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Arbeidersklasse in de film --- Classe ouvrière dans le cinéma --- Working class in motion pictures --- Motion pictures --- Silent films --- Working class in motion pictures. --- Working class --- Political aspects --- History and criticism. --- History --- United States --- 20th century --- History and criticism
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This book analyses oral proficiency interviews, a mainstay of second language speaking proficiency assessment for several decades. Adopting a mixed-method perspective involving micro-analytic approaches, discourse analysis and quantitative methods such as multi-level modeling and event history analysis, the author focuses on interaction and discourse processes common in language assessment interviews. This innovative book will appeal to students and scholars of language assessment, conversation and discourse analysts, as well as practitioners and providers of oral proficiency assessment. Steven J. Ross is Professor of Second Language Acquisition at the University of Maryland, USA. He has served on the editorial boards of several journals, and was an Associate Editor of Language Learning 2011-2016. He has been Director of Training for the Language Proficiency Interview at the Institute for International Business Communication in Tokyo, and has taught research methods and language assessment in Japan, Mexico, Australia, and the USA. .
Language and languages --- Ability testing. --- Language assessment --- Study and teaching --- Applied linguistics. --- Discourse analysis. --- Language and languages. --- Language and languages-Study and. --- Multilingualism. --- English language. --- Applied Linguistics. --- Discourse Analysis. --- Language Education. --- Language Teaching. --- English. --- Germanic languages --- Plurilingualism --- Polyglottism --- Foreign languages --- Languages --- Anthropology --- Communication --- Ethnology --- Information theory --- Meaning (Psychology) --- Philology --- Linguistics --- Discourse grammar --- Text grammar --- Semantics --- Semiotics --- Language and education. --- Language and languages—Study and teaching. --- Educational linguistics --- Education
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"On November 9 and 10, 1938, Nazi leadership unleashed an unprecedented orchestrated wave of violence against Jews in Germany, Austria, and the Sudetenland, supposedly in response to the assassination of a Nazi diplomat by a young Polish Jew, but in reality to force the remaining Jews out of the country. During the pogrom, Stormtroopers, Hitler Youth, and ordinary Germans murdered more than a hundred Jews (many more committed suicide) and ransacked and destroyed thousands of Jewish institutions, synagogues, shops, and homes. Thirty thousand Jews were arrested and sent to Nazi concentration camps. Volume 17 of the Casden Annual Review includes a series of articles presented at an international conference titled 'New Perspectives on Kristallnacht: After 80 Years, the Nazi Pogrom in Global Comparison.' Assessing events 80 years after the violent anti-Jewish pogrom of 1938, contributors to this volume offer new cutting-edge scholarship on the event and its repercussions. Contributors include scholars from the United States, Germany, Israel, and the United Kingdom who represent a wide variety of disciplines, including history, political science, and Jewish and media studies. Their essays discuss reactions to the pogrom by victims and witnesses inside Nazi Germany as well as by foreign journalists, diplomats, Jewish organizations, and Jewish print media. Several contributors to the volume analyze postwar narratives of and global comparisons to Kristallnacht, with the aim of situating this anti-Jewish pogrom in its historical context, as well as its place in world history."--Back cover.
Pogroms. --- Jews --- Jews. --- Pogroms --- Kristallnacht, 1938 --- Persecutions. --- History --- Persecutions --- Germany. --- Crystal Night, 1938 --- Night of Broken Glass, 1938 --- Genocide --- Massacres --- Hebrews --- Israelites --- Jewish people --- Jewry --- Judaic people --- Judaists --- Ethnology --- Religious adherents --- Semites --- Judaism --- Jewish question --- Antisemitism --- Persecution --- Political atrocities --- Alemania --- Ashkenaz --- BRD --- Bu̇gd Naĭramdakh German Uls --- Bundesrepublik Deutschland --- Deutsches Reich --- Deutschland --- Doitsu --- Doitsu Renpō Kyōwakoku --- Federal Republic of Germany --- Federalʹna Respublika Nimechchyny --- FRN --- German Uls --- Germania --- Germanii͡ --- Germanyah --- Gjermani --- Grossdeutsches Reich --- Jirmānīya --- KhBNGU --- Kholboony Bu̇gd Naĭramdakh German Uls --- Nimechchyna --- Repoblika Federalin'i Alemana --- República de Alemania --- República Federal de Alemania --- Republika Federal Alemmana --- Vācij --- Veĭmarskai͡a Respublika --- Weimar Republic --- Weimarer Republik --- Germany (East) --- Germany (West) --- Europe --- Germanii︠a︡ --- Vācijā --- Veĭmarskai︠a︡ Respublika --- ХБНГУ --- Германия --- جرمانيا --- ドイツ --- ドイツ連邦共和国 --- ドイツ レンポウ キョウワコク --- Germany (Territory under Allied occupation, 1945-1955) --- Germany (Territory under Allied occupation, 1945-1955 : British Zone) --- Germany (Territory under Allied occupation, 1945-1955 : French Zone) --- Germany (Territory under Allied occupation, 1945-1955 : Russian Zone) --- Germany (Territory under Allied occupation, 1945-1955 : U.S. Zone) --- Holy Roman Empire --- Deguo --- 德国 --- Gėrman --- Герман Улс --- BuÌgd NaiÌramdakh German Uls --- Doitsu RenpoÌ KyoÌwakoku --- Federalʹna Respublika Nimechchyny --- GeÌrman --- Germaniiï¸ a︡ --- JirmaÌniÌya --- Kholboony BuÌgd NaiÌramdakh German Uls --- RepuÌblica de Alemania --- RepuÌblica Federal de Alemania --- VaÌcijaÌ --- VeiÌmarskaiï¸ a︡ Respublika --- Social & cultural history --- Kristallnacht (1938) --- 1933-1945
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New Directions in Second Language Pragmatics brings together varying perspectives in second language (L2) pragmatics to show both historical developments in the field, while also looking towards the future, including theoretical, empirical, and implementation perspectives. This volume is divided in four sections: teaching and learning speech acts, assessing pragmatic competence, analyzing discourses in digital contexts, and current issues in L2 pragmatics. The chapters focus on various aspects related to the learning, teaching, and assessing of L2 pragmatics and cover a range of learning environments. The authors address current topics in L2 pragmatics such as: speech acts from a discursive perspective; pragmatics instruction in the foreign language classroom and during study abroad; assessment of pragmatic competence; research methods used to collect pragmatics data; pragmatics in computer-mediated contexts; the role of implicit and explicit knowledge; discourse markers as a resource for interaction; and the framework of translingual practice. Taken together, the chapters in this volume foreground innovations and new directions in the field of L2 pragmatics while, at the same time, ground their work in the existing literature. Consequently, this volume both highlights where the field of L2 pragmatics has been and offers cutting-edge insights into where it is going in the future.
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