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Ronald Carter

Bio: Ronald Carter is an academic researcher from University of Nottingham. The author has contributed to research in topics: Language education & Grammar. The author has an hindex of 41, co-authored 141 publications receiving 11255 citations. Previous affiliations of Ronald Carter include Newcastle University & University of Hertfordshire.


Papers
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Journal ArticleDOI
TL;DR: The emergence of a new view of language and the computer technology associated with it is charted in this study.
Abstract: Designed for English language teachers and other educators, this study charts the emergence of a new view of language and the computer technology associated with it.

3,113 citations

Book
29 Feb 1988
TL;DR: The material in this book reviews work dating back to the vocabulary control movement in the 1930s and also refers to more recent work on the role of lexis in language learning.
Abstract: The material in this book reviews work dating back to the vocabulary control movement in the 1930s and also refers to more recent work on the role of lexis in language learning. Two chapters describe the main foundations of lexical semantics and relevant research and pedagogical studies in vocabulary and lexicography; and a further chapter discusses recent advances in the field of lexis and discourse analysis. There is also a series of specially commissioned articles which investigate the structure and functions of the modern English lexicon in relation to its exploitation for classroom vocabulary teaching.

723 citations

Book
31 Jul 2004
TL;DR: This accessible book collects in one volume Sinclair's key papers on written discourse structure, lexis patterns, phraseology, corpus analysis, lexicography and linguistic theory from the 1990s.
Abstract: John Sinclair is one of the major figures in applied linguistics and his work is essential study for students. This accessible book collects in one volume Sinclair's key papers on written discourse structure, lexis patterns, phraseology, corpus analysis, lexicography and linguistic theory from the 1990s. All the papers have been edited and updated for this book. The clear and accessible introduction helps students to navigate his key themes and arguments, making the volume an ideal companion for those coming to Sinclair's more recent writings for the first time.

695 citations

Book
15 Feb 2001
TL;DR: This chapter traces the development of SLA from its origins in contrastive analysis, followed by a selective review of research, focusing on product-oriented studies of stages that learners pass through as they acquire another language, as well as investigations into the processes underlying acquisition.
Abstract: The Cambridge Guide to Teaching English to Speakers of other Languages , The Cambridge Guide to Teaching English to Speakers of other Languages , کتابخانه مرکزی دانشگاه علوم پزشکی ایران

567 citations

Book
03 May 2007
TL;DR: From Corpus to Classroom summarises and makes accessible recent work in corpus research, focusing particularly on spoken data, based on analysis of corpora such as CANCODE and Cambridge International Corpus.
Abstract: From Corpus to Classroom summarises and makes accessible recent work in corpus research, focusing particularly on spoken data. It is based on analysis of corpora such as CANCODE and Cambridge International Corpus, and written with particular reference to the development of corpus-informed pedagogy.The book explains how corpora can be designed and used, and focuses on what they tell us about language teaching. It examines the relevance of corpora to materials writers, course designers and language teachers and considers the needs of the learner in relation to authentic data. It shows how the answers to key questions such as 'Is there a basic, everyday vocabulary for English?', 'How should idioms be taught?' and 'What are the most common spoken language chunks?' are best explored by means of a clearer understanding of the workings of language in context.

492 citations


Cited by
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Book
01 Jan 2012
Abstract: Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

10,294 citations

Journal ArticleDOI
01 Jun 1959

3,442 citations

Book
01 Jan 2002
TL;DR: In this article, the authors discuss the relationship between metaphor and metaphor in the study of language and its application in the literature, and present a general index of metaphorical and metonymy.
Abstract: 1. What Is Metaphor? 2. Common Source and Target Domains 3. Kinds of Metaphor 4. Metaphor in Literature 5. Nonlinguistic Realizations of Conceptual Metaphors 6. The Basis of Metaphor 7. The Partial Nature of Metaphorical Mappings 8. Cognitive Models, Metaphors, and Embodiment 9. Metaphorical Entailments 10. The Scope of Metaphor 11. Metaphor Systems 12. Another Figure: Metonymy 13. The Universality of Conceptual Metaphors 14. Cultural Variation in Metaphor and Metonymy 15. Metaphor, Metonymy, and Idioms 16. Metaphor and Metonymy in the Study of Language 17. Metaphors and Blends 18. Metaphor in Discourse 19. How Does All This 20. Hang Together? GLOSSARY SOLUTIONS TO EXERCISES REFERENCES GENERAL INDEX METAPHOR AND METONYMY INDEX

2,151 citations

Book
01 Jan 2015
TL;DR: Fawcett, M.K.Halliday, Sydney M. Lamb and Adam Makkai as discussed by the authors presented a systemic-functional interpretation of the nature and ontogenesis of dialogue.
Abstract: List of Figures List of Tables Foreword Introduction Robin P. Fawcett, M.A.K. Halliday, Sydney M. Lamb and Adam Makkai 1 Language as Code and Language as Behaviour: A Systemic-Functional Interpretation of the Nature and Ontogenesis of Dialogue M.A.K. Halliday 2 Metaphors of Information John Regan 3 How Universal is a Localist Hypothesis? A Linguistic Contribution to the Study of 'Semantic Styles' of Language Yoshihiko Ikegami 4 Some Speculations on Language Contact in a Wider Setting Jeffrey Ellis 5 Ways of Saying: Ways of Meaning Ruqaiya Hasan Index

2,087 citations