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Terminology in English Language Teaching

Nature and Use

Series:

Roger Berry

Based on original research and novel concepts, this book investigates the nature and use of terminology from linguistic and applied viewpoints. Throughout, problems with terminology, such as overuse by teachers and cases of synonymy and polysemy, are considered and solutions are offered.
Part One looks firstly at some basic concepts, then draws important distinctions between pedagogic and scientific terminology, and between transparent, opaque and iconic terms, before examining the historical, lexical and grammatical nature of terms.
Part Two attempts to estimate the value and relevance of terminology in language teaching and describes the use and knowledge of terminology in various language-teaching-related constituencies: learners, teachers, textbooks, grammars and research. It concludes with a discussion of the criteria for evaluating terms and an analysis of terms used in ELT.

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REFERENCES 245

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References Adams, Douglas. 2002. The Hitchhiker’s Guide to the Galaxy. Lon- don: Picador. Ahmad, Khurshid / Rogers, Margaret (eds). 2007. Evidence-based LSP: Translation, Text and Terminology. Bern: Peter Lang Verlag. Alderson, J. Charles. 1997. Models of Language? Whose? What for? What use? In Ryan, Ann / Wray, Alison (eds) Evolving Models of Language. British Association for Applied Linguis- tics/Multilingual Matters. Alderson, J. Charles / Clapham, Caroline / Steel, David. 1997. Metalinguistic knowledge, language aptitude and language pro- ficiency. Language Teaching Research 1/2: 93-121. Andrews, Stephen. 1994a. The grammatical awareness and knowledge of Kong Kong teachers of English. In Bird, Norman / Tsui, Amy B.M. / Allison, Desmond / McNeill, Arthur (eds) Language and Learning. Hong Kong: Institute of Language in Education. Andrews, Stephen. 1994b. The grammatical knowledge/awareness of native-speaker EFL teachers: what the trainers say. In Bygate et al. Andrews, Stephen. 1997. Metalinguistic awareness and teacher expla- nation. Language Awareness 6/2 &3, 147-161. Andrews, Stephen. 1998. ‘All these like little name things’: a com- parative study of language teachers’ explicit knowledge of grammar and grammatical terminology. Language Awareness 8/3 & 4: 143-159. Andrews, Stephen. 1999. Why do L2 teachers need to ‘know about language’? Teachers metalinguistic awareness and input for learning. Language and Education 13/3, 61-177. Andrews, Stephen. 2006. The evolution of teachers’ language aware- ness. Language Awareness 15/1, 1-19. Andrews, Stephen. 2007. Teacher Language Awareness. Cambridge: Cambridge University Press. 246 Berman, Ruth. 1979. Rule of thumb or rule of grammar? International Review of Applied Linguistics 17/4, 279-302. Berry, Roger. 1990....

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