<html><head></head><body style="word-wrap: break-word; -webkit-nbsp-mode: space; -webkit-line-break: after-white-space; ">------------------------------------------------------------------------<br>Arabic-L: Wed 8 Sep 2010<br>Moderator: Dilworth Parkinson <<a href="mailto:dil@byu.edu">dil@byu.edu</a>><br>[To post messages to the list, send them to arabic-l@byu.edu]<br>[To unsubscribe, send message from same address you subscribed from to<br><a href="mailto:listserv@byu.edu">listserv@byu.edu</a> with first line reading:<br> unsubscribe arabic-l ]<br><br>-------------------------Directory------------------------------------<br><br>1) Subject: New Book:SLI with Linguistic Awareness<br><br>-------------------------Messages-----------------------------------<br>1)<br>Date: 8 Sep 2010<br>From: "Huthaily, Khaled" <<a href="mailto:Khaled.Huthaily@mso.umt.edu">Khaled.Huthaily@mso.umt.edu</a>><br>Subject: New Book:SLI with Linguistic Awareness<br><br>NEW BOOK ANNOUNCEMENT<br><br>Title: Second Language Instruction with Linguistic Awareness: Teaching Arabic to Speakers of English<br><br>Book Description:<br>This research-based book presents a study that examined the impact of explicit instruction in phonetics and the phonologies of English and Arabic on the development of sound production and recognition skills. The study utilized an intervention strategy that introduced the sounds and letters of Arabic to two groups of adult English-speaking learners of Arabic. The data strongly suggest that including an introductory component to articulatory phonetics and the phonologies of the first and target languages improves sound production and sound recognition skills of adult foreign language learners. These results are based on quantitative and qualitative data analysis and show statistically consistent differences in the sound production and sound recognition skills of the students in the two groups, with the students in the experimental group achieving higher scores than the students in the control group. The book provides recommendations for students, teachers, and curriculum developers.<br><br>About the Author:<br>Dr. Khaled Huthaily is a Fulbright scholar with an Ed.D. in Curriculum and Instruction, an M.A. in Applied Linguistics, and a B.A. in Education. He is working as Assistant Professor of Arabic and Linguistics at The University of Montana, USA. His areas of research include English-Arabic contrastive linguistics and curriculum development.<br><br>Product Details<br>* Paperback: 184 pages<br>* Publisher: VDM Verlag Dr. Müller (August 26, 2010)<br>* ISBN-10: 3639269292<br>* ISBN-13: 978-3639269291<br>* Link on Amazon: <a href="http://www.amazon.com/Second-Language-Instruction-Linguistic-Awareness/dp/3639269292/ref=sr_1_1?s=books&ie=UTF8&qid=1283228506&sr=1-1">http://www.amazon.com/Second-Language-Instruction-Linguistic-Awareness/dp/3639269292/ref=sr_1_1?s=books&ie=UTF8&qid=1283228506&sr=1-1</a><br><br><br>Dr. Khaled Huthaily<br>Assistant Professor of Arabic & Applied Linguistics<br>The University of Montana<br>301 Old Journalism<br>Missoula, MT 59812, USA<br>Phone: 1.406.327.5777 <br><a href="http://www.umt.edu/cap/arabic">http://www.umt.edu/cap/arabic</a><br><br><div>--------------------------------------------------------------------------<br>End of Arabic-L: 8 Sep 2010<br></div></body></html>