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The review summarizes the book’s organization from language description and key linguistic approaches to sociolinguistics, cognitive linguistics, and corpus linguistics, highlighting their implications for teaching. 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Routledge, New York (2014). xxii + 250 pp., ISBN: 978-0-415-63609-4 (pbk).  \nIs’haaq Akbarian a, * a University ofQom, Iran  \nBased on Dilin Liu’s experience, reading, and research, Describing and Explaining Grammar and Vocabulary in ELT treats challenging usage questions through both theory and practice. Taking grammar and vocabulary as the two ends of one continuum in describing language for pedagogical purposes, the book is organized into a Preface, an opening chapter, and two parts that deal respectively with theory and practice.  \nChapter 1, Language Description, mentions the changes in the scope of language description and discusses the importance of language description in what and how to teach, and in successful teaching. Liu highlights that, in describing the challenging issues, some principles (e.g., accuracy, clarity, and simplicity) and factors related to learners’ knowledge and background have been taken into account.  \nPart I, Key Theories and Approaches to Language Description, contains four chapters that describe and evaluate linguistic theories/approaches and then discuss their contributions to language study and teaching. The first five chapters raise some questions for consideration and/or discussion at the end.  \nChapter 2, Prescriptive, Structural, and Generative Linguistics, mentions that prescriptivism offers an approach with arbitrary rules rather than a linguistic theory, associated with grammar-translation teaching method. Structuralism rigorously focuses on form and has influenced language teaching more directly and significantly than any other theory through audio-lingual method. Generative grammar focuses exclusively on syntax as an autonomous innate system and ignores meaning and use of structures in context. Its influences in language teaching are Cognitive-Code Learning, UG  \n* Corresponding author: University of Qom, Iran  \nEmail address: [ishaaq.akbarian@gmail.com](ishaaq.akbarian@gmail.com)  \n© Urmia University Press  \n 10.30466/ijltr.2015.20394  \nhypothesis implications, and Krashen’s (1981) Monitor Hypothesis. Though influential, the preceding theories/approaches overlook semantics and pragmatics.  \nChapter 3, Sociolinguistics and Systemic Functional Linguistics, considers sociolinguistics as a linguistic branch and examines communicative competence, speech act theory, and pragmatics across languages. It then chooses Halliday’s (see 1994) systemic functional linguistics for discussion. All this, Liu continues, contributes to (a) the shift of instruction from focus on form to meaning/communication, (b) inclusion of pragmatics in curriculum, (c) focus on discourse, and (d) emphasis on register and semantic function.  \nCognitive Linguistics regards language as conceptual in nature and based on human experience, and as such motivated, not arbitrary. Meaning is central to language which consists of symbolic units/constructions, stored and accessed as a whole structure. These units are models to use to produce for communication. Thus, acquiring language relies on language input and use in meaningful context. For Liu, cognitive linguistics contributes to language learning and teaching at different proficiency levels in many ways, e.g. through presenting usages and structures as motivated phenomena, or using visuals and focusing on embedded experience.  \nCorpus Linguistics, Chapter 5, generates information on the behavior of words, phrases, and structures through concordancing, i.e., their frequency, collocation, colligation, distribution across registers, and comparison. Thus, it has influenced (a) language description through prefabricated expressions, semantic prosody, usage patterns, etc. and (b) language teaching, notably through using corpora in classroom, ","cbCaij2a6M3qtAPv","https://ap.wps.com/l/cbCaij2a6M3qtAPv","pdf",804320,"English","# Book Review: Describing and Explaining Grammar and Vocabulary in ELT\n## Overview and organization\n## Chapter 1: Language Description\n## Part I: Key Theories and Approaches to Language Description\n## Part II: Putting Theory to Practice\n## Vocabulary and sentence structure practices\n## Tense, aspect, and lexical vs grammatical distinctions","[{\"question\":\"What is the main focus of the book reviewed in the document?\",\"answer\":\"The book focuses on describing and explaining grammar and vocabulary in ELT to handle challenging usage questions through both theory and practice.\"},{\"question\":\"How does the book structure its content?\",\"answer\":\"It is organized into a preface, an opening chapter, and two parts: Part I covers key theories and approaches, while Part II applies them to practice with specific teaching-oriented chapters and activities.\"},{\"question\":\"Which approaches are discussed in Part I of the book?\",\"answer\":\"Part I covers prescriptive, structural, and generative linguistics, sociolinguistics and systemic functional linguistics, cognitive linguistics, and corpus linguistics, each linked to implications for language study and teaching.\"}]","Iranian Journal of Language Teaching Research - Issue 2 - Book Review | PDF",1790855809]