Search results for 'Language and languages Study and teaching' (try it on Scholar)

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  1.  2
    Brikena Xhaferi & Gezim Xhaferi (2013). Teachers' Attitudes and Understanding of Task-Based Language Teaching - A Study Conducted at the Faculty of Languages, Cultures and Communications at SEEU. Seeu Review 9 (2):43-60.
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  2. Chi-Hong Kim (2010). Ŏnŏ Ŭi Simch'ŭng Kwa Ŏnŏ Kyoyuk: Deep Inside Language: Applications for Language Teaching. Kyŏngjin.
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  3. Kirsten Malmkjær & John Williams (eds.) (1998). Context in Language Learning and Language Understanding. Cambridge University Press.
    The papers in this volume represent the views of a range of experts in a variety of language-related disciplines on the role which context plays in language learning and language understanding. The authors provide various theoretical constructs which help impose order on the apparent chaos of contextual factors which may have an influence on the production and comprehension of speech events. They focus on a variety of types of context, including the context established by different speech communities, (...)
     
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  4. Donald A. Sanborn (1972). The Language Process. The Hague,Mouton.
     
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  5. Cris Baxter & William Anthony (1987). Informality in Teaching, and Richmond Work‐Study, Language and Mathematics Scores. Educational Studies 13 (2):179-185.
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  6. Carol Briscoe & Chandra S. Prayaga (2004). Teaching Future K‐8 Teachers the Language of Newton: A Case Study of Collaboration and Change in University Physics Teaching. Science Education 88 (6):947-969.
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  7. B. Delbrück & E. F. K. Koerner (1979). Introduction to the Study of Language. A Critical Survey of the History and Methods of Comparative Philology of Indo-European Languages. Tijdschrift Voor Filosofie 41 (3):527-529.
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  8. Omkar N. Koul, Imtiaz S. Hasnain & Ruqaiya Hasan (eds.) (2004). Linguistics, Theoretical and Applied: A Festschrift for Ruqaiya Hasan. Distributed by Creative Books.
     
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  9. Serge Martin (ed.) (2010). Penser le Langage, Penser L'Enseignement: Avec Henri Meschonnic. Atelier du Grand Tétras.
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  10. Anthony P. R. Howatt & Richard C. Smith (eds.) (1820). Foundations of Foreign Language Teaching: Nineteenth-Century Innovators. Routledge.
    Contents include Language as a Means of Mental Culture and International Communication (1853; 2 vols) by Claude Marcel; The Mastery of Languages, or the Art of Speaking Foreign Tongues Idiomatically (1864) by Thomas Prendergast; Introduction to the Teaching of Living Languages without Grammar or Dictionary (1874) by Lambert Sauveur; and The Art of Teaching and Studying Languages (1880; English translation 1892) by Francois Goiun.
     
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  11.  79
    Noam Chomsky (2000). New Horizons in the Study of Language and Mind. Cambridge University Press.
    This book is an outstanding contribution to the philosophical study of language and mind, by one of the most influential thinkers of our time. In a series of penetrating essays, Chomsky cuts through the confusion and prejudice which has infected the study of language and mind, bringing new solutions to traditional philosophical puzzles and fresh perspectives on issues of general interest, ranging from the mind-body problem to the unification of science. Using a range of imaginative and (...)
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  12.  30
    Peter G. Stromberg (1993). Language and Self-Transformation: A Study of the Christian Conversion Narrative. Cambridge University Press.
    This is a study of how self-transformation may occur through the practice of reframing one's personal experience in terms of a canonical language: that is, a system of symbols that purports to explain something about human beings and the universe they live in. The Christian conversion narrative is used as the primary example here, but the approach used in this book also illuminates other practices such as psychotherapy in which people deal with emotional conflict through language.
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  13. José Ignacio Cabezón (1994). Buddhism and Language a Study of Indo-Tibetan Scholasticism. Monograph Collection (Matt - Pseudo).
     
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  14. Jan E. M. Houben (1995). The Saṃbandha-Samuddeśa (Chapter on Relation) and Bhartṛhari's Philosophy of Language: A Study of Bhartṛhari Saṃbandha-Samuddeśa in the Context of the Vākyapadīya, with a Translation of Helārāja's Commentary Prakīrṇa-Prakāśa. E. Forsten.
  15. J. M. E. Moravcsik (1975). Understanding Language: A Study of Theories of Language in Linguistics and in Philosophy. Mouton.
  16.  1
    Beatrice Cabau-Lampa (2010). Decisive Factors for Language Teaching in Sweden. Educational Studies 25 (2):175-186.
    This paper aims to examine why language teaching holds a prominent position within the Swedish school system. This statement applies to foreign languages as well as to home languages and Swedish as a second language for immigrant children and adults. The Swedish educational system is here conceived as incorporating some specific constituent features that have led to the implementation of a generous language policy. This assumption turns out to be particularly obvious in the case (...)
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  17. Hans Aarsleff (1979). The Study of Language in England, 1780-1860. Greenwood Press.
  18.  45
    James R. Hurford (1998). The Evolution of Language and Languages. In [Book Chapter] (Unpublished).
    Human languages, such as French, Cantonese or American Sign Language, are socio- cultural entities. Knowledge of them (`competence') is acquired by exposure to the ap- propriate environment. Languages are maintained and transmitted by acts of speaking and writing; and this is also the means by which languages evolve. The utterances of one generation are processed by their children to form mental grammars, which in some sense summarize, or generalize over, the children's linguistic experiences. These grammars are (...)
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  19.  6
    Tangiwai Mere Appelton Kepa (2000). Language Matters: The Politics of Teaching Immigrant Adolescents School English in the Secondary School. Educational Philosophy and Theory 32 (1):61–71.
    n this paper, I share my experiences of working with recently arrived immigrant adolescents from the Paci® c Islands geographic region (among others) in a unique language project in the secondary school system in Auckland. I argue that teaching English to speakers of other languages can be both creative and genuinely educative. By sharing my experiences of working with critical activity in teaching the school discourse, I hope to provide powerful insights into the creative processes made (...)
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  20.  26
    Veneeta Dayal, South Asian Languages and Semantic Variation: A Cross-Linguistic Study.
    This project investigates the possibility of variation in the semantic component, a new and dynamic area of study in formal approaches to semantics. Its particular focus is the effect on variation of language contact. The semantic status of classifier languages of South Asia, which have been described as marginal instances of this language type, is used to illustrate the nature of the investigation. Data from a small representative sample of such languages will be collected. The (...)
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  21.  8
    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 (...)
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  22.  10
    Hans Aarsleff (1975). Schulenburg's Leibniz Als Sprachforscher, with Some Observations on Leibniz and the Study of Language. Studia Leibnitiana 7 (1):122 - 134.
    This book is the best and most comprehensive treatment we have of Leibniz' study of natural languages, on the same high level of scholarship, knowledge, and insight as the essay Sigrid von der Schulenburg published in 1937. With its rich detail and source references, it is indispensable both to Leibniz scholars and to students of the history of the study of language. The editor's careful indices make it possible to use the book also as a work (...)
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  23.  4
    Teodora Daniela Sechel (2012). Medical Knowledge and the Improvement of Vernacular Languages in the Habsburg Monarchy: A Case Study From Transylvania (1770–1830). [REVIEW] Studies in History and Philosophy of Science Part C 43 (3):720-729.
    In all European countries, the eighteenth century was characterised by efforts to improve the vernaculars. The Transylvanian case study shows how both codified medical language and ordinary language were constructed and enriched by a large number of medical books and brochures. The publication of medical literature in Central European vernacular languages in order to popularise new medical knowledge was a comprehensive programme, designed on the one hand by intellectual, political and religious elites who urged the improvement (...)
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  24. Oksana Gorbanyova (2016). Interactive Technologies in Teaching a Foreign Language at Higher Educational Establishment. International Letters of Social and Humanistic Sciences 71:54-59.
    Source: Author: Oksana Gorbanyova The purpose of this study is to analyse the effectiveness of using interactive technologies in the process of teaching a foreign language at a higher educational institution. The principal result of our research is the analysis of the influence of using interactive techniques on acquiring communicative competence and personal development. The major conclusions estimate the significance of applying interactive technologies in learning process. ]]>.
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  25. Ferit Kılıçkaya (2009). The Effect of a Computer‐Assisted Language Learning Course on Pre‐Service English Teachers’ Practice Teaching. Educational Studies 35 (4):437-448.
    This paper reports the findings of a study conducted to find out the effect of an undergraduate‐level computer‐assisted language learning course on pre‐service English teachers’ practice teaching. Content analysis techniques were used to examine the resulting responses to the interview questions and the lesson plans for the effects of the course. Findings indicate that the participants have benefited from the topics discussed in the course and half of them tried to make use of the call tools in (...)
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  26. 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 (...)
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  27. Hans Aarsleff (1982). From Locke to Saussure Essays on the Study of Language and Intellectual History. Monograph Collection (Matt - Pseudo).
  28. Edward Sapir (1968). Language an Introduction to the Study of Speech. --. Harcourt, Brace & World.
     
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  29. Martin Kusch (1989). Language as Calculus Vs. Language as Universal Medium a Study in Husserl, Heidegger, and Gadamer.
  30.  1
    C. K. Ogden, I. A. Richards, J. P. Postgate, B. Malinowski & F. G. Crookshank (1924). The Meaning of Meaning: A Study of the Influence of Language Upon Thought and of the Science of Symbolism. Philosophical Review 33 (2):222-223.
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  31.  5
    Anna Wierzbicka (2005). Empirical Universals of Language as a Basis for the Study of Other Human Universals and as a Tool for Exploring Cross‐Cultural Differences. Ethos: Journal of the Society for Psychological Anthropology 33 (2):256-291.
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  32. Michael Heim (1987). Electric Language a Philosophical Study of Word Processing. Monograph Collection (Matt - Pseudo).
     
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  33.  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 (...)
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  34.  15
    Gerald L. Bruns (1974). Modern Poetry and the Idea of Language: A Critical and Historical Study. Dalkey Archive Press.
    Bruns lucidly depicts the distinctions and convergences between these two lines of thought by examining the works of Mallarme, Flaubert, Joyce, Beckett, and ...
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  35. Bishnupada[from old catalog] Bhattacharya (1962). A Study in Language and Meaning: A Critical Examination of Some Aspects of Indian Semantics. Calcutta, Progressive Publishers.
     
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  36. Hans Aarsleff (1982). From Locke to Saussure Essays on the Study of Language and Intellectual History /Hans Aarsleff. --. --. University of Minnesota Press, C1982.
     
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  37.  1
    Karl Britton (2001). Communication: A Philosophical Study of Language. Routledge.
    First published in 2000. Routledge is an imprint of Taylor & Francis, an informa company.
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  38. Francis X. D'sa (1980). Sabdapramanyam in Sabara and Kumarila Towards a Study of the Mimamsa Experience of Language. Monograph Collection (Matt - Pseudo).
     
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  39. Benjamin Ike Ewelu (2008). Private Language Thesis and its Epistemological Import: A Study in Philosophy of Language. Delta Publications.
  40. Lars Haikola (1977). Religion as Language-Game: A Critical Study with Special Regard to D. Z. Phillips. Liberläromedel/Gleerup.
     
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  41. Thomas A. F. Kelly (1994). Language and Transcendence a Study in the Philosophy of Martin Heidegger and Karl-Otto Apel. Monograph Collection (Matt - Pseudo).
     
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  42. Witold Marciszewski (1981). Dictionary of Logic as Applied in the Study of Language Concepts, Methods, Theories.
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  43. S. Panneerselvam (1993). The Problem of Meaning with Special Reference to Wittgenstein and Śaṅkara: A Case Study in the Philosophy of Language. Radhakrishnan Institute for Advanced Study in Philosophy, University of Madras.
  44. Paul Smith (1995). Learning Life: Teaching Language.
     
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  45. Deborah Hansen Soles (1996). Strong Wits and Spider Webs a Study in Hobbes' Philosophy of Language. Monograph Collection (Matt - Pseudo).
     
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  46.  11
    Nina Zaragoza (2002). Rethinking Language Arts: Passion and Practice. Routledgefalmer.
    In Rethinking Language Arts: Passion and Practice, Second Edition , author Nina Zaragoza uses the form of letters to her students to engage pre-service teachers in reevaluating teaching practices. Zaragoza discusses and explains the need for teachers to be decision-makers, reflective thinkers, political beings, and agents of social change in order to create a positive and inclusive classroom setting. This book is both a critical text that deconstructs the way language arts are traditionally taught in our schools (...)
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  47.  9
    Thomas Erling Peterson (2008). The Art of Language Teaching as Interdisciplinary Paradigm. Educational Philosophy and Theory 40 (7):900-918.
    One can extrapolate from the art of language instruction to discover methods applicable across the disciplines in higher education. The paradigm presented by language instruction is applicable throughout the arts and sciences. If cultivated—and there are institutional pressures working against it—such an art can impact the languages and codes of the individual disciplines so as to advance the research mission of scholars in those fields; it can also favor the interrelationships between the disciplines. How the student learns (...)
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  48.  9
    Henry S. Cheang & Marc D. Pell (2011). Recognizing Sarcasm Without Language: A Cross-Linguistic Study of English and Cantonese. Pragmatics and Cognition 19 (2):203-223.
    The goal of the present research was to determine whether certain speaker intentions conveyed through prosody in an unfamiliar language can be accurately recognized. English and Cantonese utterances expressing sarcasm, sincerity, humorous irony, or neutrality through prosody were presented to English and Cantonese listeners unfamiliar with the other language. Listeners identified the communicative intent of utterances in both languages in a crossed design. Participants successfully identified sarcasm spoken in their native language but identified sarcasm at near-chance (...)
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  49.  5
    Béatrice Cabau (2009). Language‐in‐Education Issues: Sweden as a Case Study. Educational Studies 35 (4):379-389.
    From the beginning of the 1990s, the Swedish society has been affected by various changes at various levels. This modified social, political and economic context led to several reforms implemented in the educational arena. These reforms dealt with decentralisation, choice, use of market forces and privatisation. All these aspects had an impact on language education. This article will focus upon the social, ideological/political and educational parameters having affected language?in?education policy in Sweden these last years. It will investigate the (...)
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  50.  11
    Katalin Neumer, Language, Thought, Relativism, Nationalism: An Interdisciplinary Study.
    Ms. Neumer and her team began their project with a critical analysis of the various theories of the relationship between language and thought. Their aim was to develop a theoretical position concerning the issue of universalism versus relativism. This issue is closely bound up with one of the main questions of the history of East and Central Europe, namely, the question of the nation, and the possibility of mutual understanding between national cultures. The team attempted to avoid falling into (...)
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