《英语作为第二语言的课堂教学:从幼儿园到高三》是一部介绍将英语作为第二语言进行课堂教学的著作，作者Helene Becker获ESL，教学硕士学位，拥有多年教授西班牙语和英语的经验。英文原书共229页，分为9章，是作者多年从事语言教学实践和研究语言教学的成果。内容涉及到中小学ESL，教师在日常教学中遇到的问题和所要做出的决定。 E1se Hamayan在书中不时出现，为Helene评述。E1se曾在黎巴嫩教外语（即英语），自己也在学习英语。她作评论有两个目的：一是考虑Helene的教育决策和教学技巧的理论基础；二是提供ESL。教学更广阔的社会和政治环境。E1se认为教师应当考虑到以下几个问题： 1. 学生如何有效地利用第二语言获得新概念？ 2. 授课语言不流利时，教师如何帮助学生学习？ 3. 对不同文化背景和语言背景的学生，校方该作何种安排，才能帮助他们学习英语、有关课程以及母语？ 《英语作为第二语言的课堂教学:从幼儿园到高三(2009》是学前教育与基础教育领域的教师、行政管理人员、教师培训人员以及与教师培训项目有关的工作人员的必读书目，对在我国开展双语教学有一定的参考价值。比如，我国学生学习英语，一是为了掌握英语这个交际工具，与外国人进行有效的交流；二是掌握英语学习其他必修的科目。在美国，对来自美语国家的学生来说，英语既是一门外语，又是授课语言。因此，教师不能独立地教学英语。书中的观点和实践值得我们英语教师借鉴，对我国开展双语教学有一定的指导意义。

Whether we grow up with one, two, or several languages during our early years of life, many of us will learn a second, foreign, or heritage language in later years. The field of Second language acquisition (SLA, for short) investigates the human capacity to learn additional languages in late childhood, adolescence, or adulthood, after the first language --in the case of monolinguals-- or languages --in the case of bilinguals-- have already been acquired. Understanding Second Language Acquisition offers a wide-encompassing survey of this burgeoning field, its accumulated findings and proposed theories, its developed research paradigms, and its pending questions for the future. The book zooms in and out of universal, individual, and social forces, in each case evaluating the research findings that have been generated across diverse naturalistic and formal contexts for second language acquisition. It assumes no background in SLA and provides helpful chapter-by-chapter summaries and suggestions for further reading. Ideal as a textbook for students of applied linguistics, foreign language education, TESOL, and education, it is also recommended for students of linguistics, developmental psycholinguistics, psychology, and cognitive science. Supporting resources for tutors are available free at www.hodderplus.co.uk/linguistics (registration required).

A comprehensive and coherent account of the research and theory in the field of second language acquisition, including chapters on instructed SLA. This book is an encyclopedic survey of second language acquisition research as this has developed over the last forty years. It provides sections on the description of learners' language, the role of the linguistic environment and social context, internal mechanisms, individual learner differences, and the role of instruction. It provides a balanced account by representing a variety of perspectives, including cognitive, linguistic, sociocultural, and neurolinguistic.

This popular introductory linguistics text is unique for its integration of themes. Rather than treat morphology, phonetics, phonology, syntax, and semantics as completely separate fields, the book shows how they interact. It provides a sound introduction to linguistic methodology while encouraging students to consider why people are intrinsically interested in language--the ultimate puzzle of the human mind. The text first treats such structural and interpretive parts of language as morphology, phonology, syntax, and semantics, then takes a cognitive perspective and covers such topics as pragmatics, psychology of language, language acquisition, and language and the brain. For this sixth edition, all chapters have been revised. New material includes updated examples, new special topics sections, and new discussions of the minimalist program, semantic minimalism, human genetic relationships and historical relationships among languages, Gricean theories, experimental pragmatics, and language acquisition. The organization of the book gives instructors flexibility in designing their courses. Chapters have numerous subsections with core material presented first and additional material following as special topics. The accompanying workbook supplements the text with exercises drawn from a variety of languages. The goal is to teach basic conceptual foundations of linguistics and the methods of argumentation, justification, and hypothesis testing within the field. By presenting the most fundamental linguistics concepts in detail, the text allows students to get a feeling for how real work in different areas of linguistics is done. The hardcover edition does not include a dust jacket.

《认知语言学入门》第一版于1996年问世，成为当时国内外第一本认知语言学教科书。在书中，两位作者细致入微地阐释了认知语言学的核心概念，同时，又探讨了在诸如象似性、词汇变化、语法化和语言教学等研究中引入认知概念的种种益处。 此次第二版增加了构式语法理论、概念合成理论、关联理论等内容，并对原来的内容进行了修订，从而更全面地反映认知语言学研究近年的最新成果，更好地适应不同读者的需求，是语言学界不可多得的一本内容广泛的认知语言学教科书。

The late J.L.Austin's influence on contemporary philosophy,which ranked with that of Wittgenstein,was substantial during his lifetime and has grown greatly since his death.He was descrbed as'one of the most acute and original minds that England has producde'. His 1955 William James Lectures,delivered at Harvard University,were first published in 1962.For this second edition the editors returned to Austin's lecture notes and their revisions make this a clearer and more faithful record of Austin's works. The lectures set out Austin's conclusions in the field to which he directed his main efforts for at least the last ten years of his life.Starting from an exhaustive examination of his already well-known distinction of performative utterances from statements.Austin here finally abandons that distinction,replacing it by a more general theory of 'illocutionary forces' of utterances,which has important bearings of a wide variety of philosophical problems.