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

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  1. Chi-Hong Kim (2010). Ŏnŏ Ŭi Simch'ŭng Kwa Ŏnŏ Kyoyuk: Deep Inside Language: Applications for Language Teaching. Kyŏngjin.score: 732.0
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  2. Cris Baxter & William Anthony (1987). Informality in Teaching, and Richmond Work‐Study, Language and Mathematics Scores. Educational Studies 13 (2):179-185.score: 594.0
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  3. 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.score: 590.0
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  4. Kirsten Malmkjær & John Williams (eds.) (1998). Context in Language Learning and Language Understanding. Cambridge University Press.score: 536.0
    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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  5. Donald A. Sanborn (1972). The Language Process. The Hague,Mouton.score: 512.0
     
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  6. Anthony P. R. Howatt & Richard C. Smith (eds.) (1820/2002). Foundations of Foreign Language Teaching: Nineteenth-Century Innovators. Routledge.score: 498.0
    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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  7. Theophilus Mooko * (2005). The Use of Research and Theory in English Language Teaching in Botswana Secondary Schools. Educational Studies 31 (1):39-53.score: 422.0
    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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  8. Nina Zaragoza (2002). Rethinking Language Arts: Passion and Practice. Routledgefalmer.score: 406.0
    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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  9. Omkar N. Koul, Imtiaz S. Hasnain & Ruqaiya Hasan (eds.) (2004). Linguistics, Theoretical and Applied: A Festschrift for Ruqaiya Hasan. Distributed by Creative Books.score: 392.0
     
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  10. Serge Martin (ed.) (2010). Penser le Langage, Penser L'Enseignement: Avec Henri Meschonnic. Atelier du Grand Tétras.score: 384.0
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  11. Noam Chomsky (2000). New Horizons in the Study of Language and Mind. Cambridge University Press.score: 378.0
    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. Peter G. Stromberg (1993). Language and Self-Transformation: A Study of the Christian Conversion Narrative. Cambridge University Press.score: 378.0
    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. Clara D. Martin, Kristof Strijkers, Mikel Santesteban, Carles Escera, Robert J. Hartsuiker & Albert Costa (2013). The Impact of Early Bilingualism on Controlling a Lately Learnt Language: An ERP Study. Frontiers in Psychology 4.score: 372.0
    This study asks whether early bilingual speakers who have already developed a language control mechanism to handle two languages control a dominant and a lately learnt language in the same way as late bilingual speakers. We therefore compared event-related potentials in a language switching task in two groups of participants switching between a dominant (L1) and a weak lately learnt language (L3). Early bilingual late learners of an L3 showed a different ERP pattern (larger (...)
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  14. Markus Conrad, Guillermo Recio & Arthur M. Jacobs (2011). The Time Course of Emotion Effects in First and Second Language Processing: A Cross Cultural ERP Study with German–Spanish Bilinguals. Frontiers in Psychology 2.score: 372.0
    To investigate whether second language processing is characterized by the same sensitivity to the emotional content of language – as compared to native language processing – we conducted an EEG study manipulating word emotional valence in a visual lexical decision task. Two groups of late bilinguals – native speakers of German and Spanish with sufficient proficiency in their respective second language - performed each a German and a Spanish version of the task containing identical semantic (...)
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  15. 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.score: 349.5
  16. J. M. E. Moravcsik (1975). Understanding Language: A Study of Theories of Language in Linguistics and in Philosophy. Mouton.score: 349.5
  17. Veneeta Dayal, South Asian Languages and Semantic Variation: A Cross-Linguistic Study.score: 336.0
    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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  18. 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.score: 336.0
    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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  19. Hans Aarsleff (1975). Schulenburg's Leibniz Als Sprachforscher, with Some Observations on Leibniz and the Study of Language. Studia Leibnitiana 7 (1):122 - 134.score: 336.0
    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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  20. Gerald L. Bruns (1974/2001). Modern Poetry and the Idea of Language: A Critical and Historical Study. Dalkey Archive Press.score: 327.0
    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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  21. Thomas Erling Peterson (2008). The Art of Language Teaching as Interdisciplinary Paradigm. Educational Philosophy and Theory 40 (7):900-918.score: 327.0
    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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  22. 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 33 (2):256-291.score: 327.0
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  23. 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.score: 327.0
  24. Jonathan Grainger Xavier Aparicio, Katherine J. Midgley, Phillip J. Holcomb, He Pu, Jean-Marc Lavaur (2012). Language Effects in Trilinguals: An ERP Study. Frontiers in Psychology 3.score: 327.0
    Event-related potentials were recorded during the visual presentation of words in the three languages of French-English-Spanish trilinguals. Participants monitored a mixed list of unrelated non-cognate words in the three languages while performing a semantic categorization task. Words in L1 generated earlier N400 peak amplitudes than both L2 and L3 words, which peaked together. On the other hand, L2 and L3 words did differ significantly in terms of N400 amplitude, with L3 words generating greater mean amplitudes compared with L2 (...)
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  25. Hans Aarsleff (1979). The Study of Language in England, 1780-1860. Greenwood Press.score: 327.0
     
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  26. Bishnupada[from old catalog] Bhattacharya (1962). A Study in Language and Meaning: A Critical Examination of Some Aspects of Indian Semantics. Calcutta, Progressive Publishers.score: 327.0
     
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  27. Benjamin Ike Ewelu (2008). Private Language Thesis and its Epistemological Import: A Study in Philosophy of Language. Delta Publications.score: 327.0
  28. Lars Haikola (1977). Religion as Language-Game: A Critical Study with Special Regard to D. Z. Phillips. Liberläromedel/Gleerup.score: 327.0
     
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  29. 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.score: 316.0
    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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  30. Barbara Sörensen Criblez (2000). John Dewey's Teaching Methods in the Discussion on German-Language Kindergartens €“ A Case of Non-Perception? Studies in Philosophy and Education 19 (1):133-140.score: 316.0
    At the beginning of the 20th century,German-language kindergartens were completelyovershadowed by Friedrich Froebel's tradition. Thesearch for new forms of teaching started mainly bytaking over the body of thinking developed byteaching reformers. John Dewey's work was onlyaccorded marginal examination. The person who gotto grips most intensively with John Dewey and theAmerican tradition of kindergarten teaching duringthe first half of the 20th century is Emmy Walser,one of the leading personalities in the kindergartenmovement in Switzerland. As a result, the ``freeworking (...)
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  31. Katalin Neumer, Language, Thought, Relativism, Nationalism: An Interdisciplinary Study.score: 306.0
    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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  32. H. G. Callaway (1993). Context for Meaning and Analysis, A Critical Study in the Philosophy of Language. Rodopi.score: 300.0
    This book provides a concise overview, with excellent historical and systematic coverage, of the problems of the philosophy of language in the analytic tradition. Howard Callaway explains and explores the relation of language to the philosophy of mind and culture, to the theory of knowledge, and to ontology. He places the question of linguistic meaning at the center of his investigations. The teachings of authors who have become classics in the field, including Frege, Russell, Carnap, Quine, Davidson, and (...)
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  33. Walter Ott (2009). Teaching & Learning Guide For: Locke on Language. Philosophy Compass 4 (5):877-879.score: 300.0
    Although a fascination with language is a familiar feature of 20th-century empiricism, its origins reach back at least to the early modern period empiricists. John Locke offers a detailed (if sometimes puzzling) treatment of language and uses it to illuminate key regions of the philosophical topography, particularly natural kinds and essences. Locke's main conceptual tool for dealing with language is 'signification'. Locke's central linguistic thesis is this: words signify nothing but ideas. This on its face seems absurd. (...)
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  34. Béatrice Cabau (2009). Language‐in‐Education Issues: Sweden as a Case Study. Educational Studies 35 (4):379-389.score: 294.0
    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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  35. Asifa Majid, Nicholas Evans, Alice Gaby & Stephen C. Levinson (2011). The Grammar of Exchange: A Comparative Study of Reciprocal Constructions Across Languages. Frontiers in Psychology 2:34.score: 291.0
    Cultures are built on social exchange. Most languages have dedicated grammatical machinery for expressing this. To demonstrate that statistical methods can also be applied to grammatical meaning, we here ask whether the underlying meanings of these grammatical constructions are based on shared common concepts. To explore this, we designed video stimuli of reciprocated actions (e.g. ‘giving to each other’) and symmetrical states (e.g. ‘sitting next to each other’), and with the help of a team of linguists collected responses from (...)
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  36. David Sloan Wilson (1995). Language as a Community of Interacting Belief Systems: A Case Study Involving Conduct Toward Self and Others. [REVIEW] Biology and Philosophy 10 (1):77-97.score: 290.0
    Words such as selfish and altruistic that describe conduct toward self and others are notoriously ambiguous in everyday language. I argue that the ambiguity is caused, in part, by the coexistence of multiple belief systems that use the same words in different ways. Each belief system is a relatively coherent linguistic entity that provides a guide for human behavior. It is therefore a functional entity with design features that dictate specific word meaning. Since different belief systems guide human behavior (...)
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  37. Luc Steels & Tony Belpaeme (2005). Coordinating Perceptually Grounded Categories Through Language: A Case Study for Colour. Behavioral and Brain Sciences 28 (4):469-489.score: 290.0
    This article proposes a number of models to examine through which mechanisms a population of autonomous agents could arrive at a repertoire of perceptually grounded categories that is sufficiently shared to allow successful communication. The models are inspired by the main approaches to human categorisation being discussed in the literature: nativism, empiricism, and culturalism. Colour is taken as a case study. Although we take no stance on which position is to be accepted as final truth with respect to human (...)
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  38. Jerrold J. Katz (1986). Cogitations: A Study of the Cogito in Relation to the Philosophy of Logic and Language and a Study of Them in Relation to the Cogito. Oxford University Press.score: 290.0
    The cogito ergo sum of Descartes is one of the best-known--and simplest--of all philosophical formulations, but ever since it was first propounded it has defied any formal accounting of its validity. How is it that so simple and important an argument has caused such difficulty and such philosophical controversy? In this pioneering work, Jerrold Katz argues that the problem with the cogito lies where it is least suspected--in a deficiency in the theory of language and logic that Cartesian scholars (...)
     
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  39. C. S. Lewis (1947/2001). The Abolition of Man, or, Reflections on Education with Special Reference to the Teaching of English in the Upper Forms of Schools. Harpersanfrancisco.score: 286.0
    C. S. Lewis sets out to persuade his audience of the importance and relevance of universal values such as courage and honor in contemporary society.
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  40. Joseph F. Graham (1992). Onomatopoetics: Theory of Language and Literature. Cambridge University Press.score: 278.0
    The relationship of words to the things they represent and to the mind that forms them has long been the subject of linguistic enquiry. Joseph Graham's challenging book takes this debate into the field of literary theory, making a searching enquiry into the nature of literary representation. It reviews the arguments of Plato's Cratylus on how words signify things, and of Chomsky's theory of the innate "natural" status of language (contrasted with Saussure's notion of its essential arbitrariness). In the (...)
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  41. Ronald P. Leow (2000). A Study of the Role of Awareness in Foreign Language Behavior: Aware Versus Unaware Learners. Studies in Second Language Acquisition 22 (4):557-584.score: 278.0
  42. S. K. Šaumjan & P. A. Soboleva (forthcoming). Transformation Calculus as a Tool of Semantic Study of Natural Languages. Foundations of Language.score: 273.0
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  43. Luqi Wu & Michael McMahon (forthcoming). Adopting a Musical Intelligence and E-Learning Approach to Improve the English Language Pronunciation of Chinese Students. AI and Society:1-10.score: 272.0
    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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  44. Steven G. Darian (2003). Understanding the Language of Science. University of Texas Press.score: 272.0
    "To my knowledge, there has never [before] been a volume that analyzes, in one place, the actual language of science--those elements of thinking that are acknowledged to be the basis of scientific thought. . . . [Thus] this is a very important book, contributing to several fields: science, education, rhetoric, medicine, and perhaps even philosophy. . . . Darian's erudition is truly astonishing." --Celest A. Martin, Associate Professor, College Writing Program, University of Rhode Island From astronomy to zoology, the (...)
     
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  45. Limin Liu (2007). Zai Yu Yan Zhong Pan Xuan: Xian Qin Ming Jia "Gui Bian" Ming Ti de Chun Yu Yan Si Bian Li Xing Yan Jiu = Raising Questions in and of Language: A Study on Rationalistic Philosophy of Language of Pre-Qin School of Names. Sichuan da Xue Chu Ban She.score: 264.5
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  46. Beatrice Szczepek Reed (2012). Teaching and Researching Language Learning Strategies. By Rebecca L. Oxford: Pp 342. Harlow: Pearson Education. 2010.£ 19.99. ISBN 978-0-582-38129-2. [REVIEW] British Journal of Educational Studies 60 (2):193-194.score: 264.0
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  47. Beatrice Cabau-Lampa (2010). Decisive Factors for Language Teaching in Sweden. Educational Studies 25 (2):175-186.score: 264.0
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  48. 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.score: 264.0
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  49. Mary Mason, Bob Mason & Tony Quayle (1992). Illuminating English: How Explicit Language Teaching Improved Public Examination Results in a Comprehensive School. Educational Studies 18 (3):341-353.score: 264.0
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  50. Theophilus Mooko* (2005). The Use of Research and Theory in English Language Teaching in Botswana Secondary Schools. Educational Studies 31 (1):39-53.score: 264.0
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