Edited by M.A.K. Halliday †, John Gibbons and Howard Nicholas
This volume contains selected papers from the Eight World Congress of Applied Linguistics held in Sydney in 1987. Volume I starts off with an overview of the field by G. Richard Tucker in which he identifies two areas: innovative language education and language education policy. The overal focus of… read more
Edited by M.A.K. Halliday †, John Gibbons and Howard Nicholas
This volume contains selected papers from the Eight World Congress of Applied Linguistics held in Sydney in 1987. Whereas the focus of Volume I is on learning language and the standpoint of the individual learner, the contributions to Volume II are concerned not so much with individuals as with… read more
Edited by M.A.K. Halliday †, John Gibbons and Howard Nicholas
This two-volume collection brings together papers first presented at the AILA Congress in 1987. In volume I, the overall focus is on the individual language learner, and how that individual develops a command of a language (first or second) in home and classroom settings. The papers in the second… read more
[Not in series, LKUL S] 1990. xx, 508 + xvi, 488 pp.
This paper is based on a series of lectures Halliday presented in the Faculty of Education, University of Hong Kong in 2005. As Amy Tsui indicates in her companion paper in this issue, it was to have been the first chapter in a book that would also include chapters by other scholars discussing… read more
This paper was first presented at a language in education conference and workshop held at Murdoch University, Western Australia in December 1989, convened by Michael O’Toole. The conference was one in a series held annually in universities around Australia during the previous decade. It was… read more
The lexicogrammar of every natural language is (among other things) a theory of human experience, a resource whereby experience is transformed into meaning. One of the most challenging areas of human experience is that of pain. If we investigate the grammar of pain in modern English, using evidence… read more
This paper examines the manner in which scientific English constitutes learning problems for students being introduced to science. It develops a taxonomy of the difficulties and investigates means of overcoming the problems which texts in scientific English create.