"Buenos dias", "buenas noches" -- this was the first words in a foreign language I heard in my life, as a three-year old boy growing up in developing post-war Western Germany, where the first gastarbeiters had arrived from Spain. Fascinated by the strange sounds, I tried to get to know some more languages, the only opportunity being TV courses of English and French -- there was no foreign language education for pre-teen school children in Germany yet in those days. Read more
To find some answers Tim Machan explores the language's present and past, and looks ahead to its futures among the one and a half billion people who speak it. His search is fascinating and important, for definitions of English have influenced education and law in many countries and helped shape the identities of those who live in them.
This volume provides a new perspective on the evolution of the special language of medicine, based on the electronic corpus of Early Modern English Medical Texts, containing over two million words of medical writing from 1500 to 1700.
Processability Approaches to Second Language Development and Second Language Learning
A fundamental issue in second language acquisition research and in applied
linguistics is the question of how learners acquire a second language.
Today it is general knowledge that any second language learning follows
certain, theoretically established and empirically supported developmental
sequences. Based on Processability Theory (Pienemann 1998 and 2005) one can
diagnose current states of individual learners’ second language
development. Knowing about the path of second language development provides
important insights into what learners are ready to acquire in the second
language at a given point in time. This can support second language
learning both in natural and instructional settings. Pienemann’s
Processability Theory (PT) provides a well researched and empirically
substantiated framework to explain the developmental sequences in second
language learning across languages. Taking Pienemann (1998 and 2005) as the
point of departure the chapters of this book apply, test and extend PT. The
book is organised in four parts, (I) Introduction, (II) Current Theoretical
Issues within the PT Framework, (III) Applying PT to the Second Language
Classroom, and (IV) Work in Progress within the PT Framework.