Remizidae (Penduline-tits), Aegithalidae (Long-tailed tits), Sittidae (Nuthatches), Tichodromidae (Wallcreeper), Certhiidae (Treecreepers), Rhabdornithidae (Rhabdornis), Nectariniidae (Sunbirds), Melanocharitidae (Berrypeckers and Longbills), Paramythiidae (Painted berrypeckers), Diaceidae (Flowerpeckers), Pardalotidae (Pardalotes), Zosteropidae (White-eyes), Promeropidae (Sugarbirds), Meliphagidae (Honeyeaters), Oriolidae (Orioles), Laniidae (Shrikes)
Birds from Bintang Island in the Rhio Archipelago. Bull. Raffles Mus. Singapore 5:
114-120. Chasen, F.N. (1933). Notes on the birds of Christmas Island. Indian
Ocean. Bull. Raffles Mus Singapore 8: 55-87. Chasen, F.N. & Kloss, CB. (1930).
On incorporated companies based on Islamic banking and small and medium-sized industries in Indonesia.
On incorporated companies based on Islamic banking and small and medium-sized industries in Indonesia.
Buku ini memaparkan secara komprehensif Kurikulum Tingkat Satuan Pendidikan (KTSP) yang mulai berlaku seiring terbitnya Peraturan Pemerintah No. 19 Tahun 2005. Bagian Pertama, menjelaskan latar pengembangan kurikulum itu sendiri. Dimulai dari dasar, landasan, desain, proses, dan prinsip serta m,odel pengembangan kurikulum. Bagian Kedua, merupakan substansi inti pembahasan, yaitu: Pengembangan Kurikulum Tingkat Satuan Pendidikan sebagai model manajemen kurikulum yang berlaku di Indonesia dewasa ini. Pada Bagian Ketiga, pembahasan bertumpu pada hakikat pembelajaran, yang kemudian ditutup dengan uraian tentang inovasi pendidikan di Bagian Keempat.--- Penerbit Kencana Prenadamedia Group
Misalkan untuk kehidupan yang akan datang, penggunaan komputer dan
Internet akan menjadi salah satu kebutuhan, maka dengan demikian bagaimana
cara memanfaatkan komputer dan bagaimana cara mendapatkan informasi dari
Internet sudah harus diperkenalkan kepada siswa. Demikian juga dengan
kemampuan berbahasa. Pada masa yang akan datang ketika pasar bebas
seperti persetujuan APEC mulai berlaku, maka masyarakat akan dihadapkan
kepada persaingan ...
New Approaches to Teaching Italian Language and Culture fills a major gap in existing scholarship and textbooks devoted to the teaching of Italian language and culture. A much-needed project in Italianistica, this collection of essays offers case studies that provide a coherent and organized overview of contemporary Italian pedagogy, incorporating the expertise of scholars in the field of language methodology and language acquisition from Italy and four major countries where the study of Italian has a long tradition: Australia, Canada, Great Britain and the United States. The twenty four essays, divided into six main parts, offer a tremendous variety of up-to-date approaches to the teaching of Italian as a foreign language and L2, ranging from theoretical to more practical, hands-on strategies with essays on curricular innovations, technology, study abroad programs, culture, film and song use as effective pedagogical tools. Each case study introduces a systematic approach with an overview of theory, activities and assessment suggestions, collection of research data and syllabi. The book addresses the needs of instructors and teacher trainers, putting in perspective different examples that can be used for more effective teaching techniques according to the ACTFL guidelines and the Common European Framework of Reference for Languages.
A much-needed project in Italianistica, this collection of essays offers case studies that provide a coherent and organized overview of contemporary Italian pedagogy, incorporating the expertise of scholars in the field of language ...
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).
The volume contains thirteen contributions organized into three parts.
