TRANSLATION IV Those Attending Will Inform Those Who Are Absent Boy: May
God preserve your life, Uncle Taha! Taha: May God not preserve your life! You
are a bird (crow) of evil omen! Why had you done this to me and left me?
2.4 Grimshaw and Rosen 1990 2.4.1 Grimshaw and Rosen's Account Grimshaw
and Rosen (1990) take as the starting point for their account the uncontroversial
assumption that Principle B is responsible for excluding illicit interpretations of ...
BAB II PENGOLAHAN DATA 2.1 Komponen Leksikal Verba 2.1.1 Pengantar
Dengan berpijak pada pendapat bahwa satuan leksikal menyatakan
seperangkat atau kesatuan makna (Hj. Omar, 1980, 1980;4; Nida, 1975:11—14;
Leech; ...
Cross-Disciplinary Approaches to the English Language: Theory and Practice provides an overview of a less tackled field of research, namely the main issues at stake when teaching English Language and Culture in Romania. The approach is an interdisciplinary and cross-cultural one, as the authors investigate problems, offering and probing solutions from a cross-curricular perspective. The book is a collection of 10 contributions by teachers and researchers from Romania which draw on theoretical and applied methodological explorations into the challenges posed by teaching/learning English in a globalised context. Organised into three main chapters, the volume addresses the multifacetedness of language education as a cross-discipline. The complexity and universality of the research enquiries and practical insights make the topics addressed valid across the contemporary globalising educational context. Cross-Disciplinary Approaches to the English Language: Theory and Practice will be a useful tool to specialists and practitioners from ESP and CLIL domains alike, as well as graduate and postgraduate students in foreign language teaching.
The most important students' motivation had several components: course-specific
motivational components (syllabus, teaching materials, teaching method, and learning tasks), teacher-specific motivational components (teacher personality
and teaching style, teaching feedback, relationship with the students) and group-
specific motivational components (dynamics of the learning group, group
cohesion, etc.). Students were able to concentrate on the content and direction of learning ...
Proceedings of the 2005 Joint BALEAP/SATEFL Conference
Containing a selection of papers from a conference held in Edinburgh in 2005, this book highlights current issues in the teaching of English for academic and specific purposes.
John Wrigglesworth 9 Using a Genre-based Approach to Curriculum Design in
EAP: Assumptions, Applications, and Reactions Introduction The advantages of a
genre-based pedagogy are becoming familiar to university-based language teachers in ... This paper looks at the method of weaving together the various
ideas surrounding genre and discourse structure that informed a particular
academic English unit. ... The syllabus was taught using a genre-based learning
and teaching ...
Although usage-based approaches have been successfully applied to the study of both first and second language acquisition, to monolingual and bilingual development, and to naturalistic and instructed settings, it is not common to consider these different kinds of acquisition in tandem. The present volume takes an integrative approach and shows that usage-based theories provide a much needed unified framework for the study of first, second and foreign language acquisition, in monolingual and bilingual contexts. The contributions target the acquisition of a wide range of linguistic phenomena and critically assess the applicability and explanatory power of the usage-based paradigm. The book also systematically examines a range of cognitive and linguistic factors involved in the process of language development and relates relevant findings to language teaching. Finally, this volume contributes to the assessment and refinement of empirical methods currently employed in usage-based acquisition research. This book is of interest to scholars of language acquisition, language pedagogy, developmental psychology, as well as Cognitive Linguistics and Construction Grammar.
In the last 25 years foreign language teaching has been able to increase its efficiency through an orientation towards authentic language materials, pragmatic language functions and interactive learning methods. However, so far foreign language teaching has lacked a sufficiently strong theoretical framework to support the teaching of language in all its aspects. Arguably, such a linguistic theory has to be usage-based and cognition-oriented. Since cognitive linguistics - and especially cognitive grammar - is concerned with conceptual issues against the larger background of human cognition and because it is based on actual language use, it becomes a powerful tool for dealing adequately with the main issues of a pedagogical grammar. A pedagogical grammar aims at providing all the essential linguistic patterns considered relevant by theoretical and descriptive linguistics for the preparation of teaching materials and their exploitation in foreign language instruction. The volume contains thirteen contributions organized into three parts. In Part 1 Langacker, Taylor and Broccias introduce the basic grammar concepts, rules and models that are available in cognitive linguistics and which are directly relevant to the construction of a pedagogical grammar. Meunier, on the other hand, describes how such a grammar could benefit from corpus linguistics. Part 2 looks at some cognitive tools and conceptual errors with contributions by Danesi and Maldonado and also reconsiders contrastive analysis in the papers by Ruiz de Mendoza and Valenzuela & Rojo. Part 3, finally, discusses language-specific constraints on a number of linguistic phenomena such as the construal of motion events (papers by Cadierno and De Knop & Dirven), distinctions in the tense-aspect system (papers by Niemeier & Reif and Schmiedtová & Flecken), and voice (Chen & Oller).
Buku ini adalah rujukan utama bagi kursus terjemahan yang kini diajarkan di pelbagai institusi pengajian tinggi dalam negeri. Disertakan juga panduan menjalankan perkhidmatan penterjemahan secara komersial bagi mereka yang berhasrat menubuhkan biro khidmat terjemahan profesional.
Perkataan itu tidak wujud dalam perbendaharaan bahasa Melayu pada zaman
Hang Tuah dahulu. Kadang-kadang dalam usaha mencipta perkataan baru, bahasa itu meminjam perkataan daripada bahasa lain. Bahasa Inggeris banyak
meminjam daripada bahasa Yunani dan Latin bagi men- cipta istilah sains.
Sepanjang sejarahnya, bahasa Melayu me- minjam banyak perkataan asing
seperti almari (Sepanyol), kertas (Arab), syurga (Sanskrit), tauhu (Cina), sekolah,
oksigen, ...
