Learner English (Cambridge Handbooks for Language Teachers)
by Michael Swan (Editor), Bernard Smith (Editor), Scott Thornbury (Series Editor)
Learner English is a standard textbook for Cambridge English and is a ‘must-have’ for teachers of English. Learner English will help teachers understand students’ pronunciation difficulties.
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This updated edition is a practical reference guide that compares the relevant features of a student’s language with English. Understing language features help teachers to predict and understand the problems their students have. Learner English has chapters focusing on significant issues of pronunciation, grammar, vocabulary, and other errors as well as new chapters covering Korean, Malay/Indonesian and Polish language backgrounds.
- Learner English is a practical reference book for English teachers, enabling them to anticipate common mistakes by learners from different language backgrounds.
- The book is written in simple, accessible language and will be of particular interest to teacher trainers.
- The book is accompanied by a cassette and CD which illustrate the various accents described, using authentic examples.
- Dutch speakers
- Speakers of Scandinavian languages
- German speakers
- French speakers
- Italian speakers
- Speakers of Spanis and Catalan
- Portuguese speakers
- Greek speakers
- Russian speakers
- Polish speakers
- Farsi speakers
- Arabic speakers
- Turkish speakers
- South Asian languages
- Dravidian languages
- West African languages
- Malay Indonesian speakers
- Japanese speakers
- Chinese speakers
- Korean speakers
- Thai speakers
The accompanying CD
Speakers of various languages referred to in the book were recorded to exemplify difficulties and characteristics speech.
The shopping list reading passage includes 44 English phonemes; in addition to the overall rhythm and tone, the way the phonemes and junctures are realized.
The duration of the CD is approximately 71 minutes
Purpose and scope of the book
This book is a practical reference guide for teachers of English as a foreign language. It is meant to help teachers to anticipate the inherent difficulties of learners of English who speak particular mother tongues, and to understand how these difficulties arise.
It is only possible, in a work of this kind, to give an outline account of the problems of the speakers of a few of the world’s many languages. In the twenty-two chapters, many teachers will find information that is useful to them. Most importantly this book is designed primarily for teachers of British English, the selection is biased slightly towards the problems of those students that British teachers most often find themselves teaching. Teachers of other varieties should, however, also find much that is relevant to their purposes.
Most of the chapters discuss the typical ‘interlanguage’ of speakers of a particular mother tongue (by ‘interlanguage’ we mean the variety of a language that is produced by non-native learners.) In some cases (Swahili, Hindi, Tamil), the language focused on can be taken as broadly representative of a whole group. Speakers of related languages are likely to share a number of the problems described. In two chapters (those on West African and Scandinavian learners), the description relates to the English speakers of a whole group of languages.