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The current volume is a collection of papers representing the most recent developments in linguistics, specifically in the fields of language, discourse and translation studies. It includes papers representative of traditionally distinguished linguistic subdisciplines such as phonetics and phonology, morphology and syntax, historical linguistics, pragmatics, discourse analysis and sociolinguistics, as well as translation. Since the contributions contained in the book touch upon such a variety of disciplines and do so from both more traditional and more innovative perspectives, it will be an important point of reference for scholars, graduate students and lecturers teaching courses in linguistics.
English language -- History. --- English language -- Study and teaching. --- Language and languages. --- Linguistics. --- Linguistics --- Language and languages --- Grammar, Comparative and general --- Languages & Literatures --- Philology & Linguistics --- Phonology --- Translating and interpreting. --- Study and teaching. --- Interpretation and translation --- Interpreting and translating --- Literature --- Translation and interpretation --- Foreign language study --- Translating --- Historical linguistics. --- Phonology. --- Psycholinguistics. --- Syntax. --- Translation and interpretation. --- Historical Linguistics. --- Translation. --- Translators --- Language and education --- Language schools --- Grammar, Comparative and general. --- Phonology and Phonetics. --- Language, Psychology of --- Psychology of language --- Speech --- Psychology --- Thought and thinking --- Linguistic science --- Science of language --- Comparative grammar --- Grammar --- Grammar, Philosophical --- Grammar, Universal --- Philosophical grammar --- Philology --- Psychological aspects --- Grammar, Comparative --- Diachronic linguistics --- Dynamic linguistics --- Evolutionary linguistics --- Language and history --- History --- Grammar, Comparative and general Phonology --- Grammar, Comparative and general Syntax --- Syntax
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The monograph constitutes an attempt to demonstrate how Cognitive Grammar (CG) can be employed in the foreign language classroom with a view to aiding learners in better understanding the complexities of English grammar. Its theoretical part provides a brief overview of the main tenets of Cognitive Grammar as well as illustrating how the description of English tense and aspect can be approached from a traditional and a CG perspective. The empirical part reports the findings of an empirical study which aimed to compare the effects of instruction utilizing traditional pedagogic descriptions with those grounded in CG on the explicit an implicit knowledge of the Present Simple and Present Continuous Tenses. The book closes with the discussion of directions for further research when it comes to the application of CG to language pedagogy as well as some pedagogic implications.
English language --Spoken English -- Study and teaching. --- English language --Study and teaching -- Foreign speakers. --- Languages & Literatures --- Philology & Linguistics --- Cognitive grammar. --- English language --- Grammar. --- Tense. --- Aspect. --- Cognitive linguistics --- Verbal aspect --- Analysis and parsing --- Diagraming --- Linguistics. --- Applied linguistics. --- Applied Linguistics. --- Grammar, Comparative and general --- Psycholinguistics --- Verb --- Composition and exercises --- Grammar, Comparative and general. --- Linguistics --- Comparative grammar --- Grammar --- Grammar, Philosophical --- Grammar, Universal --- Language and languages --- Philosophical grammar --- Philology --- Grammar, Comparative
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Historical linguistics --- Sociolinguistics --- Psycholinguistics --- Linguistics --- taalfamilies --- syntaxis --- linguïstiek --- psycholinguïstiek
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The monograph constitutes an attempt to demonstrate how Cognitive Grammar (CG) can be employed in the foreign language classroom with a view to aiding learners in better understanding the complexities of English grammar. Its theoretical part provides a brief overview of the main tenets of Cognitive Grammar as well as illustrating how the description of English tense and aspect can be approached from a traditional and a CG perspective. The empirical part reports the findings of an empirical study which aimed to compare the effects of instruction utilizing traditional pedagogic descriptions with those grounded in CG on the explicit an implicit knowledge of the Present Simple and Present Continuous Tenses. The book closes with the discussion of directions for further research when it comes to the application of CG to language pedagogy as well as some pedagogic implications.
Grammar --- Linguistics --- English language --- talenonderwijs --- linguïstiek --- grammatica
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The present volume brings together papers devoted to the role of learner and teacher autonomy in the process of second and foreign language learning, which have been contributed by scholars from Poland and abroad. The book has been divided into three parts in accordance with the topics that the individual contributions touch upon. The first part includes papers dealing with different ways in which learner autonomy can be fostered and evaluated. The papers contained in Part Two are connected with the role of language learning strategies in the development of learner independence. Finally, Chapter Three focuses on developing teacher autonomy, which, in the opinion of many specialists, is indispensable if learner autonomy is to be promoted. Thanks to its wide-ranging focus, this edited collection will be of interest not only to second language learning specialists interested in the role of learner autonomy, but also to undergraduate, graduate and postgraduate students working on their BA, MA and PhD theses, as well as practitioners wishing to promote learner independence in their classrooms.
Linguistics. --- Applied linguistics. --- Language and education. --- Applied Linguistics. --- Language Education. --- Language and languages --- Study and teaching. --- Foreign language study --- Language and education --- Language schools --- Language and languages. --- Foreign languages --- Languages --- Anthropology --- Communication --- Ethnology --- Information theory --- Meaning (Psychology) --- Philology --- Linguistics --- Educational linguistics --- Education
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The volume brings together papers related to different aspects of classroom-oriented research on teaching and learning second and foreign languages that have been authored by specialists from Poland and abroad. The first part contains contributions dealing with individual variation in the language classroom, in particular age, anxiety, beliefs and language learning strategies. The second part deals with various facets of teachers’ behaviors in the classroom, focusing in particular on classroom communication and the use of action research in teacher training. The third part includes papers devoted to various instructional practices, such as the use of new technologies, the development of intercultural competence, assessment or combining content and language. Finally, the last part deals with issues involved in research methodology, with special emphasis being placed on the use of diaries, observations, mixed methods research as well as triangulation.
Language and languages --- Language and education. --- Educational linguistics --- Foreign language study --- Study and teaching. --- Linguistics. --- Applied linguistics. --- Applied Linguistics. --- Language Education. --- Education --- Language and education --- Language schools --- Language and languages. --- Linguistics --- Foreign languages --- Languages --- Anthropology --- Communication --- Ethnology --- Information theory --- Meaning (Psychology) --- Philology
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The current volume is a collection of papers representing the most recent developments in linguistics, specifically in the fields of language, discourse and translation studies. It includes papers representative of traditionally distinguished linguistic subdisciplines such as phonetics and phonology, morphology and syntax, historical linguistics, pragmatics, discourse analysis and sociolinguistics, as well as translation. Since the contributions contained in the book touch upon such a variety of disciplines and do so from both more traditional and more innovative perspectives, it will be an important point of reference for scholars, graduate students and lecturers teaching courses in linguistics.
Historical linguistics --- Sociolinguistics --- Psycholinguistics --- Linguistics --- taalfamilies --- syntaxis --- linguïstiek --- psycholinguïstiek
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The volume brings together papers related to different aspects of classroom-oriented research on teaching and learning second and foreign languages that have been authored by specialists from Poland and abroad. The first part contains contributions dealing with individual variation in the language classroom, in particular age, anxiety, beliefs and language learning strategies. The second part deals with various facets of teachers’ behaviors in the classroom, focusing in particular on classroom communication and the use of action research in teacher training. The third part includes papers devoted to various instructional practices, such as the use of new technologies, the development of intercultural competence, assessment or combining content and language. Finally, the last part deals with issues involved in research methodology, with special emphasis being placed on the use of diaries, observations, mixed methods research as well as triangulation.
Didactics of languages --- Linguistics --- talenonderwijs --- linguïstiek --- intercultureel onderwijs
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The present volume brings together papers devoted to the role of learner and teacher autonomy in the process of second and foreign language learning, which have been contributed by scholars from Poland and abroad. The book has been divided into three parts in accordance with the topics that the individual contributions touch upon. The first part includes papers dealing with different ways in which learner autonomy can be fostered and evaluated. The papers contained in Part Two are connected with the role of language learning strategies in the development of learner independence. Finally, Chapter Three focuses on developing teacher autonomy, which, in the opinion of many specialists, is indispensable if learner autonomy is to be promoted. Thanks to its wide-ranging focus, this edited collection will be of interest not only to second language learning specialists interested in the role of learner autonomy, but also to undergraduate, graduate and postgraduate students working on their BA, MA and PhD theses, as well as practitioners wishing to promote learner independence in their classrooms.
Didactics of languages --- Linguistics --- talenonderwijs --- linguïstiek --- tweede taal
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