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This monograph is the first comprehensive study of topicalization in Asian second-language varieties of English and provides an in-depth analysis of the forms, functions, and frequencies of topicalization in four Asian Englishes. Topicalization, that is, the sentence-initial placement of constituents other than the subject, has been found to occur frequently in the English spoken by many Asians, but so far the possible reasons for this have never been scrutinized. This book closes this research gap by taking into account the structures of the major contact languages, the roles of second-language acquisition and politeness as well as other factors in order to explain why topicalization is highly frequent in some varieties such as Indian English and much less frequent in other varieties such as Hong Kong English. In addition to exploring major and minor forces involved in explaining the frequency of topicalization, the forms and functions of the feature are assessed. Central questions addressed in this regard are the following: Which syntactic constituents tend to be topicalized the most and the least frequently? Which discourse effects does topicalization achieve ? How can we approach topicalization methodologically ? And, lastly, which influence do language processing and production have on topicalization ?

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Headway 5th edition provides fresh, relevant English instruction needed for success today.Headway and its award-winning authors, Liz and John Soars, are names that have become synonymous with English Language teaching and learning. Teach with Headway's perfectly-balanced grammar and skills syllabus, based on the course's world-renowned methodology.Headway 5th edition retains the course's trusted methodology and has been updated with new texts, topics and digital resources.The Student's Book provides all the language and skills students need to improve their English, with grammar, vocabulary, and skills work in every unit. New Online Practice is fully integrated with the course material, ensuring relevant and useful practice outside the classroom.

English language

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This edited volume presents 30 years of English didactics research (1988-2017) in Norway. As a collection of chapters, each representing a doctoral study, the book is a complete overview of all doctoral research within the field. Each study discusses empirical, methodological and theoretical contributions, and implications for teaching English as a second or additional language (L2) today.

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"First, this book can be marketed through the TESOL organizations. The TESOL has one of the largest memberships with over 12,000 members representing 156 countries (TESOL Brochure, 2017). Beyond TESOL International, many regional and local TESOL organizations are affiliated with TESOL. For example, SETESOL stands for the Southeastern Regional TESOL and the Carolina TESOL is in South/North Carolina. Marketing can be done through the websites of these organizations or at their annual conferences. We have the ESOL coordinators in several school districts who are closely related to the TESOL International and the local TESOL to help with the book marketing. Second, this book can be marketed through other professional conferences. More national, international, regional and local conferences have begun to pay attention to teaching ELLs. For example, the AERA annual meetings have SIG Divisions on educating ELLs. The ATE and NAME Annual Conferences have also added the topics related to teaching ELLs in recent years. This book can be marketed at these annual meetings/conferences through their book exhibit. (Note: AERA stands for American Educational Research Association that has also one of the large members in the nation and the world. ATE stands for Association for Teacher Educators; NAME stands for National Association for Multicultural Education). Third, this book can be purchased as reading text materials by college students in teacher education and training programs. There are many federal and state funding projects that have the budget for purchasing training materials. In addition, school districts can purchase the book for their in-service teachers. Through the grant programs, we also have the contact with the key personnel in the four target school districts (e.g., ESOL curriculum program coordinators) and we can encourage them to market the book through our good relation; the ESOL teachers and school personnel can recommend the books for further adoption in other K-12 classroom teachers since South Carolina has the highest increase in the ELL population and every teacher need to know how to teach ELLs"--

English language

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English language