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Author:
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 238
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Book Description
Author:
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 238
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Book Description
Author: S. V. Pradhan
Publisher: Allied Publishers
ISBN: 9788170239413
Category : Imagination
Languages : en
Pages : 284
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 308
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Book Description
Author: Asif Shuja
Publisher: APH Publishing
ISBN: 9788176486996
Category :
Languages : en
Pages : 104
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Book Description
Author: Sailaja Pingali
Publisher: Edinburgh University Press
ISBN: 0748631259
Category : Language Arts & Disciplines
Languages : en
Pages : 184
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Book Description
This book is a descriptive account of English as it is used in India. Indian English is a second language to most of its speakers. In its 400-year history it has acquired its own character, yet still looks to native varieties of English for norms. The complex nature of Indian English, which is not really a monolithic entity, is discussed in this book. The book also makes a distinction between what are considered to be standard and non-standard varieties, and provides an overview of the salient features. Indian English includes: * A discussion of the sociolinguistic and cultural factors* The history of the establishment of English in India, bringing it up to modern times* A description of the linguistic aspects: phonetics and phonology, lexical, discourse and morphosyntactic features* Samples of written English from a range of contexts* Samples of speech* An annotated bibliography divided according to topic.
Author: Rosa M. Manchón
Publisher: Walter de Gruyter GmbH & Co KG
ISBN: 1614511330
Category : Language Arts & Disciplines
Languages : en
Pages : 670
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Book Description
The Handbook of Second and Foreign Language Writing is an authoritative reference compendium of the theory and research on second and foreign language writing that can be of value to researchers, professionals, and graduate students. It is intended both as a retrospective critical reflection that can situate research on L2 writing in its historical context and provide a state of the art view of past achievements, and as a prospective critical analysis of what lies ahead in terms of theory, research, and applications. Accordingly, the Handbook aims to provide (i) foundational information on the emergence and subsequent evolution of the field, (ii) state-of-the-art surveys of available theoretical and research (basic and applied) insights, (iii) overviews of research methods in L2 writing research, (iv) critical reflections on future developments, and (iv) explorations of existing and emerging disciplinary interfaces with other fields of inquiry.
Author: Jonathan Hart
Publisher: Routledge
ISBN: 1000389723
Category : Literary Criticism
Languages : en
Pages : 327
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Book Description
First published in 1992, Theater and World is a detailed exploration of Shakespeare’s representation of history and how it affects the relation between theatre and world. The book focuses primarily on the Second Tetralogy (Richard II, Henry IV Part I, Henry IV Part II, and Henry V) and includes a wealth of analysis and interpretation of the plays. In doing so, it explores a wide range of topics, including the relation between literary and theatrical representations and the world; the nature of illusion and reality; genre; the connection between history and fiction (especially plays); historiography and literary criticism or theory; poetry and philosophy; and irony, both rhetorical and philosophical. Theater and World continues to have lasting relevance for anyone with an interest in Shakespeare’s words and his representation of history in particular.
Author: Richard S. Kayne
Publisher: MIT Press
ISBN: 9780262611077
Category : Language Arts & Disciplines
Languages : en
Pages : 220
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Book Description
It is standardly assumed that Universal Grammar (UG) allows a given hierarchical representation to be associated with more than one linear order. This book proposes a restrictive theory of word order and phrase structure that denies this assumption. According to this theory, phrase structure always completely determines linear order, so that if two phrases differ in linear order, they must also differ in hierarchical structure. It is standardly assumed that Universal Grammar (UG) allows a given hierarchical representation to be associated with more than one linear order. For example, English and Japanese phrases consisting of a verb and its complement are thought of as symmetrical to one another, differing only in linear order. The Antisymmetry of Syntax proposes a restrictive theory of word order and phrase structure that denies this assumption. According to this theory, phrase structure always completely determines linear order, so that if two phrases differ in linear order, they must also differ in hierarchical structure. More specifically, Richard Kayne shows that asymmetric c-command invariably maps into linear precedence. From this follows, with few further hypotheses, a highly specific theory of word order in UG: that complement positions must always follow their associated head, and that specifiers and adjoined elements must always precede the phrase that they are sister to. A further result is that standard X-bar theory is not a primitive component of UG. Rather, X-bar theory expresses a set of antisymmetric properties of phrase structure. This antisymmetry is inherited from the more basic antisymmetry of linear order. Linguistic Inquiry Monograph No. 25
Author: Joseph C. Mukalel
Publisher: Discovery Publishing House
ISBN: 9788171414000
Category :
Languages : en
Pages : 240
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Book Description
Contents: The Nature of Language, Acquisition of the First Language, Approaches to Language Teaching, Grammar-Translation Method, Structural Approach, Audio- Lingual and Direct Method, Bilingual Method, Communicative Language Teaching, Language Content and Kinds of Lessons, Techniques for Teaching English, Teaching English in Universities, Teaching English in English Medium Schools, Equipping the English Teacher, Micro-teaching in Teacher Education.
Author: Dr. Shirin R. Shaikh
Publisher: Idea Publishing
ISBN:
Category :
Languages : en
Pages : 94
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Book Description
The main aim of this book is to connect in a straightforward way the growing body of second language vocabulary research with teacher actions in classrooms. Words are pervasive in our life. The words that we use express and shape our identity. Our vocabulary gives away our social and educational background. It is a major factor in determining what we understand. It opens or closes access to sources of information that will impact our future. Today vocabulary acquisition is considered an integral area of language teaching by linguists, teachers and researchers. They have come to understand the role of lexicon in language learning and communication. Therefore during the past three decades, the field of second language acquisition has seen renewed interest in vocabulary learning. But the scene was different few decades ago. For many years vocabulary was considered unimportant in language teaching. Its neglect in part may be due to specialisation in linguistic research on syntax and phonology. This may have fostered a climate in which vocabulary was considered an unimportant element in the learning of a second or foreign language. This view largely dominated the 1940’s, 1950’s and 1960’s. The period between 1940-60 was an uncertain period for vocabulary as an aspect of language teaching. In this period vocabulary was seen mainly as a problem of selection and gradation for the target learners. It was only in 1970’s that vocabulary was given some place of importance in language teaching but still it was considered less important when compared with syntax and phonology. For years, second language learners have complained about their lack of vocabulary in their new language. During this time, experts in our field did not give much importance to vocabulary. However, since the mid-1990s there has been a renewed interest in research on second language vocabulary issues such as student needs, teaching techniques, learner strategies, incidental learning and vocabulary for specific purpose. Today lexical knowledge is acknowledged to be central to communicative competence and the acquisition and development of second language. This study is probably the first systematic attempt to expand the students’ active vocabulary and to create word-consciousness in the classroom. The aim of the present study is to examine students’ knowledge of vocabulary at the college level and note the problem areas and follow the eclectic method to increase the students’ word power in order to enable them to use more precise words instead of general ones. The students are taught words in lexical sets for quick expansion of vocabulary and they are also made to consider the paradigmatic and syntagmatic relations of words for better understanding of word meanings. Chapter I of this book deals with English as an international language and its position in India today. It also highlights the importance of vocabulary, aspects of vocabulary and the principles of selection and gradation of vocabulary. Chapter II reviews the work already done in the field of vocabulary. Chapter III focuses on the aims and procedure adopted in the present study. It also highlights techniques of teaching new words and expanding vocabulary. Chapter IV presents an analysis of the data collected. The relative difficulty level of different questions in the pre-test and the post-test, the students’ progress in the use of vocabulary and the conclusions of the study are presented in this chapter. I sincerely hope that the present study and the discussions will have an impact on the way teachers and learners view the teaching and learning of vocabulary in a second language.
