| 000 | 10456nam a22012617a 4500 | ||
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| 999 |
_c462 _d462 |
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| 003 | OSt | ||
| 005 | 20221226020215.0 | ||
| 008 | 171128b xxu||||| |||| 00| 0 eng d | ||
| 020 | _a9781859649381 (Student Book with CDs) | ||
| 040 | _cJCRC | ||
| 100 | _aManning, Anthony | ||
| 245 |
_aEnglish for Language and Linguistics in Higher Education Studies / _cAnthony Manning ; Terry Phillips (Series Editor). |
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| 250 | _a1st ed. | ||
| 260 |
_aReading, UK : _bGarnet Education Limited, _c2008. |
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| 300 |
_a131 p. : _bill. ; _c28 cm. _e+ 2 CDs |
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| 440 | _aEnglish for Specific Academic Purposes | ||
| 500 | _aIncludes glossary and transcripts. | ||
| 505 | _a"English for Language and Linguistics is a skills-based course designed specifically for students of language and linguistics who are about to enter English-medium tertiary level studies. It provides carefully graded practice and progression in the key academic skills that all students need, such as listening to lectures and speaking in seminars. It also equips students with the specialist language they need to participate successfully within a linguistics faculty. Extensive listening exercises come from language and linguistics lectures, and all reading texts are taken from the same field of study. There is also a focus throughout on the key linguistics vocabulary that students will need. | ||
| 505 | _aListening: how to understand and take effective notes on extended lectures, including how to follow the argument and identify the speaker's point of view. | ||
| 505 | _aSpeaking: how to participate effectively in a variety of realistic situations, from seminars to presentations, including how to develop an argument and use stance markers. | ||
| 505 | _aReading: how to understand a wide range of texts, from academic textbooks to Internet articles, including how to analyze complex sentences and identify such things as the writer's stance. | ||
| 505 | _aWriting: how to produce coherent and well-structured assignments, including such skills as paraphrasing and the use of appropriate academic phrases. | ||
| 505 | _aVocabulary: a wide range of activities to develop students' knowledge and use of key vocabulary both in the field of language and linguistics and of academic study in general. | ||
| 505 | _aVocabulary and Skills banks: a reference resource to provide students with revision of the key words and phrases and skills presented in each unit. | ||
| 505 | _aFull transcripts of all listening exercises. | ||
| 505 | _aThe Garnet English for Specific Academic Purposes series covers a range of academic subjects. All titles present the same time, knowing that each subject title will focus on the same key skills and follow the same structure" (Book Cover). | ||
| 505 | _aTABLE OF CONTENTS | ||
| 505 | _aUnit 1 - WHAT IS LINGUISTICS? (Listening - Speaking) | ||
| 505 |
_aTOPICS
_tDefinition of key terms _tBranches of study in linguistics _tVocabulary focus _tWords from general English with special meaning in linguistics _tPrefixes and suffixes |
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| 505 | _aSKILLS FOCUS | ||
| 505 |
_aListening:
_tpreparing for a lecture _tpredicting lecture content from the introduction _tunderstanding lecture organization _tchoosing an appropriate form of notes _tmaking lecture notes |
||
| 505 |
_aSpeaking:
_tspeaking from notes |
||
| 505 | _aUnit 2 - DEVELOPMENTS IN LINGUISTICS (Reading - Writing) | ||
| 505 |
_aTOPICS
_tHistory of study of language _tKey figures and developments in linguistics |
||
| 505 |
_aVOCABULARY FOCUS
_tEnglish-English dictionaries: headwords - definitions - parts of speech - phonemes - stress markers - countable/uncountable - transitive/intransitive |
||
| 505 | _aSKILLS FOCUS | ||
| 505 |
_aReading:
_tusing research questions to focus on relevant information in a text _tusing topic sentences to get an overview of the text |
||
| 505 |
_aWriting:
_twriting topic sentences _tsummarizing a text |
||
| 505 | _aUnit 3 - LANGUAGE ACQUISITION AND LEARNING (Listening – Speaking) | ||
| 505 |
_aTOPICS
_tAcquisition and L2 learning _tFeatures of good language learner _tIntelligence types |
||
| 505 |
_aVOCABULARY FOCUS
_tStress patterns in multi-syllable words _tPrefixes |
||
| 505 | _aSKILLS FOCUS | ||
| 505 |
_aListening:
_tpreparing for a lecture _tpredicting lecture content _tmaking lecture notes _tusing different information sources |
||
| 505 |
_aSpeaking:
_treporting research findings _tformulating questions |
||
| 505 | _aUNIT 4 - LANGUAGE AND TECHNOLOGY (Reading – Writing) | ||
| 505 |
_aTOPICS
_tComputers for linguistics research _tTechnology in language learning |
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| 505 |
_aVOCABULARY FOCUS
_tComputer jargon _tAbbreviations and acronyms _tDiscourse and stance markers _tVerb and noun suffixes |
||
| 505 | _aSKILLS FOCUS | ||
| 505 |
_aReading:
_tidentifying topic development within a paragraph _tusing the Internet effectively _tevaluating Internet search results |
||
| 505 |
_aWriting:
_treporting research findings |
||
| 505 | _aUNIT 5 - LANGUAGE AND SOCIETY (Listening – Speaking) | ||
| 505 |
_aTOPICS
_tBasic concepts of sociolinguistics: regional varieties, social groupings |
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| 505 |
_aVOCABULARY FOCUS
_tWords sets: synonyms, antonyms, etc. _tThe language of trends _tCommon lecture language |
||
| 505 | _aSKILLS FOCUS | ||
| 505 |
_aListening:
_tunderstanding 'signpost language' in lectures _tusing symbols and abbreviations in note-taking |
||
| 505 |
_aSpeaking
_tmaking effective contributions to a seminar |
||
| 505 | _aUNIT 6 - ENGLISH LANGUAGE TEACHING (Reading – Writing) | ||
| 505 |
_aTOPICS
_tPopular language teaching methodologies _t'Informed eclecticism' _tLesson planning |
||
| 505 | _aSKILLS FOCUS | ||
| 505 |
_aReading:
_treporting findings from other sources: avoiding plagiarism _tlocating key information in complex sentences |
||
| 505 |
_aWriting:
_twriting complex sentences |
||
| 505 | _aUNIT 7 - LANGUAGE TESTING (Listening – Speaking) | ||
| 505 |
_aTOPICS
_tDesigning tests and assessments _tTest specifications _tDouble marking |
||
| 505 |
_aVOCABULARY FOCUS
_tCompound nouns _tFixed phrases from management English _tFixed phrases from academic English _tCommon lecture language |
||
| 505 | _aSKILLS FOCUS | ||
| 505 |
_aListening:
_tunderstanding speaker emphasis |
||
| 505 |
_aSpeaking:
_tasking for clarification _tresponding to queries and requests for clarification |
||
| 505 | _aUNIT 8 - THE SPREAD OF ENGLISH (Reading – Writing) | ||
| 505 |
_aTOPICS
_tEnglish as a global language _tInfluence of English on indigenous languages |
||
| 505 |
_aVOCABULARY FOCUS
_tSynonyms _tNouns from verbs _tDefinitions _tCommon 'direction' verbs in essay titles (discuss, analyze, evaluate, etc.) |
||
| 505 | _aSKILLS FOCUS | ||
| 505 |
_aReading:
_tunderstanding dependent clauses with passives |
||
| 505 |
_aWriting:
_tparaphrasing _texpanding notes into complex sentences _trecognizing different essay types/structures: descriptive, analytical, comparison/evaluation, argument _twriting essay plans _twriting essays |
||
| 505 | _aUNIT 9 - TRANSLATING AND INTERPRETING (Listening – Speaking) | ||
| 505 |
_aTOPICS
_tSpecialisms in translating and interpreting _tProfessional skills and training _tLocalization translation |
||
| 505 |
_aVOCABULARY FOCUS
_tFixed phrases from management English _tFixed phrases from academic English |
||
| 505 | _aSKILLS FOCUS | ||
| 505 |
_aListening:
_tusing the Cornell note-taking system _trecognizing digressions in lectures |
||
| 505 |
_aSpeaking:
_tmaking effective contributions to a seminar _treferring to other people's ideas in a seminar |
||
| 505 | _aUNIT 10 - DISCOURSE ANALYSIS (Reading – Writing) | ||
| 505 |
_aTOPICS
_tConcept of discourse analysis _tParalinguistic features _tCollecting research data |
||
| 505 |
_aVOCABULARY FOCUS
_t'Neutral' and 'marked' words _tFixed phrases from industrial relations _tFixed phrases from academic English |
||
| 505 | _aSKILLS FOCUS | ||
| 505 |
_aReading:
_trecognizing the writer's stance and level of confidence or tentativeness _tinferring implicit ideas |
||
| 505 |
_aWriting:
_twriting situation-problem-solution-evaluation essays _tusing direct quotations _tcompiling a bibliography/reference list |
||
| 505 | _aUNIT 11 - PRONUNCIATION AND PHONOLOGY (Listening – Speaking) | ||
| 505 |
_aTOPICS
_tInternational English pronunciation _tLingua Franca Core |
||
| 505 |
_aVOCABULARY FOCUS
_tWords/phrases used to link ideas (moreover, as a result, etc.) _tStress patterns in noun phrases and compounds _tFixed phrases from academic English |
||
| 505 | _aSKILLS FOCUS | ||
| 505 |
_aListening:
_trecognizing the speaker's stance _twriting up notes in full |
||
| 505 |
_aSpeaking:
_tbuilding an argument in a seminar _tagreeing/disagreeing |
||
| 505 | _aUNIT 12 – GRAMMAR (Reading – Writing) | ||
| 505 |
_aTOPICS
_tImplicit and explicit grammar knowledge _tApproaches to teaching grammar |
||
| 505 |
_aVOCABULARY FOCUS
_tVerbs used to introduce ideas from other sources (X contends/suggests/asserts that ...) _tLinking words/phrases conveying contrast (whereas), result (consequently), reasons (due to), etc. _tWords for quantities (a significant minority) |
||
| 505 | _aSKILLS FOCUS | ||
| 505 |
_aReading:
_tunderstanding how ideas in a text are linked |
||
| 505 |
_aWriting:
_tdeciding whether to use direct quotation or paraphrase _tincorporating quotations _twriting research reports _twriting effective introductions/conclusions |
||
| 521 | _aIntended for students of language and linguistics who are about to enter English-medium tertiary level studies. Designed for students at the upper intermediate to proficient level (CEF B2-C2). | ||
| 650 |
_aEnglish language _vTextbooks for foreign speakers |
||
| 650 |
_aEnglish language _vStudying and teaching _xForeign speakers |
||
| 650 |
_aLinguistics _vStudying and teaching |
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| 650 | _aB2-C2 (CEFR). | ||
| 650 | _aUpper-intermediate to proficiency. | ||
| 700 |
_aPhillips, Terry _d1949- |
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| 856 |
_uhttps://www.garneteducation.com/product/english-for-language-and-linguistics-in-higher-education-studies/ _yPublisher's Website. |
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| 856 |
_uhttps://englishcentral.net/?product=english-for-language-and-linguistics _zDistributor's Website. |
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| 942 |
_2z _cMX |
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