Alphabetically arranged entries explain the devices, techniques, history, theory, and terminology of poetry from the Classical period to the present.

This best-selling dictionary is now in its 4th edition. Specifically written for students of language teaching and applied linguistics, it has become an indispensible resource for those engaged in courses in TEFL, TESOL, applied linguistics and introductory courses in general linguistics. Fully revised, this new edition includes over 350 new entries. Previous definitions have been revised or replaced in order to make this the most up-to-date and comprehensive dictionary available. Providing straightforward and accessible explanations of difficult terms and ideas in applied linguistics, this dictionary offers: Nearly 3000 detailed entries, from subject areas such as teaching methodology, curriculum development, sociolinguistics, syntax and phonetics. Clear and accurate definitions which assume no prior knowledge of the subject matter helpful diagrams and tables cross references throughout, linking related subject areas for ease of reference, and helping to broaden students' knowledge The Dictionary of Language Teaching and Applied Linguistics is the definitive resource for students.

Designed for those beginning an MA in Literature, this text provides an introduction to research techniques, methodologies and information sources relevant to the study of literature at postgraduate level. Contemporary theoretical approaches are also outlined.

The Ways of the Word es un libro de apoyo a la enseñanza y aprendizaje del comentario de textos en inglés para estudiantes universitarios. En la primera parte se exponen los procedimientos de lectura y comprensión textual. La segunda y tercera se centran en técnicas de análisis lingüístico y de discurso, respectivamente, organizadas de modo que cada nivel sirva de apoyo en la progresión hacia el siguiente. Se ofrece así un extenso sistema de recursos para el análisis de todo tipo de textos literarios en inglés.

'Metaphor in Educational Discourse is a superb piece of applied linguistics research that integrates Vygotsky's theory of concepts with current work on metaphor into a coherent framework for investigating how teachers and learners negotiate figurative language in order to promote development in the classroom setting. In what is likely to become the standard for future studies in this area, Lynne Cameron meticulously demonstrates the central role of linguistic metaphors in classroom learning - designed to lead learners to a deeper understanding of complex mathematical and scientific concepts.' James P. Lantolf, Professor of Applied Linguistics, The Pennsylvania State University. This book reports research into metaphor in use with school students. The setting for the research is a UK school and the participants are around ten years old, with their first language well established but still developing concepts and understandings. Close examination of a corpus of classroom spoken discourse reveals how metaphor is employed by their teachers, not just in explaining ideas, but, in managing and mediating the activity of the classroom and the learning of the students. Particular issues discussed include: the problems of identifying metaphors in spoken discourse, the conventionalism of metaphors in the discourse of socio-cultural groups, and how a socio-cultural approach can account for systematicity in metaphor use.

This is a shortened version of the three volume Walford's Guide to Reference Material, 5th edition: Volume 1, Science and Technology (1989), Volume 2, Social and historical sciences, philosophy and religion (1990), and Volume 3, Generalia, language and literature, the arts (1991). There are more than 3,000 entries, forming an updated compilation of what are considered to be the basic items in the main volumes, plus some more recent material up to April 1992.