To save content items to your account,
please confirm that you agree to abide by our usage policies.
If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account.
Find out more about saving content to .
To save content items to your Kindle, first ensure no-reply@cambridge.org
is added to your Approved Personal Document E-mail List under your Personal Document Settings
on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part
of your Kindle email address below.
Find out more about saving to your Kindle.
Note you can select to save to either the @free.kindle.com or @kindle.com variations.
‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi.
‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.
An essential resource for trainee teachers and graduate students, this textbook presents strategies and practical advice for preparing and planning lessons in a clear, step-by-step way and demonstrates how to inspire confidence and competence in language learners. Chapters cover many important aspects of initial teacher training including skills development; modes of teaching; unit and lesson planning; assessment; remote learning; digital literacy, and student and teacher wellbeing. Packed with pedagogical value, each chapter includes clear learning objectives, concise chapter summaries, defined key terms, interactive box features, reflective questions and further reading recommendations. Supplementary resources include templates for planning and assessment, feed-forward and feedback forms, extra tasks and activities, and sample answers. By connecting theory and practice, this authoritative guide provides trainee teachers with the necessary tools to develop the knowledge, skills and methods required to become an effective modern languages teacher in a contemporary world.
The chapter provides an introduction to Systemic Functional Grammar, in the context of Systemic Functional Linguistics. It introduces the central concept of choice between language features and the use of networks to model that choice. One such choice lies between process types and this is explained as important to the concept of semantic field used in the book. Systemic Functional Grammar describes the relationship between lexis and grammar as a continuum; one challenge is to specify how the grammar and specific lexical items relate to one another. Three responses to this challenge are discussed: Hasan’s use of system networks to distinguish between the features of near-synonyms; Matthiessen’s use of Levin’s verb classes to add detail to the notion of process type, and the approach taken by the Cardiff grammar, specifically by Fawcett, Neale, and Chrispin.
The chapter summarises the study described in the book. It discusses the contribution of the study to Construction Grammar and the applications of this grammar to discourse analysis and to language teaching. The contribution of the study to Systemic Functional Grammar is then discussed, with a comparison between this study and proposals by Halliday and Matthiessen. The chapter concludes with a discussion of how the study might be extended in future work.
The chapter introduces the idea of using networks inspired by Systemic Functional Grammar to model the relationship between constructions that express a semantic field. The example used in the chapter is Causation. From the work described in chapter 3, 105 verb argument constructions are identified as expressing Causation. A preliminary division is made between causing an action, causing a state, and causing a change in thought or emotion. Finer distinctions within each are then identified, with these distinctions being explained and modelled in taxonomies or Meaning Networks. Finally, the features that contribute to those networks are identified and expressed as independent choice networks, referred to as Systemic Networks.
The chapter explains the process of building Meaning Networks and Systemic Networks, as described in chapter 6, for two semantic fields: Cognition and Communication. The identification of these fields is inspired by the Systemic Function Grammar processes: mental and verbal. The Cognition field is divided into Emotion (53 constructions), Perception (9 constructions) and Thought (92 constructions). Following an overview, the Communication field is divided into communication about a future action (Communication: Action) (21 constructions) and communication about information (Communication: Information) (82 constructions). For each semantic field, the constructions are described as they relate to one another. Their significant features are identified and expressed in Systemic Networks. The distinctions or choices between the constructions are modelled in taxonomies or Meaning Networks.
The chapter explains the process of annotating constructions for semantic roles. Constructions expressing nine semantic fields have been annotated, with each noun phrase, adjective phrase, or clause in the construction given one of a finite set of labels. The process is compared with approaches to role identification taken in Corpus Pattern Analysis (Hanks), Systemic Functional Grammar (Halliday and Matthiessen), Local Grammar (Barnbrook, Su) and FrameNet (Fillmore). The role names used in this book, with their definitions, are listed for each of the nine semantic fields used as examples.
The chapter describes the process by which 50 verb complementation patterns have been reinterpreted as verb argument constructions, leading to the identification of 800 constructions. The chapter gives examples from seven patterns: V into n; V n, V n adj; V n to n; V after n; V n that and V n with n. The constructions derived from each pattern are arranged in networks inspired by those used in Systemic Functional Grammar. The networks show the similarities and differences between constructions. They can also be used to show constructions at broader and narrower levels of generality.
The chapter introduces the key concepts in the book. It explains corpus lexicography and the concept of Pattern Grammar, Construction Grammar and its relation to verb argumentation, and Systemic Function Grammar. It illustrates how the three can be brought together, unifying disparate approaches to the description of English. The chapter includes notes on the websites, corpora, and conventions used in the book.
The chapter explains the process of building Meaning Networks and Systemic Networks, as described in chapter 6, for four semantic fields inspired by the concept of material process and a further two semantic fields inspired by the concept of relational process. The fields are: Change, Creation, Location_change, Possession_transfer, Equivalence, Logical_relation. For each semantic field, the constructions are described as they relate to one another. Their significant features are identified and expressed in Systemic Networks. The distinctions or choices between the constructions are modelled in taxonomies or Meaning Networks.
The chapter provides an introduction to the concepts of Pattern Grammar and Construction Grammar, with a discussion of their similarities and differences. Pattern Grammar refers to a notation system devised to record, in a transparent and flexible way, the behaviour of individual words, as part of corpus lexicography. It has been found that words sharing patterns can be grouped according to shared aspects of meaning. In Construction Grammar, constructions are proposed as pairings of form and meaning. Most constructions allow for variability in the words used in them, with meaning belonging to the construction rather than to the word. Thus, both approaches link form and meaning. Many observed phraseologies can be interpreted both as examples of grammar patterns and as instances of constructions. It is therefore reasonable to propose that the extensive corpus research underpinning Pattern Grammar can be used to inform an inventory of constructions.
This longitudinal study examined the cognitive development of Spanish children from monolingual backgrounds attending schools with varying levels of English exposure (13%–83%) to assess whether higher L2 exposure results in advantages over time. 229 children (ages 6–7) completed background (nonverbal reasoning (NVR), working memory (WM), L1 vocabulary, L2 vocabulary) and experimental tests measuring attentional/executive functions (selective attention, divided attention, switching, inhibition) at the beginning and end of year 1 of primary education. Generalized linear mixed-effects models, accounting for factors such as family educational level, onset of L2 exposure and language exposure outside of school, indicated that children’s cognitive skills benefit from (high) L2 exposure at school, with greater L2 exposure being linked to more enhanced attentional/executive skills as well as to a larger L2 vocabulary. These findings support the positive effects of immersion programs, suggesting that L2 exposure in school settings alone can contribute to more developed attentional/executive skills.
Many language assessments – particularly those considered high-stakes – have the potential to significantly impact a person’s educational, employment and social opportunities, and should therefore be subject to ethical and regulatory considerations regarding their use of artificial intelligence (AI) in test design, development, delivery, and scoring. It is timely and crucial that the community of language assessment practitioners develop a comprehensive set of principles that can ensure ethical practices in their domain of practice as part of a commitment to relational accountability. In this chapter, we contextualize the debate on ethical AI in L2 assessment within global policy documents, and identify a comprehensive set of principles and considerations which pave the way for a shared discourse to underpin an ethical approach to the use of AI in language assessment. Critically, we advocate for an “ethical-by-design” approach in language assessment that promotes core ethical values, balances inherent tensions, mitigates associated risks, and promotes ethical practices.