be introduced? -- Curriculum development -- Needs analysis -- Goal-setting -- Syllabus design, materials development and resource selection -- Instructional planning and implementation -- Assessment -- Revision -- Preparing students for standardized tests -- Summary -- chapter 6 -- Assessment of L2 pronunciation -- Introduction -- Testing pronunciation in the classroom -- Needs assessment -- Formative assessment -- Summative assessments -- Test materials -- What does the instructor need to know to evaluate effectively? -- Testing pronunciation beyond the classroom -- Reliability and validity -- Technology and assessment -- Summary -- chapter 7 -- Technology in L2 pronunciation instruction -- Introduction -- Implementing technology in classroom pedagogy -- Using digitized speech -- Visual representations of speech -- Computer-assisted pronunciation training -- The internet and language teaching -- Summary -- chapter 8 -- Social aspects of accent -- Introduction -- The importance of accent -- Attitudes towards accented speech -- The stigma of a foreign accent -- L2 accent and identity -- The role of context -- World Englishes and English as a Lingua Franca -- Role of the interlocutor -- Willingness to communicate -- Pedagogical implications -- Summary -- chapter 9 -- The ethics of second language accent reduction -- Introduction. Accent reduction -- The business model -- Accent modification -- The medical model -- Pronunciation instructors -- Summary -- chapter 10 -- Future directions -- Directions for pronunciation research -- Directions for teaching -- Directions for assessment -- Directions for technology -- Implementation issues -- Content issues -- Expansion of activity types -- Directions for the larger society -- Glossary -- Glossary -- References -- Subject Index -- Author Index. Language and languages Study and teaching. http://id.loc.gov/authorities/subjects/sh85074536 Language and languages Pronunciation for foreign speakers. Speech acts (Linguistics) Langage et langues Étude et enseignement Allophones. Actes de parole. Langage et langues Étude et enseignement. FOREIGN LANGUAGE STUDY Multi-Language Phrasebooks. bisacsh LANGUAGE ARTS & DISCIPLINES Alphabets & Writing Systems. bisacsh LANGUAGE ARTS & DISCIPLINES Grammar & Punctuation. bisacsh LANGUAGE ARTS & DISCIPLINES Linguistics General. bisacsh LANGUAGE ARTS & DISCIPLINES Readers. bisacsh LANGUAGE ARTS & DISCIPLINES Spelling. bisacsh Language and languages Study and teaching Foreign speakers fast Speech acts (Linguistics) fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85074536 |
| title | Pronunciation fundamentals : evidence-based perspectives for L2 teaching and research / |
| title_auth | Pronunciation fundamentals : evidence-based perspectives for L2 teaching and research / |
| title_exact_search | Pronunciation fundamentals : evidence-based perspectives for L2 teaching and research / |
| title_full | Pronunciation fundamentals : evidence-based perspectives for L2 teaching and research / Tracey M. Derwing, University of Alberta ; Murray J. Munro, Simon Fraser University. |
| title_fullStr | Pronunciation fundamentals : evidence-based perspectives for L2 teaching and research / Tracey M. Derwing, University of Alberta ; Murray J. Munro, Simon Fraser University. |
| title_full_unstemmed | Pronunciation fundamentals : evidence-based perspectives for L2 teaching and research / Tracey M. Derwing, University of Alberta ; Murray J. Munro, Simon Fraser University. |
| title_short | Pronunciation fundamentals : |
| title_sort | pronunciation fundamentals evidence based perspectives for l2 teaching and research |
| title_sub | evidence-based perspectives for L2 teaching and research / |
| topic | Language and languages Study and teaching. http://id.loc.gov/authorities/subjects/sh85074536 Language and languages Pronunciation for foreign speakers. Speech acts (Linguistics) Langage et langues Étude et enseignement Allophones. Actes de parole. Langage et langues Étude et enseignement. FOREIGN LANGUAGE STUDY Multi-Language Phrasebooks. bisacsh LANGUAGE ARTS & DISCIPLINES Alphabets & Writing Systems. bisacsh LANGUAGE ARTS & DISCIPLINES Grammar & Punctuation. bisacsh LANGUAGE ARTS & DISCIPLINES Linguistics General. bisacsh LANGUAGE ARTS & DISCIPLINES Readers. bisacsh LANGUAGE ARTS & DISCIPLINES Spelling. bisacsh Language and languages Study and teaching Foreign speakers fast Speech acts (Linguistics) fast |
| topic_facet | Language and languages Study and teaching. Language and languages Pronunciation for foreign speakers. Speech acts (Linguistics) Langage et langues Étude et enseignement Allophones. Actes de parole. Langage et langues Étude et enseignement. FOREIGN LANGUAGE STUDY Multi-Language Phrasebooks. LANGUAGE ARTS & DISCIPLINES Alphabets & Writing Systems. LANGUAGE ARTS & DISCIPLINES Grammar & Punctuation. LANGUAGE ARTS & DISCIPLINES Linguistics General. LANGUAGE ARTS & DISCIPLINES Readers. LANGUAGE ARTS & DISCIPLINES Spelling. Language and languages Study and teaching Foreign speakers Electronic book. |
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