Auswahl der wissenschaftlichen Literatur zum Thema „Khün language“
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Zeitschriftenartikel zum Thema "Khün language"
Akharawatthanakun, Phinnarat. „Contact-Induced Vowel Variation: A Case Study of the Short High Vowels /i/ and /u/ in CVN Syllables in Lue and Khün“. MANUSYA 14, Nr. 2 (2011): 53–87. http://dx.doi.org/10.1163/26659077-01402004.
Der volle Inhalt der QuelleNamsaraeva, Sayana B. „О новом источнике «устной истории» бурят о паломничестве по Внутренней Азии в начале XX в.“ Oriental Studies 13, Nr. 6 (30.12.2020): 1558–67. http://dx.doi.org/10.22162/2619-0990-2020-52-6-1558-1567.
Der volle Inhalt der QuelleDr. Tahmina Abbas. „The revival of Urdu language and Sir Syed Ahmad Khan“. Noor e Tahqeeq 6, Nr. 04 (13.11.2022): 41–46. http://dx.doi.org/10.54692/nooretahqeeq.2022.06041830.
Der volle Inhalt der QuelleRiaz, Muhammad, Aneela Gill und Sara Shahbaz. „Language Attrition and its Impact on Culture – A Case of Saraiki in Dera Ghazi Khan Region“. Global Language Review VI, Nr. III (30.09.2021): 56–64. http://dx.doi.org/10.31703/glr.2021(vi-iii).06.
Der volle Inhalt der QuelleKurd, Shehla Anwer, und Saima Hassan. „ATTITUDE OF BALOCHISTAN’S YOUTH TOWARDS INDIGENOUS LANGUAGE BRAHUI AS COMPARED TO URDU AND ENGLISH: A CASE STUDY OF (SBK) SARDAR BAHADUR KHAN WOMEN UNIVERSITY, QUETTA“. Pakistan Journal of Social Research 04, Nr. 01 (31.03.2022): 785–92. http://dx.doi.org/10.52567/pjsr.v4i1.943.
Der volle Inhalt der QuelleSabir, Abdul Razzaq. „Learning of Brahui Language in Balochistan.“ Al-Burz 1, Nr. 1 (15.12.2009): 1–10. http://dx.doi.org/10.54781/abz.v1i1.233.
Der volle Inhalt der QuelleKausar, Hamida, Hafiz Muhammad Faiz und Ayaz Ahmad Rind. „11-Analytical Study of the Saraiki Language and Literature in Pakistan since Through Ages“. International Research Journal of Education and Innovation 2, Nr. 2 (20.09.2021): 109–15. http://dx.doi.org/10.53575/irjei.11-v2.2(21)109-115.
Der volle Inhalt der QuelleMitruev, Bembya. „Ayuka’s Title of Daichin Khan: Examining Tibetan-Language Sources“. Oriental Studies 17, Nr. 1 (15.05.2024): 158–89. http://dx.doi.org/10.22162/2619-0990-2024-71-1-158-189.
Der volle Inhalt der QuelleGhulam Mujtaba Yasir und Prof. Dr. Mamuna Ghani. „Interplay between Socio-Economic Factors and Language Shift: A Study of Saraiki Language in D.G. Khan“. Research Journal of Social Sciences and Economics Review (RJSSER) 1, Nr. 4 (26.12.2020): 411–17. http://dx.doi.org/10.36902/rjsser-vol1-iss4-2020(411-417).
Der volle Inhalt der QuelleBurusphat, Somsonge, Sumittra Suraratdecha, Patama Patpong und Amon Saengmanee. „Language Vitality and Langauge Attitude of the Karen Ethnic Group in the Western Region of Thailand: A Preliminary Report“. MANUSYA 13, Nr. 2 (2010): 88–110. http://dx.doi.org/10.1163/26659077-01302005.
Der volle Inhalt der QuelleDissertationen zum Thema "Khün language"
Khan, Tafseer Ahmed [Verfasser]. „Spatial Expressions and Case in South Asian Languages / Tafseer Ahmed Khan“. Konstanz : Bibliothek der Universität Konstanz, 2009. http://d-nb.info/1017235945/34.
Der volle Inhalt der QuellePongboriboon, Yachai, und mikewood@deakin edu au. „Variables influencing the mathematics performance of first-year tertiary students: A case study“. Deakin University, 1993. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050902.093515.
Der volle Inhalt der QuelleKellett, Lucy. „"Enough! or too much" : forms of textual excess in Blake, Wordsworth, Coleridge and De Quincey“. Thesis, University of Oxford, 2016. http://ora.ox.ac.uk/objects/uuid:641b0fe2-3b07-46cf-94b6-7d27a2878686.
Der volle Inhalt der QuelleRen, Jia-Yi, und 任家儀. „Content-based Language Learning in EFL Classrooms: A Khan Academy Approach“. Thesis, 2015. http://ndltd.ncl.edu.tw/handle/39926239285075610605.
Der volle Inhalt der Quelle國立交通大學
英語教學研究所
103
Content-based instruction has been popular in the field of SLA because the advocacy of meaningful input since 1980’s. The previous research of second language learning has often suggested that content-based learning would have positive effect on both language acquisition and academic contents. Khan Academy, a self-learning website, which was originally received attention due to Salman Khan’s private tutoring math videos, is well-known for its mini video lectures and abundant online exercises with instant response, and it now includes many subjects such as science, computer programming, history, art and economics. With international popularity of Khan Academy, the current study integrated the learning of math on Khan Academy into second language acquisition, and aimed to create a content-based course using Khan Academy as a median. The research questions are as follows: 1. How do students with different achievement levels in all academic subjects (high, mid, low groups) learn academic, technical, high frequency vocabulary, and vocabulary which cannot be categorized in any of the three types through the video lectures of Khan Academy? 2. Do different types of words (academic, technical, high frequency words, or other words which cannot be categorized in any of the three types), the occurrence of words, and the elaboration of words influence vocabulary learning? 3. How do students with different achievement levels in all academic subjects (high, mid, low groups) learn math skills through the video lectures of Khan Academy? 4. What are students’ perceptions of learning on Khan Academy? 5. What are students' experiences and challenges in using Khan Academy? The participants of the research were 78 9th grade students. A pre- and posttest experiment and a questionnaire were conducted to collect the data, and the findings of classroom observation were as the supplementary of the quantitative results with its action research nature. As for the findings of the study, firstly, learners can acquire not only vocabularies but also math in the video lectures of Khan Academy. High achievers’ progress of English and math knowledge is more significant than that of mid and low achievers. Secondly, learners’ growth rate of academic words is higher than technical, high frequency and other words not within the three word types. Nonverbal elaborations in the videos are more beneficial than verbal elaborations. Thirdly, generally, participants’ were satisfied with the learning experience on Khan Academy. Previewing math contents and improving English ability were two main reasons which motivated learners’ use of Khan Academy. Fourthly, high achievers’ learned more autonomously; low achievers can learn better with teacher support. Also, pedagogies should be adjusted according to learners’ different learning types. Finally, in the process of learning on Khan Academy, learners faced with the challenges of language barrier, math questions, selecting learning contents, the distraction from the Internet, and technical problems. The implications of the study are the integration of Khan Academy into second language learning course, the practice of a flipped classroom, and the development of English learning resources with similar features in Kham Academy. To conclude, this study may be of importance in providing English teachers with a better understanding of how to apply Khan Academy and content-based learning into a second language learning context.
Kongpetch, Saowadee. „The implications of the genre-based approach on the teaching of English writing at the Department of Foreign Languages, Khon Kaen University in north-eastern Thailand“. 2003. http://hdl.handle.net/2100/627.
Der volle Inhalt der QuelleThe Thai government has proposed education reform programs to be competitive with its neighbours and globally. One major policy is to improve competency in English. Thailand has a long history of importing approaches for teaching English from western countries. For a complex variety of reasons the structural-based approaches have been the most influential ones on both teachers and bureaucrats. While these approaches enable Thais to communicate at the basic level, emphasising spoken language, they do not provide systematic guidance to write extended texts effectively. Thai educators have tended to import approaches literally without adequately researching the practicality and suitability of them. This thesis is an attempt to explore whether it is possible to adapt a recently evolved, western 'genre-based' approach to the teaching of English in Thailand. The research focuses on factual English writing because it is highly valued in government, commerce and industry. English and Thai rhetorical patterns differ significantly so students need to write their texts to meet English readers' expectations. To achieve this, students need to be taught to write explicitly. Soundly based in Systemic Functional Linguistic theory, the genre-based approach teaches writing at whole text, paragraph and clause levels. It is concerned with realising appropriate generic structure for the different social communication tasks. This approach has the potential to improve Thai students' writing ability. The research project was primarily an ethnographic-case study that was carried out with the co-operation of 45 third year English major students for 14 weeks (from October, 1997 to February, 1998) at the Department of Foreign Languages, Khon Kaen University in northeast Thailand. It is centred on the Exposition genre because some Thai educators had noted that it was one of the most neglected in the Thai educational system, but one of the most valuable genres in western culture. The research outcomes showed that the genre-based approach had a significant positive impact on students' factual writing, showing gains in the control of generic structure and language features of the Exposition. Nevertheless, the research suggests that for the genre-based approach to be successfully implemented in a foreign language context such as Thai, a number of modifications are necessary. The genre-based approach provides students with insights into cultural expectations of writing in English and has the potential to contribute to the policy goals of the Thai government for the upgrading of English teaching and also contribute to its wish of achieving the education refonn agenda.
Růžička, Jakub. „Jak vytvořit samostatně motivované vzdělávání: Případová studie Coursera & Khan Academy 2014“. Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-332572.
Der volle Inhalt der QuelleBücher zum Thema "Khün language"
Wongmonthā, Sērī. ʻAksō̜n khan khan. Kō̜thō̜mō̜. [i.e. Krung Thēp Mahā Nakhō̜n]: Samnakphim Sāmsī, 1992.
Den vollen Inhalt der Quelle findenBarmankulov, M. K. Khan-- Ivan. Almaty: "Vifanii︠a︡", 1995.
Den vollen Inhalt der Quelle findenSayām, Wō̜ Na, und Wō̜ Na Sayām. Wiphāk khon thīwī. Krung Thēp Mahā Nakhō̜n: Samnakphim Krityādā, 2007.
Den vollen Inhalt der Quelle findenPhengkǣo, Lō̜m. Sanan sanām samnūan Thai: Rūam samnūan sǣp sǣp khan khan thansamai dōi khrū Phāsā Thai chan ʻēk. [Bangkok]: Phim Kham Samnakphim, 2006.
Den vollen Inhalt der Quelle findenThīrakun, Čhakkrarat. Kham Khō̜n-khon Khō̜n /Čhakkrarat Thīrakun. [Nakhon Si Thammarat]: Samnak Sinlapa læ Watthanatham, Sathāban Rātchaphat Nakhō̜n Sī Thammarāt, 1997.
Den vollen Inhalt der Quelle findenBrumfit, Ann. Language improvement programme of the Aga Khan Education Service, Pakistan: Evaluation report. [s.l.]: [s..], 1993.
Den vollen Inhalt der Quelle findenJalbani, Ghulam Husain. Sindhī - ʻArabī lug̲h̲āta: Alaf khan ī = Sindhi- Arabic dictionary. Jāmshoro: Insṭīṭiyūṭ āf Sindhālājī, Yūnīvarsiṭī āf Sindhu, 1995.
Den vollen Inhalt der Quelle findenWatcharasāt, Bunkhit. Khon mư̄ang ʻū khammư̄ang: Khūmư̄ hatphūt phāsā khammư̄ang nư̄a. Chīang Mai: Thārāthō̜ng Kānphim, 1995.
Den vollen Inhalt der Quelle findenAthāriṭī, Sindhī Laʼngvīj, Hrsg. Prāʼimarī darsī kitāban jo taḥqīqī jāʼizo: 1843 khān 1960 tāʼīn. Ḥaidarābādu, Sindhu: Sindhī Laʼngvīj Athāriṭī, 2012.
Den vollen Inhalt der Quelle findenWongmongkhon, Čhīranan. Sō̜n (chapho̜) khon Thai hat phūt Phāsā Khamǣ satai Čhīranan. [Bangkok]: Čhīranan Wongmongkhon, 2009.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "Khün language"
Yakubovych, Mykhaylo. „3. The Hilālī-Khān Translation“. In The Kingdom and the Qur’an, 55–88. Cambridge, UK: Open Book Publishers, 2024. http://dx.doi.org/10.11647/obp.0381.03.
Der volle Inhalt der QuelleCools, Guy. „Dwelling in Multiple Languages: The Impossible Journeys Home in the Work of Sidi Larbi Cherkaoui and Akram Khan“. In The Palgrave Handbook of Theatre and Migration, 389–99. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-20196-7_31.
Der volle Inhalt der Quelle„Bibliography of Works in Western Languages“. In Khubilai Khan, 281–306. University of California Press, 2019. http://dx.doi.org/10.1525/9780520909496-014.
Der volle Inhalt der Quelle„Bibliography of Works in Oriental Languages“. In Khubilai Khan, 311–18. University of California Press, 2019. http://dx.doi.org/10.1525/9780520909496-016.
Der volle Inhalt der Quelle„Bibliography of Works in Western Languages“. In Khubilai Khan, 281–306. University of California Press, 2019. http://dx.doi.org/10.1525/9780520945364-015.
Der volle Inhalt der Quelle„Bibliography of Works in Oriental Languages“. In Khubilai Khan, 311–18. University of California Press, 2019. http://dx.doi.org/10.1525/9780520945364-017.
Der volle Inhalt der Quelle„Addenda to Bibliography of Works in Western Languages“. In Khubilai Khan, 306–10. University of California Press, 2019. http://dx.doi.org/10.1525/9780520909496-015.
Der volle Inhalt der Quelle„Addenda to Bibliography of Works in Western Languages (As of August, 1994)“. In Khubilai Khan, 306–10. University of California Press, 2019. http://dx.doi.org/10.1525/9780520945364-016.
Der volle Inhalt der Quelle„“Kubla Khan,” Proto-Surrealist Poem“. In Language As Symbolic Action, 201–22. University of California Press, 2023. http://dx.doi.org/10.2307/jj.2711556.15.
Der volle Inhalt der QuelleKhan, Geoffrey. „Some Features of the Imperfect Oral Performance of the Tiberian Reading Tradition of Biblical Hebrew in the Middle Agess“. In Semitic Languages and Cultures, 549–92. Open Book Publishers, 2020. http://dx.doi.org/10.11647/obp.0207.13.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "Khün language"
Duan, Zhaoyang. „Dreams in “Khun Chang Khun Paen” and Their Cultural Significance“. In 2020 International Conference on Language, Communication and Culture Studies (ICLCCS 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210313.054.
Der volle Inhalt der QuelleEl-Queseny, Rasha E., Soliman A. Mahmoud und Magdy M. Ibrahim. „Modeling of active compensated KHN band pass filter using standard hardware description language“. In 2009 International Conference on Microelectronics - ICM. IEEE, 2009. http://dx.doi.org/10.1109/icm.2009.5418583.
Der volle Inhalt der QuelleVladimír, Liščák. „Marco Polo a jeho znalost asijských jazyků“. In Orientalia antiqua nova XXI. Západočeská univerzita v Plzni, 2021. http://dx.doi.org/10.24132/zcu.2021.10392-52-59.
Der volle Inhalt der QuelleMasiaikina, E. V. „IMAGOLOGICAL SPACE OF THE STEPPE IN «KHAN BATYR-BEK» BY GEORGE GREBENSHCHIKOV AND ITS ENGLISH-LANGUAGE SELF-TRANSLATIONS“. In ACTUAL PROBLEMS OF LINGUISTICS AND LITERARY STUDIES. Publishing House of Tomsk State University, 2020. http://dx.doi.org/10.17223/978-5-94621-901-3-2020-113.
Der volle Inhalt der QuelleHa Thi Mai, Thanh. „Polysemy of Words Expressing Human Body Parts of The Four Limb Area in Thai Language in Vietnam“. In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.11-2.
Der volle Inhalt der QuelleRahimi, Farhad. „ON WİTNESSES OF BABUR SHAH İN CHAGATAİ DİCTİONARİES“. In The Impact of Zahir Ad-Din Muhammad Bobur’s Literary Legacy on the Advancement of Eastern Statehood and Culture. Alisher Navoi' Tashkent state university of Uzbek language and literature, 2023. http://dx.doi.org/10.52773/bobur.conf.2023.25.09/kasx5498.
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