Overview

The book is written for teachers, whether training to be English teachers or taking refresher courses, postgraduate diplomas or Master's. While much of the content is applicable to all levels of learners, teachers in secondary schools and universities will find it most useful.

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9789622097179

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Reviews

Harsh Words is a product of Monica Hill's rich teaching experience and her extensive knowledge of vocabulary research. Linking research findings to practical issues, she provides, with remarkable clarity, sound advice on teaching the most important areas This book is one of the few attempts that tries to bridge the gap between theories and research on the one hand and classroom practice on the other, on the topic of vocabulary learning and teaching. It is obviously written for teachers and the general pu

Author Information

Monica Hill taught English at the University of Hong Kong for more than twelve years. Her research began in 1993 and since the completion of her PhD in 1997 she has taught INSTEP courses for teachers, Diploma classes on vocabulary teaching and elective courses on vocabulary teaching and learning for the MA course in Applied Linguistics. Harsh Words is a product of Monica Hilli's rich teaching experience and her extensive knowledge of vocabulary research. Linking research findings to practical issues, she provides, with remarkable clarity, sound advice on teaching the most important areas of vocabulary. Harsh Words will definitely be an asset to teacher trainees and teachers of all language levels. X Batia Laufer, Department of English Language and Literature, University of Haifa, Israel. This book is one of the few attempts that tries to bridge the gap between theories and research on the one hand and classroom practice on the other, on the topic of vocabulary learning and teaching. It is obviously written for teachers and the general public, but with the authority of an experienced vocabulary researcher and scholar. Dr Monica Hill successfully weaves her expertise on vocabulary acquisition and her experience with Chinese EFL learners together into this scholarly and practical book. A must read for teachers, learners, teacher trainers, and researchers who are interested in vocabulary learning in the Chinese context. X Peter Yongqi Gu, National Institute of Education, Singapore

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