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Language acquisition --- taalverwerving --- Sociolinguistics
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This book describes the grammar of Chinese nominal groups for the purpose of text analysis, drawing upon Halliday’s systemic functional linguistics (SFL) model. Exploring the metafunctional grammatical resources in nominal groups, the book provides a new perspective on conducting text analysis by focusing on the metafunctions performed by various elements in the nominal group. The observations on nominal groups presented here are based on both a working corpus of 180 texts of various types and a large referential corpus of over 16 billion tokens. With clear descriptions of the terminology used, the book presents a case study at the end of each major chapter, which demonstrates how the grammatical resources discussed can be applied to the delicate analysis of authentic texts. This monograph is more than a grammar book, for it offers a new way to engage with a text microscopically and enables readers to approach and analyse a text by focusing on grammatical units below the clause level. The book provides an accessible and valuable resource for readers who are interested in SFL-based typological description, text analysis, translation studies between English and Chinese, English–Chinese comparative linguistic studies, and Chinese language teaching and learning. .
Linguistics --- Literature --- literatuur --- taalverwerving --- linguïstiek --- Linguistics. --- Language acquisition. --- Literature. --- Theoretical Linguistics / Grammar. --- Language Acquisition and Development.
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This book describes a new approach to teaching foreign languages for primary and secondary school that shifts the attention from learning the language to communicate skillfully in the foreign language. The approach focuses on developing students' literacy skills as a way to discover language and make it meaningful. In the first four chapters the rationale for the approach is explained and illustrated with examples from different units of work in different languages (French, English and Spanish). Chapter 5 talks the reader through a complete unit of work based on a YouTube video, while chapter 6 looks at how this approach can be integrated into an existing curriculum. The book ends by looking at teachers and their difficulties in implementing this approach, and finally sets the Literacy Approach against recent developments in education. This volume will be of interest to academics, students and teachers in fields including foreign language education, literacy development, and CLIL. Ana Halbach is full Professor in the Department of Modern Languages at the Universidad de Alcalá, Spain. Her research interests include CLIL, literacy development in the foreign language and the role of language development for learning. Working closely with schools and teachers constitutes a central aspect of her work.
Didactics of languages --- Linguistics --- Literature --- geletterdheid --- talenonderwijs --- taalverwerving --- linguïstiek --- literatuurwetenschap --- Language acquisition. --- Language and languages --- Second language acquisition. --- Study and teaching.
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applied linguistics --- educational linguistics --- second language acquisition --- foreign language learning --- foreign language teaching --- Language and languages --- Second language acquisition --- Study and teaching --- Second language learning --- Language acquisition --- Second language acquisition. --- Study and teaching. --- Foreign language study --- Language and education --- Language schools --- Philology & Linguistics --- Teaching --- Psycholinguistics
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applied linguistics --- Applied linguistics --- English language --- Second language acquisition --- Language and education --- Educational linguistics --- Education --- Language and languages --- Second language learning --- Language acquisition --- Study and teaching --- Adquisición de una segunda lengua --- -Second language acquisition --- Publicaciones periódicas --- Germanic languages --- Applied linguistics. --- Language and education. --- Second language acquisition. --- Study and teaching. --- Linguistics
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Applied linguistics --- Linguistique appliquée --- Periodicals. --- Périodiques --- Arts and Humanities --- Language & Linguistics --- applied linguistics --- mother tongue --- second-language teaching --- first and second language acquisition --- Applied linguistics. --- Linguistics --- language teaching --- language acquisition --- language learning --- language policy and planning
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"Véritable panorama des recherches sur l'acquisition, l'apprentissage et l'enseignement des langues illustrées par des exemples de différentes langues en situations de classe. A l'heure où l'enseignement-apprentissage des langues est un enjeu crucial, ce manuel, rédigé par des spécialistes du domaine, permet la découverte du champ de recherche de l'acquisition de la langue seconde. Il offre un panorama actualisé des recherches sur l'acquisition, l'apprentissage et l'enseignement des langues, à travers des exemples de situations d'apprentissage de différentes langues, en milieu naturel et guidé. Ce livre couvre la grande variété des thématiques du domaine : - approches méthodologiques et linguistiques, - acquisition des compétences linguistiques (syntaxe, lexique...) et communicationnelles (écrit/oral), - l'apprenant (profils, motivation, stratégies d'apprentissage...), - l'impact du milieu d'apprentissage."--Résumé de l'éditeur
Langues --- Acquisition linguistique --- Language and languages --- Language acquisition --- Étude et enseignement --- Study and teaching --- Language acquisition. --- Langage et langues --- Langage --- Linguistique --- Acquisition linguistique. --- Study and teaching. --- Étude et enseignement. --- Acquisition. --- Recherche. --- Didactics of French --- talenonderwijs --- Frans --- Étude et enseignement
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This book offers a novel framework for describing and understanding student identity via the central concept of "genre practices", developed through an empirical focus on multimodality within the genre of English as a medium of instruction (EMI) undergraduate presentations. The author draws on interviews with undergraduate psychology students and recordings of their presentations to argue that by engaging in the multimodal practices of classroom presentations, presenters (re)produce both the genre and their identities as students. The resulting theory of student identity is widely applicable to tertiary settings, and the methodology described is applicable to the study of practices and identity in a range of other classroom genres. The book will therefore be of interest not only to researchers in EMI and TESOL settings, but also any tertiary-level educational practitioners whose courses include presentations.
Educational psychology --- Didactics of languages --- Linguistics --- pedagogische psychologie --- talenonderwijs --- taalverwerving --- linguïstiek --- Language acquisition. --- Language and languages --- Educational psychology. --- Language Acquisition and Development. --- Language Education. --- Educational Psychology. --- Language Teaching and Learning. --- Study and teaching.
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This book presents a case study on lexical error analysis in the translation products of Arab English majors at the university level with important implications for Arabic-speaking countries. It provides detailed analyses and explanations of the main lexical areas that cause specific difficulties for these students, while also identifying their potential sources. The respective chapters discuss several areas related to the context of the research, the field of SLA, error analysis, language transfer, error taxonomies, language learning, language teaching, and translation training. The analyses and findings presented here contribute to the linguistic field by developing a comprehensive list of lexical error categories based on form, content, and origin of influence regarding translation products. In addition, the book sheds light on the pedagogical aspects contributing to the enhancement of ESL/EFL teaching in the Arab context as well as other contexts where English is taught as a foreign language. The book will help educators and curriculum writers in designing materials, and language researchers as a groundwork for their studies of L2 learners’ written products.
Teaching --- Didactics of languages --- Lexicology. Semantics --- Translation science --- Linguistics --- lexicologie --- talenonderwijs --- vertalen --- taalverwerving --- linguïstiek --- lesgeven --- Translating and interpreting. --- Lexicology. --- Teaching. --- Language acquisition. --- Language and languages --- Language Translation. --- Lexicolopgy / Vocabulary. --- Pedagogy. --- Language Acquisition and Development. --- Language Education. --- Study and teaching.
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This book provides a comprehensive, research-based account of how people learn a second/foreign language and shows how classroom practice can be organised around research-based principles. In the first part, the book provides up-to-date insights into the cognitive, motivational, and emotional dimensions of learning an additional language. In the second part, ten principles of high-quality additional language teaching are introduced and illustrated by a wealth of authentic, classroom-based examples. The book also explores implications for curriculum design and the assessment of additional language competences. A separate chapter is devoted to the ways in which innovation in language education can be fostered. Throughout the book, the question is addressed whether additional language teaching should primarily focus on meaningful tasks, form-based practice, or the integration of both. This book is a must-read for all those who are interested in improving the quality of second and foreign language education.
Language and languages --- Second language acquisition --- Task analysis in education. --- Study and teaching --- Methodology. --- Psychological aspects. --- Didactic strategies --- Didactics of languages --- Psycholinguistics --- talenonderwijs --- tweede taal --- Second language acquisition. --- Langues --- Acquisition linguistique. --- Analyse des tâches en éducation. --- Étude et enseignement. --- vreemdetalenonderwijs --- Taalbeleid --- 378 --- feedback --- Task analysis in education --- Language and language --- Analysis, Task (Education) --- Education --- Second language learning --- Language acquisition --- Study and teaching&delete& --- Methodology --- Étude et enseignement --- Analyse des tâches en éducation. --- Étude et enseignement
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