An invaluable dictionary for students who want a real insight into the culture of the English-speaking world! Now fully updated, it includes references as diverse as Michael J. Fox, Rugrats, and Woodstock, to Ally McBeal, Frasier, and Wall Street.

The new edition of this dictionary of contemporary English features natural word combinations in definitions and collocation (word-combination) boxes, word focus boxes and usage notes. Its aim is to help students expand their knowledge by showing how words are used together.

This best-selling dictionary is now in its 4th edition. Specifically written for students of language teaching and applied linguistics, it has become an indispensible resource for those engaged in courses in TEFL, TESOL, applied linguistics and introductory courses in general linguistics. Fully revised, this new edition includes over 350 new entries. Previous definitions have been revised or replaced in order to make this the most up-to-date and comprehensive dictionary available. Providing straightforward and accessible explanations of difficult terms and ideas in applied linguistics, this dictionary offers: Nearly 3000 detailed entries, from subject areas such as teaching methodology, curriculum development, sociolinguistics, syntax and phonetics. Clear and accurate definitions which assume no prior knowledge of the subject matter helpful diagrams and tables cross references throughout, linking related subject areas for ease of reference, and helping to broaden students' knowledge The Dictionary of Language Teaching and Applied Linguistics is the definitive resource for students.

This book describes and evaluates the usefulness of a recently developed lexicographical hybrid: the encyclopedic learner's dictionary (ELD). It attemps to answer three key questions: i) What are ELDs?, ii) How useful are they?, and iii) How can they be designed to serve their users most effectively? The first chapter analyses the ELD from a typological perspective. First, the elements combined to create this new branch of lexicographical typology are examined. Next, two encyclopedic learners' dictionaries are dissected and compared: The "Longman Dictionary of English Language and Culture" and the "Oxford Advanced Learner's Encyclopedic Dictionary". Each ELD is compared with its non-encyclopedic parent dictionary, and a checklist of ELD-specific design features is drawn up. The second chapter focuses on the user perspective in lexicographical research. First, a critical survey of previous user-based studies is provided. Next, the questionnaire-based methodology used in the investigation is described. Fourty informants completed the questionnaire and an attempt is made to correlate user characteristics with dictionary use and with attitudes towards the inclusion of encyclopedic information in learners' dictionaries. In the third chapter each design feature found in the ELDs is described in depth and the informants' evaluations of its usefulness are supplied. In this manner, the typological focus of the first chapter and the user perspective of the second chapter are synthesized in a user-informed analysis and evaluation of ELD components. Finally, the implications of this research for the future production of ELDs are presented as a checklist of recommendations, and suggestions for future lexicographical research are made.