COMMUNICATIVE TRANSLATION in FOREIGN-LANGUAGE TEACHING and LEARNING Nune Ayvazyan
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Catalan Style Guide
Catalan Style Guide Published: June, 2017 Microsoft Catalan Style Guide Contents 1 About this style guide ......................................................................................................................... 4 1.1 Recommended style references .............................................................................................. 4 2 Microsoft voice ...................................................................................................................................... 6 2.1 Choices that reflect Microsoft voice ...................................................................................... 6 2.1.1 Word choice ........................................................................................................................... 7 2.1.2 Words and phrases to avoid .......................................................................................... 10 2.2 Sample Microsoft voice text ................................................................................................... 11 2.2.1 Address the user to take action .................................................................................... 12 2.2.2 Promote a feature .............................................................................................................. 13 2.2.3 Provide how-to guidelines .............................................................................................. 13 2.2.4 Explanatory text and support ....................................................................................... -
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cover next page > Cover title: Catalan : A Comprehensive Grammar Routledge Grammars author: Wheeler, Max.; Yates, Alan.; Dols, Nicolau, publisher: Taylor & Francis Routledge isbn10 | asin: 0415103428 print isbn13: 9780415103428 ebook isbn13: 9780203028506 language: English subject Catalan language--Grammar. publication date: 1999 lcc: PC3823.W44 1999eb ddc: 449/.982421 subject: Catalan language--Grammar. cover next page > < previous page page_i next page > Page i CATALAN: A COMPREHENSIVE GRAMMAR Catalan: A Comprehensive Grammar is a complete reference guide to modern Catalan grammar, presenting an accessible and systematic description of the modern language. The Grammar reflects the current reality of Catalan by acknowledging regional diversity and features Balearic and Valencian varieties alongside the language used in the Barcelona region. The combined specialist knowledge of the author team ensures a balanced coverage of modern Catalan. Features include: • comprehensive coverage of all parts of speech • a wealth of authentic examples illustrating language points • attention to areas of particular difficulty for those whose first language is English • full cross-referencing • detailed index Catalan: A Comprehensive Grammar will remain the standard reference work for years to come. Max W.Wheeler is Reader in Linguistics at the University of Sussex. Alan Yates is ‘Illes Balears’ Professor of Catalan at the University of Sheffield. Nicolau Dols is Professor Titular d’Escola Universitària at the University of the Balearic Islands. < previous -
Background to the Theory of Arabic Origins
BYU Studies Quarterly Volume 4 Issue 3 Article 4 10-1-1962 Background to the Theory of Arabic Origins M. Carl Gibson Follow this and additional works at: https://scholarsarchive.byu.edu/byusq Recommended Citation Gibson, M. Carl (1962) "Background to the Theory of Arabic Origins," BYU Studies Quarterly: Vol. 4 : Iss. 3 , Article 4. Available at: https://scholarsarchive.byu.edu/byusq/vol4/iss3/4 This Article is brought to you for free and open access by the Journals at BYU ScholarsArchive. It has been accepted for inclusion in BYU Studies Quarterly by an authorized editor of BYU ScholarsArchive. For more information, please contact [email protected], [email protected]. Gibson: Background to the Theory of Arabic Origins background to the theory of arabic origins M CARL GIBSON in 1912 julian ribera read his discourse of reception into the royal spanish academy on the cancioneroCancionero of ben guz- minman his final assertion produced a shock among the learned Academicacademiciansians la clave misteriosamisteriosa que explica el mecanismo de las formas poepoeticalpo6ticaspoeticasticas de los variesvarlosvariosvadiesvardes sistemassi stemas liricoskiricos del mundo civilicivilizadozado en la edadadadmedia esta en la liricacirica andaluzaAndaluza a que pertperteneceenece el cancioneroCancio nero de ben guzman 1 although the romanisromaniststs found ribera s hypothesis very reasonable they asked for documentary proof that this lyrical system existed before guzman and the provencal poets who were using it in the twelfth century -
University of California, Los Angeles Department Of
UNIVERSITY OF CALIFORNIA, LOS ANGELES DEPARTMENT OF SPANISH AND PORTUGUESE CATALAN LANGUAGE AND CULTURE I COURSE SYLLABUS Fall 2018 Instructor: Gemma Repiso Puigdelliura Office: Rolfe Hall 4329 Office Hours: Monday 9-10 (or by appointment) E-mail*: [email protected] COURSE DESCRIPTION This course is aimed at giving an introduction to the Catalan language and Catalan culture from a wide range of activities focused on the task-based and the communicative approach. The classes will involve a variety of activities, which are designed to develop the learners’ listening, reading, speaking and writing skills. The core objectives of this course are: ▪ Provide a solid and comprehensive foundation of Catalan grammar that will allow students to have everyday conversations, to read a variety of Catalan texts and to write different types of compositions and dialogues. ● Engage the students in meaningful interactions promoting intercultural communication. The students will be introduced to real-life situations through Catalan conversation. In addition the students will be encouraged to pursue Catalan conversation inside and outside the class (in online and offline environments). ● Culture is conveyed from an intercultural perspective engaging the students in exchanging their perspectives on culture. The cultural topics that will be discussed in the class will be: national identities, newcomers and language policies, contemporary theater and cultural events, the Catalan economy after the crisis, urbanism and gentrification in Barcelona, gastronomy and the collective memory of the Spanish civil war and exile. During the quarter, the students will engage with one of these topics to work on a final project in which they will investigate a cultural artifact through primary sources. -
27Mfm Abstracts Booklet
The Twenty-Seventh Manchester Phonology Meeting ABSTRACTS BOOKLET Thursday 23rd - Saturday 25th May 2019 Held at UMIC, Manchester Organised by a collaboration of phonologists at the University of Edinburgh, the University of Manchester, and elsewhere. This booklet contains the abstracts for all the papers presented at the twenty-seventh Manchester Phonology Meeting, held at Hulme Hall, Manchester, in May 2019. The abstracts are arranged in alphabetical order by the surname of the (first named) presenter. The abstracts for the oral paper sessions are presented first, followed by the abstracts for the poster paper sessions, and the booklet concludes with abstracts for the special session. The final programme, included in your registration pack and available on the conference website, gives the details of which papers are in which room, and at which times. Oral papers Are phonotactically unusual words ‘exceptions’? Adam Albright, MIT ([email protected]) A growing body of work has advanced the hypothesis that grammatical restrictions may be gradient. In the domain of static phonotactic restrictions, this includes OCP place in Arabic (Frisch, Pierrehumbert and Broe 2004), transparent vowels in Hungarian (Hayes and Londe 2006), sonority sequencing in English (Daland et al. 2011), and numerous others. Support generally comes from probabilistic generalization: speakers are more likely accept or produce novel items that conform. Less attention has been paid to the status of existing words that fail to conform. Under the gradient grammatical analysis, these are exceptions. Implementations vary considerably, but most approaches to exceptions rely on listing morpheme-specific information, which blocks or exempts them from the regular grammar. -
Suggestopedia – a Teaching Method to Promote Learning in the Second Language Classroom
MASTEROPPGAVE Suggestopedia – a teaching method to promote learning in the second language classroom Else Bakkehaug 2017 Fremmedspråk i skolen, engelsk Avdeling for økonomi, språk og samfunnsfag Kahlil Gibran: He [the teacher] does not bid you enter the house of his wisdom, but rather leads you to the threshold of your own mind. Abstract The aim of the present study is to investigate the success rate of the method of Suggestopedia in teaching young adult immigrants English as a third language in Norway, as well as teachers’ and students’ attitudes to the method. The methods used were first an E-mail internet survey mapping trained suggestopedists’ view on the method. Second, action research included observations during several classroom sessions. Third, results from the students’ term tests were included, and, fourth, the participating students were interviewed after the classroom study was completed. Results from the classroom study show successful activities and participation, giving improved language skills. These results, are also confirmed by the students themselves, and coincide with the suggestopedists’ knowledge and reflections about Suggestopedia as a teaching method. 2 Table of Contents 1 Introduction ..................................................................................................................................... 5 1.1 Background ............................................................................................................................. 5 1.2 Aim ......................................................................................................................................... -
Dictogloss: the Role of Reconstruction Tasks on Noticing
INONU UNIVERSITY JOURNAL OF THE FACULTY OF EDUCATION August 2012 ♦ Volume 13, Issue 2, pp. 43-56 ISSN: 1300–2899 Dictogloss: The Role of Reconstruction Tasks on Noticing Nesrin ORUÇ İzmir University of Economics, School of Foreign Languages Abstract The idea that noticing captures a key role in second language acquisition, made the practitioners in the field search for ways of promoting noticing. In order to focus the learners’ attention to the form in the input, different attention gathering techniques, procedures and activities have been used. This study is an investigation of the role of dictogloss; a reconstruction activity popularized recently, as a task in promoting noticing. Two groups of Intermediate Turkish learners of English language (n=42) were given a pre-test before they were presented the same linguistic form by traditional Present-Practice-Produce method. The difference in the educational intervention was that, the experimental group was presented dictogloss activities in the Production stage of PPP. After 4 weeks of educational intervention, the groups were given the post-test, the results of which indicated the positive effect of dictogloss activity on noticing. Keywords: Dictogloss, Noticing, Reconstruction INTRODUCTION Over the past several decades, the Task-Based Language Teaching and learning have increasingly taken the attention of the Second Language Acquisition (SLA) world. This is mainly because both practitioners and researchers in the field emphasize the need to elicit output from language learners which represent their performance. Such samples of output provide information about the learners‟ level of L2. In that sense, it is possible to say that task-based language teaching constitutes a strong version of Communicative Language Teaching (CLT). -
The Prosody-Syntax Interface in Catalan
The Prosody-Syntax Interface in Catalan Dissertation eingereicht bei der Humanwissenschaftlichen Fakultät der Universität Potsdam (Germany) Ingo Feldhausen (ingo.feldhausen AT gmx DOT de) June 2008 Abstract The dissertation presents a theoretical and experimental investigation of the prosody- syntax interface in complex sentence structures (preverbal subjects, object clauses and (embedded) clitic left- and right-dislocations) in Catalan. It presents new findings based on experimental data and proposes an analysis based on stochastic OT (Boersma & Hayes 2001) which accounts for the variation in the intonational grouping of the complex structures examined. The empirical data in the present work is completely new as it investigates the prosody of structures which prior work has never looked at. Four intonational experiments were conducted. The first on simple SVO structures (DP object), the second on complex SVO structures (sentential object). The third experiment is concerned with clitic left- and right-dislocations. The fourth experiment compares preverbal subjects and left-dislocations. These experiments show several interesting results that are closely connected. It is shown that phrasing tendencies change with structural differences. The most common phrasing in simple SVO structures is (S)(VO). However, (SV)(O) is possible if the object is branching. Moreover, the number of (SV)(O) phrasings increases significantly if the object is not only branching but also sentential. Sentential objects intensify the effect of branching objects. Object clauses typically are separated from the matrix clause by a prosodic break. No break, however, precedes the object clause when it contains a left-dislocated element. An embedded left-dislocation phrases with the matrix clause, while the remainder of the embedded clause is parsed in a separate prosodic phrase, i.e. -
Catalan: a Comprehensive Grammar Pdf, Epub, Ebook
CATALAN: A COMPREHENSIVE GRAMMAR PDF, EPUB, EBOOK Max Wheeler | 656 pages | 01 Sep 1999 | Taylor & Francis Ltd | 9780415103428 | English | London, United Kingdom Catalan: A Comprehensive Grammar PDF Book Just a moment while we sign you in to your Goodreads account. Key to exercises. Series description. To purchase, visit your preferred ebook provider. Bibliografische Informationen. The territories where Catalan is spoken have developed quite different language- in-education policies and models. Sometimes the differences between the two are minor. Addison-Wesley, Redwood City 3. It is the only comprehensive grammar of the language available in English The Grammar reflects the current reality of Catalan by acknowledging regional diversity and features Balearic and Valencian varieties al Catalan: A Comprehensive Grammar is a complete reference guide to modern Catalan grammar, presenting an accessible and systematic description of the modern language. Read more Meine Mediathek Hilfe Erweiterte Buchsuche. It is the first language of six and a half million people in the northeastern Spain and of the peoples of Andorra, French Catalonia, the Balearic Islands, and a small region of Sardinia. The Grammar of Knowledge Alexandra Y. French creoles : a comprehensive and comparative grammar by Anand Syea. This represents one of Catalan's strengths, in terms of adaptability, compared with the situation of other 'minority' Submit Back To Login. Korean : a comprehensive grammar by Jaehoon Yeon. For now, avoid forcing the issue with mere "lists" of works possessing an arbitrary shared characteristic, such as relating to a particular place. So, " 0 prequel " sorts by 0 under the label "prequel. Routledge 05 August If you can't find what you need or have any questions, please e-mail us at sales at multilingualbooks dot com. -
Teaching Irish As a Second Language in Ireland
Open Research Online The Open University’s repository of research publications and other research outputs Grammar matters? Teaching Irish as a second language in Ireland Thesis How to cite: Browne, Elaine (2017). Grammar matters? Teaching Irish as a second language in Ireland. EdD thesis The Open University. For guidance on citations see FAQs. c 2017 The Author https://creativecommons.org/licenses/by-nc-nd/4.0/ Version: Version of Record Link(s) to article on publisher’s website: http://dx.doi.org/doi:10.21954/ou.ro.0000cde9 Copyright and Moral Rights for the articles on this site are retained by the individual authors and/or other copyright owners. For more information on Open Research Online’s data policy on reuse of materials please consult the policies page. oro.open.ac.uk Elaine Browne M.Ed Grammar matters? Teaching Irish as a second language in Ireland A dissertation submitted to The Open University in partial fulfilment of the requirements for the degree of: DOCTOR OF EDUCATION (EdD) Date of Submission: 31.01.17 2 CONTENTS ABSTRACT ........................................................................................................................ 5 ACKNOWLEDGEMENTS ................................................................................................ 7 LIST OF TABLES .............................................................................................................. 8 1 INTRODUCTION .................................................................................................. 9 1.1 The focus ............................................................................................................................... -
Improving Listening Skills and Motivation to Learn English Through Dictogloss ディクトグロスがリスニング力と動機づけに与える影響
ディクトグロスがリスニング力と動機づけに与える影響 Improving Listening Skills and Motivation to Learn English Through Dictogloss ディクトグロスがリスニング力と動機づけに与える影響 Takahiro Iwanaka(大学教育開発センター准教授) 1. Introduction It is of great interest for English teachers to clarify how their intervention into their students’ thoughts and behaviors promotes learning processes for intended outcomes. Compared with senior high-school students, university students, except those majoring in English, have fewer English classes in general. On average, they take English classes once or twice a week when they are freshmen and sophomores. It means that English teachers at the university level are facing a challenging task of how to motivate their students and encourage them to study outside classes of their own accord. According to Gass (1988), there are five stages whereby second language (L2) learners convert input into output: apperceived input, comprehended input, intake, integration and output. Gass assumes that any linguistic form is not acquired at once. Learners gradually deepen their understanding on a certain linguistic form and will be able to use it on their own. This is what teachers have to take into consideration in planning and structuring a lesson. For a lesson to be effective, it needs to be structured in a way where learners progressively enrich their understanding on linguistic forms. That is, an effective lesson should have the following four stages: presentation, comprehension, practice and production (henceforth, PCPP). A lesson organized in the PCPP sequence is considered to act positively on learners’ cognitive processes (Muranoi, 2006). Different output activities have a different impact on L2 learning. According to Farley (2004), a meaning- based output activity is more likely to contribute to L2 learning than a mechanical drill. -
Does Dictogloss Improve Non-English Major Students’ Motivation and Grammatical Competence?
Research Does Dictogloss Improve Non-English Major Students’ Motivation and Grammatical Competence? Hang Nguyen Thuyloi University, Hanoi, Vietnam This 12-week research examined the effects of dictogloss on the students’ grammatical competence and motivation. Data were collected through tests, questionnaires, and observation involving twenty eight students in a maths classat a higher education institution in Vietnam. The initial data indicated that students had low grammatical competence and motivation in learning grammar. By analyzing the textbook, the researcher found out it was structured in a way where dictogloss could be applicable and then an action plan was made to better the situation. The findings demonstrated the positive impacts of using dictogloss in the class where English was taught as an EFL (English as a foreign language). Learners could not only make improvements in their grammatical competence but also express greater interest in the English class. The dicussion supports the use of dictogloss as an alternative method for grammar teaching and provides some implications for better dictogloss practice in EFL context. Keywords: Dictogloss, grammatical competence, grammar, motivation Teaching grammar in an interesting and communicative way has been always given some concern by the practitioners of Teaching English as a Foreign Language (TEFL). Due to theoretical and empirical developments in the fields, many attempts have been given to this task and a number of approaches have been proposed, including grammar-based approaches, communication-based approaches, and communicative focus on form (Nassaji and Fotos, 2011). Recent research points out that form-focused instruction benefits learners of English in modifying their interlanguage grammar, which leads to the improvement of linguistic accuracy (Doughty & Williams, 1998; Norris & Ortega, 2000; Ellis, 2002).