Search results for 'English language' (try it on Scholar)

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  1. Logan Pearsall Smith, Roger Eliot Fry, Graham Wallas & Society for Pure English (1928). Needed Words. Clarendon Press.
     
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  2. Parker English (2009). What We Say, Who We Are: Leopold Senghor, Zora Neale Hurston, and the Philosophy of Language. Lexington Books.
    In What We Say, Who We Are, Parker English explores the commonality between Leopold Senghor's concept of "negritude" and Zora Neale Hurston's view of "Negro expression." For English, these two concepts emphasize that a person's view of herself is above all dictated by the way in which she talks about herself. Focusing on "performism," English discusses the presentational/representational and externalistic/internalistic facets of this concept and how they relate to the ideas of Senghor and Hurston.
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  3.  6
    Luqi Wu & Michael McMahon (2014). Adopting a Musical Intelligence and E-Learning Approach to Improve the English Language Pronunciation of Chinese Students. AI and Society 29 (2):231-240.
    This study investigates the use of musical intelligence to improve the English pronunciation of Chinese third level students. It is relevant for a human-centred systems engineering approach to cross-cultural interaction. Language learning is important as valid communication can help interactions and cultural understanding between countries, this also may benefit international stability. There are natural barriers between the English and Chinese language which are reflected in teaching approaches. The teaching of English in Chinese classrooms is removed (...)
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  4. Gustaf Stern (1975). Meaning and Change of Meaning: With Special Reference to the English Language. Greenwood Press.
     
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  5. J. W. F. Rogers (1883). Grammar and Logic in the Nineteenth Century as Seen in a Syntactical Analysis of the English Language / by J.W.F. Rogers. [REVIEW] Trübner and Co. George Robertson.
     
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  6.  2
    Caroline Kithinji & Nancy E. Kass (2010). Assessing the Readability of Non-English-Language Consent Forms: The Case of Kiswahili for Research Conducted in Kenya. IRB: Ethics & Human Research 32 (4):10.
    A large body of literature supports the notion that the language used in informed consent forms is not comprehensible to most research participants. Creating comprehensible informed consent forms for international research presents a further challenge because they are generally written first in English and then translated into the local language. The Kenya Medical Research National Ethical Review Committee determines readability of English consent forms before translation; however, it is neither their policy nor practice to determine whether (...)
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  7.  12
    Nicholas Rescher (2013). Leibniz and the English Language. The Leibniz Review 23:7-11.
    The only extensive study that Leibniz ever made of an English-language book, his New Essays on John Locke’s 1690 Essay Concerning Human Understanding, was based not on the English original, but on a French translation. And his correspondence with English scholars and political figures was invariably written in Latin or French. In consequence the impression is widespread among Anglophone Leibnizians that he did not know English. However, considerable evidence has come to light in recent years (...)
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  8.  12
    Mingyue Michelle Gu (2013). From Pre-Service to in-Service Teachers: A Longitudinal Investigation of the Professional Development of English Language Teachers in Secondary Schools. Educational Studies 39 (5):503-521.
    This study reports on a longitudinal inquiry into professional identity construction among six novice cross-border English language teachers from mainland China, who completed their pre-service teacher education in Hong Kong (HK) and began their teaching practice in local HK schools. The findings indicate that the participants navigated obstacles in teaching by deploying their own multiple languages as a cultural and linguistic repertoire. The findings also show that the teachers experienced difficulty legitimising their professional identity in the teaching community, (...)
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  9. John Skorupski (1993). English-Language Philosophy, 1750 to 1945. Oxford University Press.
    From the end of the Enlightenment to the middle of the twentieth century philosophy took fascinating and controversial paths whose relevance to contemporary post-modernist thought is becoming ever clearer. This volume traces the English-language side of the period, while also taking into account those continental thinkers who deeply influenced twentieth-century, English-language philosophy. The story begins with Reid, Coleridge, and Bentham--who set the agenda for much that followed--and continues with a portrait of the nineteenth century's greatest British (...)
     
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  10.  5
    Theophilus Mooko * (2005). The Use of Research and Theory in English Language Teaching in Botswana Secondary Schools. Educational Studies 31 (1):39-53.
    The purpose of this study was to establish the usage of research and theory in the teaching of English language in secondary schools in Botswana. Altogether 100 questionnaires were administered in 19 secondary schools. The results of this study indicate that teachers rarely ever refer to language research in their teaching. Less value was also placed on the theoretical information acquired during training. The respondents indicated that their teaching is essentially based on utilizing their teaching experience and (...)
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  11.  6
    Anne J. Davis & Verena Tschudin (2007). Publishing in English-Language Journals. Nursing Ethics 14 (3):425-430.
    The need for academics to get their work published can be fraught with problems, especially if they have to publish in the English language and within western culture, both of which may be unfamiliar to them. Before considering a submission, authors need to satisfy the rigors of their studies: suitability of the subject matter for a particular journal; concepts, literature and instruments; and if the English is adequate. These are issues of responsibility of authors to readers and, (...)
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  12.  2
    Stuart Brown & John Skorupski (1995). English-Language Philosophy 1750-1945. Philosophical Quarterly 45 (181):540.
    From the end of the Enlightenment to the middle of the twentieth century philosophy took fascinating and controversial paths whose relevance to contemporary post-modernist thought is becoming increasingly clear. This volume traces the English-language side of the period, while also taking into account those continental thinkers who deeply influenced twentieth-century English-language philosophy. The story begins with Reid, Coleridge, and Bentham - who set the agenda for much that followed - and continues with a portrait of the (...)
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  13.  1
    Carolyn M. Ferguson & J. G. Francis (2006). Motivation and Mode: An Attempt to Measure the Attitudes of 'O' Level GCE Candidates to English Language. Educational Studies 5 (3):231-239.
    (1979). Motivation and Mode: an attempt to measure the attitudes of ‘O’ level GCE candidates to English language. Educational Studies: Vol. 5, No. 3, pp. 231-239.
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  14. Barbara M. Birch (2009). The English Language Teacher in Global Civil Society. Routledge.
    How can English language teachers contribute to peace locally and globally? English language teachers and learners are located in the global civil society – an international network of civil organizations and NGOs related to human rights, the environment, and sustainable peace. English, with its special role as an international language, is a major tool for communication within this network. On the local level, many teachers are interested in promoting reconciliation and sustainable peace, but often (...)
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  15. Theophilus Mooko* (2005). The Use of Research and Theory in English Language Teaching in Botswana Secondary Schools. Educational Studies 31 (1):39-53.
    The purpose of this study was to establish the usage of research and theory in the teaching of English language in secondary schools in Botswana. Altogether 100 questionnaires were administered in 19 secondary schools. The results of this study indicate that teachers rarely ever refer to language research in their teaching. Less value was also placed on the theoretical information acquired during training. The respondents indicated that their teaching is essentially based on utilizing their teaching experience and (...)
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  16.  12
    Ya‐Chen Su (2006). EFL Teachers' Perceptions of English Language Policy at the Elementary Level in Taiwan. Educational Studies 32 (3):265-283.
    Due in large part to the trends towards economic globalization, English has become the most widely disseminated and ubiquitous international language. The purpose of the study was to investigate what Taiwan?s EFL teachers at the elementary level believe about the policy of English as a compulsory subject and how they perceive the benefits and obstacles of the policy?s implementation. Ten elementary English teachers in Tainan City and its suburban areas participated in this study. Data were collected (...)
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  17.  9
    Steve Strand & Feyisa Demie (2005). English Language Acquisition and Educational Attainment at the End of Primary School. Educational Studies 31 (3):275-291.
    This paper analyses the national key stage 2 test results for 2300 11?year?old pupils in an inner London LEA. A range of concurrent pupil background data was also collected, including whether pupils spoke English as an additional language (EAL), and if so, their stage of fluency in English. EAL pupils at the early stages (1?3) of developing fluency had significantly lower KS2 test scores in all subjects than their monolingual peers. However, EAL pupils who were fully fluent (...)
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  18. David Crystal & Hilary Crystal (2013). Wordsmiths and Warriors: The English-Language Tourist's Guide to Britain. Oxford University Press Uk.
    Wordsmiths and Warriors explores the heritage of English through the places in Britain that shaped it. It unites the warriors, whose invasions transformed the language, with the poets, scholars, reformers, and others who helped create its character. David and Hilary Crystal drove thousands of miles to locations throughout Britain, David providing the descriptions, Hilary the full-colour photographs. Their book reflects the language's history starting with Anglo-Saxon arrivals and ending in London with apps for grammar. In between lie (...)
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  19.  3
    Feysa Demie & Steve Strand (2006). English Language Acquisition and Educational Attainment at the End of Secondary School. Educational Studies 32 (2):215-231.
    There has been relatively little empirical research on the impact of stage of fluency in English of bilingual pupils. However, this issue is increasingly important given growth in the bilingual school population in England of over one‐third between 1997 and 2004 to around 10% of the school population. This study evaluates the relationship between stage of English fluency and performance in public examinations at age 16 for all pupils within an inner London local education authority. Two methodological approaches (...)
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  20.  9
    Karen D. Johnson-Webb (2004). The Role of Migration, Family Characteristics and English-Language Ability in Latino Academic Achievement. Inquiry 24 (1-2):21-31.
    Latinos comprise the largest minority group in the U.S. and 63 percent are foreign-born. An educational gap exists between Latinos in the U.S. and other groups in the U.S. Lower educational attainment has ramifications for labor market and other socioeconomic outcomes. Factors involving family context have best explained the educational gap, along with English proficiency and migration history. This study, using the Census long-form data, explores the role of socio-economic background, ethnicity, and migration history on educational outcomes of Latinos (...)
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  21. Catherine Merridale (1996). English-Language History and the Creation of Historical Paradigm. History of the Human Sciences 9 (4):81-98.
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  22.  1
    W. M. Ormrod (2003). The Use of English: Language, Law, and Political Culture in Fourteenth-Century England. Speculum 78 (3):750-787.
  23.  2
    R. Wood (2006). Sex Differences in Answers to English Language Comprehension Items. Educational Studies 4 (2):157-165.
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  24.  9
    Eeva Tuokko (forthcoming). The 1999 National Evaluation of the English Language Skills of Finnish 9 Th Form Pupils. Dialogos.
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  25.  17
    Hannah Rose Kunert (forthcoming). Linguistic Imperialism and English Language Teaching in Japan. Sophia.
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  26.  17
    Naratip Jindapitak & Adisa Teo (2013). The Emergence of World Englishes: Implications for English Language Teaching. Emergence: Complexity and Organization 2 (2).
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  27.  15
    R. B. Onians (1929). An Essay in Comparative Literature God, Man, and Epic Poetry. A Study in Comparative Literature. By H. V. Routh, M.A., University Reader in English Language and Literature, London. Vol. I., Pp. X + 232 (Classical); Vol. II., Pp. Xii + 283 (Medieval). Cambridge: The University Press, 1927. 12s. 6d. Each Volume. [REVIEW] The Classical Review 43 (06):215-217.
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  28.  15
    Joseph P. Clancy (1952). Poets of the English Language. Thought: A Journal of Philosophy 27 (3):458-460.
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  29.  11
    Pik-yee Lo & 盧碧儀 (1993). Formative Assessment in English Language Education In. Complexity 35 (2.3):3-4.
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  30.  26
    Sven Ove Hansson (2012). From Latin to Linguistic Confusion to English: Language Shifts in Philosophy. Theoria 78 (1):1-5.
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  31.  5
    Okhee Lee, Scott Lewis, Karen Adamson, Jaime Maerten‐Rivera & Walter G. Secada (2008). Urban Elementary School Teachers' Knowledge and Practices in Teaching Science to English Language Learners. Science Education 92 (4):733-758.
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  32.  3
    Allen J. Frantzen (1980). Lars Malmberg, Ed., Resignation, Durham: Department of English Language and Medieval Literature, 1979. Paper. Pp. 45. £1. [REVIEW] Speculum 55 (4):872.
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  33.  7
    Mei Lin (2007). Educating English Language Learners: A Synthesis of Research Evidence ‐ Edited by F. Genesee, K. Lindholm‐Leary, W.M. Saunders and D. Christian. [REVIEW] British Journal of Educational Studies 55 (4):476-478.
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  34.  4
    Noel S. Adams (2002). The Early and Recent Reception of Fear and Trembling and Repetition in the English Language. Kierkegaard Studies Yearbook 2002 (1):277-289.
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  35. Ilic Peter (2012). Japanese English Students 'Knowledge of and Attitudes Towards the English Language'. Dialogos 12:13-40.
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  36.  7
    A. W. Moore (1999). The English language and philosophy. Rue Descartes 26:73-80.
    Dans quelle mesure la philosophie du langage ordinaire, faite par des anglophones qui réfléchissent sur la langue et son usage correct, est-elle liée à l'anglais ? Ainsi, quand elle traite de la nature de la connaissance, se peut-il qu'il s'agisse de questions induites par le terme knowledge ? Adrian Moore instruit la cohérence d'une réponse négative à partir d'une réflexion sur le « nous » qui parle. Mais il voit dans l'impossibilité de principe pour la philosophie du langage ordinaire de (...)
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  37.  11
    William Gustason (1994). English Language Philosophy 1750-1945. Review of Metaphysics 48 (2):426-428.
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  38.  6
    Peter S. Baker (1986). Joyce Hill, Ed., Old English Minor Heroic Poems. (Durham and St. Andrews Medieval Texts, 4.) Durham: Department of English Language and Medieval Literature, 1983. Paper. Pp. Vii, 104. £1.50. [REVIEW] Speculum 61 (1):237-237.
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  39.  6
    S. I. Duruoha (2006). Social Action in Nigerian English Language Poetry: A Linguistic Change in Poetic Discourse. Sophia: An African Journal of Philosophy 8 (1).
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  40.  2
    Peter S. Baker (1987). David L. Hoover, A New Theory of Old English Meter. (American University Studies, Ser. 4: English Language and Literature, 14.) New York, Bern, and Frankfurt Am Main: Peter Lang, 1985. Pp. Xvi, 191. $24. [REVIEW] Speculum 62 (4):950-952.
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  41.  2
    Janet Berković (2011). The Book That Changed the World the Influence of the King James Bible on English Language and Literature. Kairos: Evangelical Journal of Theology 5 (2):313-323.
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  42.  3
    Mark Lloyd Taylor (2000). Recent English Language Scholarship on Kierkegaard's Upbuilding Discourses. Kierkegaard Studies Yearbook 2000 (1):273-299.
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  43.  4
    Carol Clover (1980). Sigurður Nordal, Ed., Vqluspá. Trans. B. S. Benedikz and John McKinnell. Durham: Department of English Language and Medieval Literature; Fife: Department of English, 1978. Paper. Pp. Viii, 165. £1.20. [REVIEW] Speculum 55 (3):630.
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  44.  3
    Daniel Donoghue (1991). Matsuji Tajima, Comp., Old and Middle English Language Studies: A Classified Bibliography, 1923–1985.(Amsterdam Studies in the Theory and History of Linguistic Science, 5/13.) Amsterdam and Philadelphia: John Benjamins, 1988. Pp. Xxxiv, 391. Hfl 225. $100. [REVIEW] Speculum 66 (2):482-483.
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  45.  1
    Nicholas Howe (1996). Norman Blake, Ed., The Cambridge History of the English Language, 2: 1066–1476. Cambridge, Eng.: Cambridge University Press, 1992. Pp. Xxi, 703. [REVIEW] Speculum 71 (1):125-127.
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  46.  2
    Harry Elmer Barnes (1922). V. Some of the More Important Works on Sociology Which Have Appeared in the English Language Since 1914. Archiv für Geschichte der Philosophie 34 (3-4):101-117.
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  47.  1
    Wen Haiming (2012). Confucian Role Ethics in Chinese- and English-Language Contexts. Frontiers of Philosophy in China 7 (4):627-634.
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  48.  1
    Bart Moore-Gilbert (1993). Inventing India: A History of India in English-Language Fiction. History of European Ideas 17 (4):533-535.
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  49.  1
    T. E. Wilkerson (1995). English Language Philosophy 1750–1945. Philosophical Books 36 (1):47-48.
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  50. David Allen (1854). The State and Prospects of the English Language in India. Journal of the American Oriental Society 4:263-275.
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