Christopher N. Candlin

This book combines an authoritative examination of the field of discourse-based research with practical guidance on research design and development. The book is not prescriptive but instead invites expansive, innovative thinking about what discourse is, why it matters to people at particular sites and how it can be investigated. The authors identify a set of questions that, they argue, are crucial for understanding discourse. Part I of the book explores the implications of these questions, providing a comprehensive survey of relevant scholars, theories, concepts and methodologies. Part II addresses these implications, setting out a multi-perspectival approach to resourcing and integrating micro and macro perspectives in the description, interpretation and explanation of data. Part III offers wide-ranging resources to support further reflection and future research. Ultimately, this book offers a new research approach for students, researchers and practitioners in Applied Linguistics toencourage and support research that can be truly impactful through its relevance to social and professional practice.

Process and Experience in the Language Classroom argues the case for communicative language teaching as an experiential and task driven learning process. The authors raise important questions regarding the theoretical discussion of communicative competence and current classroom practice. They propose ways in which Communicative Language Teaching should develop within an educational model of theory and practice, incorporating traditions of experimental and practical learning and illustrated from a wide range of international sources. Building on a critical review of recent language teaching principles and practice, they provide selection criteria for classroom activities based on a typology of communicative tasks drawn from classroom experience. The authors also discuss practical attempts to utilise project tasks both as a means of realising task based language learning and of redefining the roles of teacher and learner within a jointly constructed curriculum.

Language Awareness in the Classroom addresses the central educational question of the impact that explicit language knowledge has on learning and language learning.A substantial Introduction defines the issues and key concepts and relates them to contemporary educational policy and practice in Europe and internationally. The papers are organised into four thematic sections: the extent and nature of language awareness in teacher education; school-based language awareness programmes; tertiary education initiatives and modes of evaluation of language awareness programmes.

A survey and analysis of second language theory discusses the development of ideas in this expanding area of language studies. It looks at the implications of these ideas and directions for future research. Contains study questions and activities as well as practical guidelines on the use of available research resources.

It is increasingly held that international commercial arbitration is becoming colonized by litigation. This book addresses, in a range of ways and from various locations and sites, those aspects of arbitration practice that are considered crucial for its integrity as an institution and its independence as a professional practice. The chapters offer multiple perspectives on the major issues in play, highlighting challenges facing the institution of arbitration, and identifying opportunities available for its development as an institution. The evidence of arbitration practice presented is set against the background of practitioner perceptions and experience from more than 20 countries. The volume will serve as a useful resource for all scholars and practitioners interested in the institution of arbitration and its professional practices.

The empirical and descriptive strengths of sociolinguistics, developed over more than 40 years of research, have not been matched by an active engagement with theory. Yet, over this time, social theorising has taken important new turns, linked in many ways to linguistic and discursive concerns. Sociolinguistics and Social Theory is the first book to explore the interface between sociolinguistic analysis and modern social theory. The book sets out to reunite sociolinguistics with the concepts and perspectives of several of the most influential modern theorists of society and social action, including Bakhtin, Foucault, Habermas, Sacks, Goffman, Bourdieu and Giddens. In eleven newly commissioned chapters, leading sociolinguists reappraise the theoretical framing of their research, reaching out beyond conventional limits. The authors propose significant new orientations to key sociolinguistic themes, including- - social motivations for language variation and change- language, power and authority- language and ageing- language, race and class- language planningIn substantial introductory and concluding chapters, the editors and invited discussants reassess the boundaries of sociolinguistic theory and the priorities of sociolinguistic methods. Sociolinguistics and Social Theory encourages students and researchers of sociolinguistics to be more reflexively aware and critical of the social bases of their analyses and invites a reasessment of the place sociolinguistics occupies in the social sciences generally.

Academic Writing Step by Step offers a new methodology for teaching academic writing informed by discourse analysis and genre theory and by recent research in text analysis. The book draws on accessible articles presenting popular science topics of current interest to illustrate and practice the processes involved in developing and writing an academic essay or research paper step by step. Each unit in Academic Writing Step by Step involves the user in guided "hands-on" practical analysis of an exemplar text. This analysis forms the basis for a sequence of learning activities directing students to engage with the text, moving from analysis (reading for intent) to composition (writing with intent). In this structured process, students acquire a critical understanding of the components of research and essay writing to underpin their own writing. Support for students' analysis and writing of texts includes pre-reading, while-reading, and post-reading activities. These activities are linked to practice in the recognition and use of words in context, grammar in context, and distinctive features of text types.Each unit contains many interactive tasks and closes with a substantive writing assignment reinforcing at least one component of academic writing highlighted in the unit. The book is designed as a textbook for academic or research writing courses, and its step-by-step approach makes it usable by university undergraduates or senior secondary students, including those for whom English is a second or foreign language. In addition, its authentic readings and focus on academic and research writing makes it also suitable for graduate level writing courses in English-speaking and English as a second or foreign language contexts.

Academic Writing Step by Step offers a new methodology for teaching academic writing informed by discourse analysis and genre theory and by recent research in text analysis. The book draws on accessible articles presenting popular science topics of current interest to illustrate and practice the processes involved in developing and writing an academic essay or research paper step by step. Each unit in Academic Writing Step by Step involves the user in guided "hands-on" practical analysis of an exemplar text. This analysis forms the basis for a sequence of learning activities directing students to engage with the text, moving from analysis (reading for intent) to composition (writing with intent). In this structured process, students acquire a critical understanding of the components of research and essay writing to underpin their own writing. Support for students' analysis and writing of texts includes pre-reading, while-reading, and post-reading activities. These activities are linked to practice in the recognition and use of words in context, grammar in context, and distinctive features of text types.Each unit contains many interactive tasks and closes with a substantive writing assignment reinforcing at least one component of academic writing highlighted in the unit. The book is designed as a textbook for academic or research writing courses, and its step-by-step approach makes it usable by university undergraduates or senior secondary students, including those for whom English is a second or foreign language. In addition, its authentic readings and focus on academic and research writing makes it also suitable for graduate level writing courses in English-speaking and English as a second or foreign language contexts.

It is increasingly held that international commercial arbitration is becoming colonized by litigation. This book addresses, in a range of ways and from various locations and sites, those aspects of arbitration practice that are considered crucial for its integrity as an institution and its independence as a professional practice. The chapters offer multiple perspectives on the major issues in play, highlighting challenges facing the institution of arbitration, and identifying opportunities available for its development as an institution. The evidence of arbitration practice presented is set against the background of practitioner perceptions and experience from more than 20 countries. The volume will serve as a useful resource for all scholars and practitioners interested in the institution of arbitration and its professional practices.