The Oxford English Dictionary is the internationally recognized authority on the evolution of the English language from 1150 to the present day. The Dictionary defines over 500,000 words, making it an unsurpassed guide to the meaning, pronunciation, and history of the English language. This new upgrade version of The Oxford English Dictionary Second Edition on CD-ROM offers unparalleled access to the world's most important reference work for the English language. The text of this version has been augmented with the inclusion of the Oxford English Dictionary Additions Series (Volumes 1-3), published in 1993 and 1997, the Bibliography to the Second Edition, and other ancillary material. System requirements: PC with minimum 200 MHz Pentium-class processor; 32 MB RAM (64 MB recommended); 16-speed CD-ROM drive (32-speed recommended); Windows 95, 98, Me, NT, 200, or XP (Local administrator rights are required to install and open the OED for the first time on a PC running Windows NT 4 and to install and run the OED on Windows 2000 and XP); 1.1 GB hard disk space to run the OED from the CD-ROM and 1.7 GB to install the CD-ROM to the hard disk: SVGA monitor: 800 x 600 pixels: 16-bit (64k, high color) setting recommended. Please note: for the upgrade, installation requires the use of the OED CD-ROM v2.0.

50 lessons with 130 activities and write-in exercises Each lesson focuses on an area of language, with the emphasis on vocabulary extension and the Oxford 3000TM (the most important words to learn in English) Each lesson encourages students to explore different dictionary entries (taken from the Oxford American Dictionary for learners of English), so that they know how the dictionary helps with pronunciation, parts of speech, and using words correctly Focus on useful vocabulary with the Word Banks The Wordlist in the back of the book shows all the words that are taught in the 50 lessons.

Focus on Vocabulary Learning explores teaching vocabulary to second and foreign language learners aged 5–18. It describes the considerable challenges of learning the vocabulary of a new language from a range of perspectives, and aims to equip teachers with practical solutions to meet these challenges. This book provides corpus-informed insights into teaching the vocabulary that is most useful to learners, and examines classroombased research to identify effective learning strategies. A rich variety of practical activities and examples from real classrooms link theory to practice. ‘Focus on Vocabulary Learning provides valuable guidance on a wide range of topics related to vocabulary teaching and learning in school contexts. The connections between current research findings and useful classroom strategies are very helpful. This engaging and accessible book should become an excellent resource for teachers.’ Stuart Webb, Professor of Applied Linguistics, University of Western Ontario

Providing a much-needed critical synthesis of research on teaching vocabulary and grammar to students of a second or foreign language, this book puts the research into perspective in order to distil recommendations for language teaching. Boers evaluates a comprehensive range of both well-established and lesser-known research strands and classroom practices to draw out the most effective instructional approaches to teaching words, multiword expressions and grammar patterns. Chapters discuss learning as a by-product of communicative activities, language-focused instruction, diverse types of exercises, mnemonic techniques and more, with a view to building bridges between the available research on such instructional approaches and how they are commonly implemented in actual language courses and textbooks. This book helps teachers make research-informed decisions regarding their instructional approaches to words, phrases and patterns, and direct researchers to specific areas in need of further inquiry. Boers not only demonstrates how research findings can inform effective teaching, but also calls for a deeper appreciation on the part of researchers of the realities of the teaching profession, making this a worthwhile text for preservice teachers, teacher educators, graduate students and scholars.

This title presents an in-depth treatment of over 22,000 words, phrases and meanings. Informed by the 85-million-word Oxford Corpus of academic English, which includes a broad range of textbooks and academic journals from 26 different disciplines within the subject areas of humanities, social sciences, life sciences and physical sciences. Corpus-based examples show words in genuine academic contexts and help students use words correctly.

Put theory into practice with with exercises which test your knowledge and challenge your understanding

This handbook addresses words in all their multifarious aspects and brings together scholars from every relevant discipline to do so. The many subjects covered include word frequencies; sounds and sound symbolism; the structure of words; taboo words; lexical borrowing; words in dictionaries and thesauri; word origins and change; place and personal names; nicknames; taxonomies; word acquisition and bilingualism; words in the mind; word disorders; and word games, puns, and puzzles. Words are the most basic of all linguistic units, the aspect of language of which everyone is likely to be most conscious. A 'new' word that makes it into the OED is prime news; when baby says its first word its parents reckon it has started to speak; knowing a language is often taken to mean knowing its words; and languages are seen to be related by the similarities between their words. Up to the twentieth century linguistic description was mainly an account of words and all the current subdivisions of linguistics have something to say about them. A notable feature of human languages is the sheer vastness of their word inventories, and scholars and writers have sometimes deliberately increased the richness of their languages by coining or importing new items into their word-hoards. The book presents scholarship and research in a manner that meets the interests of students and professionals and satisfies the curiosity of the educated reader.

Proposes a new empirical model to analyse how humans can express social cognition at different levels of complexity.