Journal articles on the topic 'Caulfield Grammar School History'
To see the other types of publications on this topic, follow the link: Caulfield Grammar School History.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Caulfield Grammar School History.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Paget, Derek. "The Precariousness of Political Theatre." New Theatre Quarterly 16, no. 4 (November 2000): 388–90. http://dx.doi.org/10.1017/s0266464x00014135.
Full textAbstract:
LIKE Holden Caulfield in The Catcher in the Rye, I find myself wanting to ring up ‘old Baz Kershaw’. The insertion of personal history into an academic text that is to be found in The Radical in Performance, in itself radical, inspires this tactic. It also inspires my determination to refer to ‘Baz’ throughout this response. The available alternatives just don't feel right: ‘Kershaw’ carries reminders of the 1950s grammar school that (mis-) shaped me; ‘Professor Kershaw’ seems curiously over-formal in the context of my enjoyment of this book; ‘Barrie Kershaw’ (yes, I saw him once quoted as such in the THES) is frankly unfamiliar; ‘the author’ a coy statement of the obvious.
2
Burton, Maxine. "A history of Chesterfield Grammar School." History of Education 48, no. 5 (September 17, 2018): 704–6. http://dx.doi.org/10.1080/0046760x.2018.1511834.
Full text
3
Dongseok Lee. "Descriptive Grammar and School Grammar on Korean Language History - Focus on Reading and Grammar Textbooks." Journal of Korean Linguistics ll, no. 69 (March 2014): 283–329. http://dx.doi.org/10.15811/jkl.2014..69.010.
Full text
4
Felfe, Marc. "Schlüssel oder Peitsche? Schulgrammatik im Spagat." Zeitschrift für germanistische Linguistik 48, no. 2 (August 27, 2020): 336–88. http://dx.doi.org/10.1515/zgl-2020-2005.
Full textAbstract:
AbstractIn this essay I understand school grammar as academic grammar for future teachers. It aims at linguistic awareness, not linguistic knowledge, which is an essential common ground with grammar lessons at school. It is about exciting insights into the structure of language.In the first section, the discourse on school grammar is examined. I will put a focus on the cultivated negative image of school grammar in history and then contrast it with practical expectations of use. Thereafter the essential linguistic foundations are outlined, which have been neglected in school grammar for far too long, being afraid of linguistic theory: valency and constituency. Afterwards, the area of tension between first and second language in terms of school grammar will be explored. Finally, I sketch school grammar as a basis for error correction and evaluation.
5
HOPTOVÁ, LUCIÁNA. "ISSUE OF HOLOCAUST TEACHING AT PRIMARY AND SECONDARY SCHOOLS IN SLOVAKIA." Journal of Education Culture and Society 11, no. 2 (September 11, 2020): 429–43. http://dx.doi.org/10.15503/jecs2020.2.429.443.
Full textAbstract:
Aim. The primary aim of the study is to examine how the issue of Holocaust is integrated into teaching of history at primary schools and grammar schools in the Slovak Republic. The secondary aim is to present the methodological ideas, suggestions and recommendations for teaching Holocaust in Slovak schools.
Methods. The subject of the study is analysis of basic state educational documents defining the compulsory content of education and training for the school subject of history at primary school and grammar school, thus the National Educational Programme for lower secondary education (second stage of primary school) and the National Educational Programme for grammar schools (completed secondary general education), with emphasis to Holocaust. The method of analysis is applied to textbooks of history that contain information of Holocaust. The study also includes a detailed analysis of methodological recommendations and suggestions prepared by the Ministry of Education, Science, Research and Sport of the Slovak Republic and the National Institute for Education to assist teachers in teaching Holocaust issue. The study is supplemented by knowledge from educational practice what was obtained through interview method with 15 teachers of history.
Results. Holocaust is an integral part of teaching history at primary schools and grammar schools. Students get acquainted with Holocaust issue in Slovak and global historical context in the 9th year of primary school and in the 3rd year of grammar school with a four-year educational programme. The basic content of education is defined in the eduational standards of national educational programmes. Teachers can specify and concentize it even more within teaching of history. Its development is aided not only by textbooks of history but also by various educational and professional activities defined in various methodological materials and manuals.
6
Berrendonner, Alain. "Histoire d’une transposition didactique: les «Types de phrase»." Travaux neuchâtelois de linguistique, no. 31 (December 1, 1999): 37–54. http://dx.doi.org/10.26034/tranel.1999.2666.
Full textAbstract:
The notion of «sentence type» was borrowed from the linguistic research and brought into school grammar in the 1970’s. The article relates the history of this didactic transposition that is taken as a typical example of processes by which school grammar gains its contents and its terminology.
7
Kaluđerović, Željko. "Arche of Philosophy Teaching in Vojvodina." Pannoniana 3, no. 1-2 (December 1, 2019): 54–69. http://dx.doi.org/10.2478/pannonia-2019-0004.
Full textAbstract:
Abstract In this paper, the author tries to identify the level of autonomy of Sremski Karlovci Grammar School in creating its curricula, particularly for philosophical subjects, since its establishment in 1791 until 1921. Although it might be considered that the teaching of philosophical subjects, during the first 130 years of the history of Sremski Karlovci Grammar School, automatically followed the changes of curricula, in reality this was not the case. Moreover, it seems that the teaching of philosophy in Sremski Karlovci Grammar School had a specific evolution, relatively independent of implemented curricula, which is confirmed by the analysis of its “Programmes” and “Reports”. For example, even though that there were two different curricula implemented in the school from 1792 to 1825, the same philosophical subjects were taught: Logics and Ethics (they were also taught within curriculum for 1849/50 school year and 1850/51 school year). From 1825 until 1847/8 school year, Logics was probably the only philosophical subject taught in the Grammar School, even though two curricula were implemented in this period as well. In the school year 1853/54 a new curriculum was introduced in Sremski Karlovci Grammar School, according to which the teaching of philosophy subjects was sublimated into one subject, Philosophical Propedeutics. During the following two school years (1854 and 1855) this school subject comprised the lectures on Logics, Psychology, Metaphysics, and History of Logics. From 1856 school year until the end of the analyzed period, only two courses were held on Philosophical Propedeutics: Logics and Psychology. Within these 65 years there were many changes of the names of these subjects, as well as the scope of their teachings, sequences of lectures and literature; however they rarely coincided with changes of curricula, as well as of adopted laws, regulations, and decrees.
8
Jensen, Tim. "The Study of Religions and Religion in Denmark." NTT Journal for Theology and the Study of Religion 61, no. 4 (November 18, 2007): 329–42. http://dx.doi.org/10.5117/ntt2007.61.329.jens.
Full textAbstract:
In this article, Tim Jensen, himself a former teacher of Religion in the Danish Grammar School (1981-1995), outlines the history of Religion, a non-confessional obligatory subject in the Danish Grammar School, as well as of the history of its now very close relations to the academic study of religions. Following the historical outline, Jensen draws a picture of the current aims and contents of Religion and of the related university study programmes. Finally, he briefly discusses other formal and less formal ‘intersections’.
9
Seo, Min-jeong. "Korean linguistic history achievements and limitations reflected in school grammar ‘sentence components’." Cogito 96 (February 28, 2022): 335–61. http://dx.doi.org/10.48115/cogito.2022.02.96.335.
Full text
10
Lukin, Oleg V. "«GERMAN GRAMMAR» BY JACOB GRIMM AND SCHOOL GERMAN GRAMMAR BOOKS IN THE NINETEENTH-CENTURY GERMANY." Verhnevolzhski Philological Bulletin 23, no. 4 (2020): 121–27. http://dx.doi.org/10.20323/2499-9679-2020-4-23-121-127.
Full textAbstract:
The article is devoted to the place of J. Grimm's «German grammar» among school German grammar books of the XIX century Germany. The work that appeared at the beginning of the century opened a new page in the history of linguistics – the development of comparative historical language study and the formation of linguistics as a science. The paper provides information on some of the most important German grammar textbooks in Germany of the XIX century, used in secondary schools. They were grammar books by J. Ch. Gottsched, J. Ch. Adelung, J. Ch. A. Heyse, J. G. Radlof, S. G. A. Herling, F. J. Schmitthenner, M. W. Götzinger, etc. The author of the article compares J. Grimm's «German grammar» with the above-mentioned grammar works of that time and puts forward a hypothesis that in the XIX century Germany there appeared an opposition between scientific approach to grammar and that of school grammar books, which, according to the author, reflects dramatically different goals set by both sides. Unlike school textbooks which task is to consistently initiate students into the system of their native language, often on the basis of the matrix created by Alexandrian grammarians, scientific grammar is based on the results of linguistic research and seeks to answer questions about language phenomena. J. Grimm rejected any normative grammar based on logics, that resulting in the aversion on the part of the pedagogical community. Nevertheless, the publication of «German grammar» resulted in appearance of German language textbooks the writers of which tried to build their work on the basis of Grimm’s work, thereby contributing to the popularization of the ideas of the great linguist both among the pedagogical community and the students (A. F. H. Vilmar and K. A. J. Hoffmann).
11
McCulloch, Gary. "Imperial and colonial designs: The case of Auckland Grammar School∗." History of Education 17, no. 4 (December 1988): 257–67. http://dx.doi.org/10.1080/0046760880170401.
Full text
12
Gronn, Peter. "Schooling for ruling: The social composition of admissions to Geelong Grammar School, 1930–19391." Australian Historical Studies 25, no. 98 (April 1992): 72–89. http://dx.doi.org/10.1080/10314619208595894.
Full text
13
SALAH, Mohamed. "IMPACTS OF ZAHIRI APPROACH TO FACILITATE ARABIC GRAMMAR NEWLY." RIMAK International Journal of Humanities and Social Sciences 03, no. 05 (June 1, 2021): 277–89. http://dx.doi.org/10.47832/2717-8293.5-3.27.
Full textAbstract:
There were many attempts in the past decades to facilitate Arabic Grammar as it has many difficulties. These attempts were not all of a sudden or on second thought, but it has an ancient history. One of these historical attempts is Zahiri Approach, Zahiri Approach is a jurisprudential and grammatical school. Considering all of these attempts, it was noticed that these attempts are based on inherited legacies. By searching in theses inherited legacies, we reach to these attempts removing all the obstacles and suspicions. This research aims to introduce Zahiri School of jurisprudence and grammar to explain the differences between facilitation, renewal, reform, and revitalization of Arabic grammar, clarify scientific principles adopted by the scholars as a basis for their facilitations, innovations, and reforms, and explain impact of Zahiri Approach on some recent attempts to facilitate Arabic Grammar. The research used both historical and comparative approaches to reach these goals, consider the attempts of Zahiri Approach (jurisprudential and grammatical school) and reach assets of these attempts. Most important results of the Research; the point that was considered by preachers of facilitation as the greatest fault in Arabic Grammar, which they unanimously fought it, is demolishing this foundation resulting the demolition of most important rule of Arabic Grammar. All of preachers of facilitation building their opinions and theories on this basis (factors theory) as they specify reason or cancelling the factor. This reason is also a factor; they cancel factor by another factor.
14
Garcia, David G., and Tara J. Yosso. "“Strictly in the Capacity of Servant”: The Interconnection Between Residential and School Segregation in Oxnard, California, 1934–1954." History of Education Quarterly 53, no. 1 (February 2013): 64–89. http://dx.doi.org/10.1111/hoeq.12003.
Full textAbstract:
About two years ago, Haydock Grammar School was taken away from the use of the American children and given bodily over to the use of Mexicans… This leaves all of Oxnard, from fourth Street… to Hill Street, without a school for American children; and the children from the south part of town have to pass the Mexicans coming from the northerly parts of town on their ways to school… We resent the implication that the Acre Tract is a Mexican district… If there is an urgent need to care for the Mexican Children, a school should be built in Colonia Gardens, or somewhere else in close proximity to their homes.
15
Milanovic, Vesna D., and Dragica D. Trivic. "HISTORY OF CHEMISTRY AS A PART OF ASSESSMENT OF STUDENTS’ UNDERSTANDING OF THE LAW OF CONSERVATION OF MASS." Journal of Baltic Science Education 16, no. 5 (October 25, 2017): 780–96. http://dx.doi.org/10.33225/jbse/17.16.780.
Full textAbstract:
The aim of this research was to explore students’ ideas about chemical reactions and difficulties in understanding the law of conservation of mass in such reactions by using an approach that started from presentations of scientists’ work associated with the law. The developed test items relied on: 1) the historical contents that illustrate the experimental work of three scientists (Lavoisier, Landolt and Lomonosov); 2) the description of school experiments and 3) real life situation. In this way, students would have an opportunity to show understanding of the law of conservation of mass in two contexts, one based on the stories from the history of chemistry and the other contemporary, based on school laboratory experiments and real life situation. Students of different ages were selected for the research: the seventh and the eighth grade of primary school (age 13–14), and the second year of grammar school (age 16). The research involved a total of 301 students. The results indicated that students’ difficulties were mostly associated with the predictions and explanations of mass changes in open reaction systems in which a gas was a reactant than with the reactions in which a gas was a product. Keywords: assessment in chemistry, grammar school, history of chemistry, experimental results, law of conservation of mass.
16
Lubina, Tihana. "Library of the Royal Grammar School in Osijek from 1851/52 to 1929." Informatologia 55, no. 3-4 (December 23, 2022): 201–18. http://dx.doi.org/10.32914/i.55.3-4.1.
Full textAbstract:
The aim of this paper is to investigate and follow the development and operation of the Library of the Royal Grammar School (Velika gimnazija) in Osijek from its formal foundation, in the school year 1851/52, to its closure in 1929. For the purposes of this research, the analysis of the contents of the printed annual reports of the Royal Grammar School, which are in the possession of the Library Department of the Museum of Slavonia, was carried out, as well as the analysis of the archival material of the State Archives in Osijek. Given that, at the time, schools were obliged to provide status reports for the libraries, the relevant reports represent a significant contribution to the continuous monitoring of the increase in the Teachers' and Student Library holdings, as well as an insight into the work of the teachers who served as librarians. Finally, in addition to a clearer insight into the educational, social and historical frameworks in which the secondary education in Osijek developed, the analysis of the archival material and the Grammar School annual reports have also shown that, through-out the observed period, the Grammar School Library operated continuously, the books arrived regularly, either by purchase or donation, and that its holdings contained valuable and rare specimens from various fields of science. Given that today the old library holdings of the former Royal Grammar School are located in the Library Department of the Museum of Slavonia, where they were successfully stored in 1943 during World War II, this certainly gives it the legitimacy of a significant cultural and historical source for further research and interpretation of the cultural and educational history of the city of Osijek.
17
Alsop, James. "‘More like a tavern than a school house’: Family strife, religious change, and the founding of Oundle Grammar School, 1556–1578." Cahiers Élisabéthains: A Journal of English Renaissance Studies 107, no. 1 (January 5, 2022): 24–38. http://dx.doi.org/10.1177/01847678211069466.
Full textAbstract:
The convoluted and contested foundation of the Grammar School at Oundle, Northamptonshire, in 1573 illustrated the complexities involved in giving concrete shape to pious wishes in 16th-century post-mortem bequests. Although the founder was Sir William Laxton (d. 1556), the key figure was his widow, the assertive matriarch Dame Joan Kirkeby-Luddington-Laxton, the richest woman of early Elizabethan London. This paper analyses the politics, religious context, and family strife of this dispute, and in so doing illuminates the contours of early Elizabethan London.
18
Lynch, Sarah B. "Marking Time, Making Community in Medieval Schools." History of Education Quarterly 61, no. 2 (April 27, 2021): 158–80. http://dx.doi.org/10.1017/heq.2021.7.
Full textAbstract:
AbstractThis article examines the nature of school days and school years in later medieval Western Europe and considers the societal functions of the temporal cultures that emerged. The forms of the school day and year in elementary and grammar schools—alongside school- and youth-centered festivals—were replete with meaning and possessed utility beyond simple responses to environmental factors such as seasonal and meteorological changes. School authorities—whether ecclesiastical or municipal—saw the temporal cultures of medieval schools as a means to socialize children and to create and maintain collective community identities. By exploring a range of different traditions and regional variations, it is clear that the experience of the passage of time was imbued with meaning and social significance for medieval schoolchildren and their communities.
19
Zwartjes, Otto. "The description of the indigenous languages of Portuguese America by the Jesuits during the colonial period." Historiographia Linguistica 29, no. 1-2 (August 12, 2002): 19–70. http://dx.doi.org/10.1075/hl.29.1.06zwa.
Full textAbstract:
Summary The paper explores three grammars of two indigenous languages of Brazil written in Portuguese during the colonial period: two grammars of the Tupi language composed by José Anchieta (1534–1597) in 1595 and Luís Figueira (1575–1643) in 1621 (2nd ed., 1687), and one grammar of the Kiriri language, written by Luis Vincêncio Mamiani (1652–1730) in 1699. Although most studies agree that these grammars were based on a Latin framework, they usually do not specify which grammar in particular served as a model. It is known, however, that the Latin grammar by Manuel Álvares (1526–1582), first published in 1572, became the main Latin school grammar for Jesuits all over the world. This article tries to give answers to questions such as why did the Jesuits favour this grammar, which grammars were used by them before 1572, how did the Portuguese missionaries in Brazil adapt or copy Álvares’ model, which parts of speech did they particularly use, and which definitions did they select and which elements did they discuss, add or omit?
20
Churchill, David S. "Making Broad Shoulders: Body-Building and Physical Culture in Chicago 1890–1920." History of Education Quarterly 48, no. 3 (August 2008): 341–70. http://dx.doi.org/10.1111/j.1748-5959.2008.00155.x.
Full textAbstract:
In February 1899, the Committee of Physical Culture of the Chicago Public School Board approved an intensive “anthropometric” study of all children enrolled in the city's public schools. The study was a detailed attempt to measure the height, weight, strength, lung capacity, hearing, and general fitness of Chicago's student population. Through 1899 and 1900, thousands of Chicago's primary, grammar, and high school students had their bodies closely scrutinized, measured, weighed, tested, and, in a few cases, diagrammed. What the School Board members wanted to know was the “fitness” of the student body. Were Chicago public school students—many recently arrived immigrants from eastern and southern Europe—vital and vigorous children who could become energetic modern workers and citizens (Figure 1)?
21
Forester, Kelsey. "Book Review: The Schoolroom: A Social History of Teaching and Learning." Reference & User Services Quarterly 58, no. 4 (October 25, 2019): 269. http://dx.doi.org/10.5860/rusq.58.4.7172.
Full textAbstract:
Dale Allen Gyure’s The Schoolroom: A Social History of Teaching and Learning takes an in-depth look at how the structure of schools has changed over the course of American history, starting from Colonial America to the twenty-first century. After its well laid out table of contents, there is a helpful timeline, chronicling major developments in United States education history starting in 1635 with the opening of Boston Latin Grammar School and going up to 2016 with the Sandy Hook Elementary School and the new era of school design (xv-xix). It also includes a helpful glossary that defines specific terms, such as different building plans, types of schools, and educational theories. Throughout the chapters, words found in the glossary are in bold.
22
ROSS, ALAN S. "PUPILS’ CHOICES AND SOCIAL MOBILITY AFTER THE THIRTY YEARS WAR: A QUANTITATIVE STUDY." Historical Journal 57, no. 2 (May 8, 2014): 311–41. http://dx.doi.org/10.1017/s0018246x13000575.
Full textAbstract:
ABSTRACTThis article presents the main findings of the first detailed reconstruction of the pattern of attendance at an early modern German school, based on the exceptionally preserved matriculation records of the Latin (grammar) school of Zwickau/Saxony in the second half of the seventeenth century. It investigates pupils’ social background, their geographical mobility, and reconstructs their educational choices. Prevailing top-down perspectives on early modern education obscure the range of choices available to pupils. This article argues that substantial social mobility into learned professions formed the backdrop to the preoccupation with rank and distinction within the Republic of Letters in the Holy Roman Empire.
23
Talmon, Rafael. "An eighth-century grammatical school in Medina: the collection and evaluation of the available material." Bulletin of the School of Oriental and African Studies 48, no. 2 (June 1985): 224–36. http://dx.doi.org/10.1017/s0041977x00033322.
Full textAbstract:
Modern scholarship dealing with the history of Arabic grammar has almost entirely neglected serious consideration of the possibility that during the very early period of the Iraqi grammatical schools, a Medinese centre of that science was a living fact. I believe that the data collected by some scholars, including myself, will now allow the conclusion that such a school really existed and probably disappeared during the first century of the 'Abbāsid regime. First, the few accounts of eighth-century Medinese grammarians in modern works will be surveyed, then the available material will be carefully studied and evaluated.
24
Burton, John D. "Philanthropy and the Origins of Educational Cooperation: Harvard College, the Hopkins Trust, and the Cambridge Grammar School." History of Education Quarterly 37, no. 2 (1997): 141. http://dx.doi.org/10.2307/369357.
Full text
25
Barta M., János. "Miről mesélnek a kora újkori középiskolai adatsorok?" Belvedere Meridionale 34, no. 2 (2022): 136–59. http://dx.doi.org/10.14232/belv.2022.2.10.
Full textAbstract:
In spite of the fact that the Society of Jesus had a quasi-monopoly position in Catholic ecclesiastical secondary education in the Kingdom of Hungary and Transylvania in the 17th and 18th centuries, until recently, registers of Jesuit grammar schools have not been utilised sufficiently. As referred to in the title, the study examines the possibilities of the electronical processing of the school register of the early modern Jesuit Grammar School in Kassa (Košice, present-day: Slovakia), introducing the first results. The project has started within the confines of the subproject of the “MTA–ELTE History of Universities Research Group” as a continuation of the project called “Catholic Schooling in Hungary in the Early Modern Period: the Students of the Győr, Nagyszombat and Pozsony Jesuit Colleges”. As results of the latter project, the school registers of the Jesuit grammar schools in Győr, Pozsony (Bratislava, present-day: Slovakia) and Nagyszombat (Trnava, present-day: Slovakia) had been already processed electronically and student databases had been created, which are currently available at the Hungaricana – Hungarian Cultural Heritage Portal. The importance of these student databases, including the Kassa one, lies primarily in the potential of complex queries. Statistical data series can be produced by using of them from an essentially pre-statistical period, which could provide a sharper insight into a well-defined broad segment of society of the early modern Kingdom of Hungary. Moreover, cohort analyses based on them could contribute to revealing school studies and educational paths, providing opportunities to make inductive reasonings. Nevertheless, especially combined with other databases, hopefully those will be also useful for researchers dealing with information history, because they aid to draw higher-order conclusions through the various logical queries.
26
Teleshov, Sergei V., and Elena V. Teleshova. "CHEMICAL FORMULAS AND EQUATIONS THAT CADETS, GRAMMAR-SCHOOL BOYS AND REAL SCHOOL STUDENTS USED IN PRE-REVOLUTIONARY RUSSIA." Natural Science Education in a Comprehensive School (NSECS) 20, no. 1 (April 20, 2014): 185–96. http://dx.doi.org/10.48127/gu/14.20.185.
Full textAbstract:
The modern writing of formulas appeared not immediately. At first conventional signs were used as circumferences, points and commas. There was verbal description of matters. There were formulas with indexes from above. Some formulas look today very unusual. Study shows, how formulas changed, undoubtedly presents certain methodical interest. In our article we bring some variants of writing formulas only. Possibly, will the study of chemical old times help us after 180 years after their appearance? As well as in the previous article of a surname of authors translation textbooks are italicized. Let's remind that chemical data in a school course in ХIХ often joined a century in physics textbooks. The translation textbooks which number has essentially decreased in the second half of the century were simultaneously applied. Present material, possibly, can be used at the work of modern teachers. Key words: chemical formulas, drafting of formulas, methodics history
27
Mlikota, Jadranka, and Rene Čipanj Banja. "O Bojničićevoj Gramatici madžarskoga jezika iz drugoga kuta: uzroci i narav mijena izdanja gramatike na razmeđu dvaju stoljeća." Studia Slavica Academiae Scientiarum Hungaricae 66, no. 2 (January 16, 2023): 341–58. http://dx.doi.org/10.1556/060.2022.00018.
Full textAbstract:
U sjeni Bojničićeva rada, obilježenoga iznimnim prinosom hrvatskoj kulturnoj povijesti i pomoćnim povijesnim znanostima, ostala je Gramatika madžarskoga jezika (1888., 1896., 1905., 1912.) koja je na razmeđu dvaju stoljeća, u vrijeme smjene filoloških škola (zagrebačke školom hrvatskih vukovaca), doživjela nekoliko izmijenjenih izdanja. Gramatiku je – točnije njezino prvo izdanje – kao udžbenik odobrio Odjel za bogoštovlje i nastavu Kr. ugarskoga ministarstva, potom ju nagradio 1889., a naposljetku je ipak negativno ocijenjena, i to u službenom glasilu istoga Odjela koji ju je i nagradio, u Nastavnom vjesniku, a gotovo jednako ocijenit će ju i neki mađarski izvori početkom 20. stoljeća.Pritom je riječ o kritikama koje su se mahom odnosile na (hrvatski) metajezik gramatike, donošenje netočnih pravila te na njezino, po sudu određenih kritičara, nesustavno oblikovanje, a samom se Bojničiću zamjerala nedostatna filološka naobrazba. Upravo ju stoga ti kritičari između ostaloga opisuju kao priručnik neprikladan za nastavnu uporabu. Od navedenih četiriju izdanja gramatike – iako konzultirani hrvatski i mađarski izvori ustvari ne donose nedvosmislen podatak o tome koliko je točno izdanja gramatika doživjela – spomenutoj je filološkoj ocjeni također podlegnulo samo prvo, a autor je poneke ispravke uklopio u kasnija izdanja svoga gramatičkoga priručnika.U ovom se radu uspoređuju četiri izdanja Bojničićeve gramatike, utvrđuju se jezične, nazivoslovne i leksičke mijene njezina polaznoga (hrvatskog) jezika te se propituje u kojoj su mjeri potaknute objavljenim kritikama te koliki je odraz smjene filoloških škola vidljiv u pojedinim izdanjima. U sklopu tumačenja mijena što ih izdanja gramatike sadrže, posebice se ističu jezične osobitosti svojstvene normi zagrebačke filološke škole, čime se pak nastoji potkrijepiti činjenica kako je riječ o obilježjima koja su prisutna u svim četirima izdanjima gramatike neovisno o vremenu njihova izdavanja te jezično-političkim okolnostima i utjecajima pod kojima su nastala.U konačnici se nastoji potvrditi (ne)opravdanost negativne recepcije koju je gramatika imala u dijelu filološke javnosti svojega vremena. Drugim riječima nastoji se dati odgovor na pitanje valja li Bojničiću pridružiti epitet autora čiji rad – pa tako ni njegova gramatika – u odgovarajućoj mjeri nije stručno potkovan ili mu pak, bez obzira na njegovu naobrazbu i upućene kritike, valja odati priznanje zbog neospornih prinosa što ih je dao u području hrvatsko-mađarske gramatikografije.In the shadow of Bojničić’s work marked by exceptional contributions to Croatian cultural history and auxiliary historical sciences remained the Hungarian Grammar (1888, 1896, 1905, 1912), which at the turn of the century, at the time of change of philological schools (Zagreb philological school was supplanted by the school of Croatian Vukovians), saw several modified editions. This grammar book (to be exact, its first edition) was approved as a textbook by the Royal Hungarian Ministry of Worship and Education and awarded by the same institution in 1889. Eventually, the grammar was nevertheless negatively reviewed in Nastavni vjesnik, the official gazette of the same Ministry, which had previously awarded the grammar, and was almost equally evaluated by some Hungarian sources at the beginning of the 20th century.The criticism mostly concerns the grammar’s metalanguage (Croatian), deriving incorrect rules, and its unsystematic format (according to certain critics), and Bojničić himself was criticized for his deficient philological education. This is exactly the reason why those critics, amongst other things, describe it as a handbook inadequate for school use. Of the four above-mentioned editions of the grammar – although the consulted Croatian and Hungarian sources do not explicitly state exactly how many editions the grammar had – only the first edition received the above-mentioned philological evaluation, and the author made some corrections in the later editions of his grammar book.This paper compares the four editions of Bojničić’s grammar, identifies linguistic, terminological, and lexical changes in its source language (Croatian), and examines the extent to which they had been motivated by the published criticism and the extent to which the change of philological schools is reflected in individual editions. Within the interpretation of the changes made in the different editions, linguistic features characteristic of the norm of the Zagreb philological school are highlighted, in an attempt to corroborate the fact that these features are present in all four editions of the grammar irrespective of the time of their publication as well as the linguistic-political circumstances and influences under which they came into existence.Ultimately, the present paper seeks to confirm the (un)justification of the negative reception the grammar had in a part of the philological public of its time. In other words, we seek to answer the question of whether Bojničić is to be given the epithet of an author whose work – including his grammar – is to a certain extent not professionally grounded, or, regardless of his education and the criticism toward his work, he has to be given credit for his indisputable contribution to the field of Croatian–Hungarian grammaticography.
28
Vladeva, Pavlina. "The Revival Textbooks from the Old-fashioned Collection of the Centre Community "Nadejda-1869"." Cultural and Historical Heritage: Preservation, Representation, Digitalization 5, no. 2 (2019): 208–32. http://dx.doi.org/10.26615/issn.2367-8038.2019_2_019.
Full textAbstract:
The subject of the study was 45 textbooks, published from 1835 to 1875 were preserved in the old-fashioned collection of the centre community „Nadejda-1869”. Their authors are 17 teachers who wrote, translated and published first Bulgarian textbooks in the XIX-th century. They are journalists writing the first newspapers and magazines. They lead the struggle for new Bulgarian education, church independence and political freedom. They reform the education and the place of the cell, they build the secular. They are innovators, they introduce the study of new school subjects and languages according to the needs of the time. The text presents first textbooks in Bulgarian language, readings and grammar, arithmetics, geometry and physics. They are textbooks on history, geography, textbooks of natural history. Were preserved textbooks of logic, textbooks of moral and textbooks and dictionaries in French and German, sacred Orthodox catechisms. The article presents the history and development of the curriculum in Bulgarian schools in the ХIX c..2 Keywords: Old-fashioned collection, centre community „Nadejda-1869”, teachers, authors, first Bulgarian textbooks in the XIX-th, new Bulgarian secular education, new school subjects and languages, first textbooks in Bulgarian language, readings, grammar, arithmetics, geometry and physics, history textbooks, geography, textbooks and dictionaries in French and German
29
Elliott, Paul, and Stephen Daniels. "‘No study so agreeable to the youthful mind’: geographical education in the Georgian grammar school." History of Education 39, no. 1 (January 2010): 15–33. http://dx.doi.org/10.1080/00467600802256985.
Full text
30
Carlsmith, Christopher. "Struggling Toward Success: Jesuit Education in Italy, 1540–1600." History of Education Quarterly 42, no. 2 (2002): 215–46. http://dx.doi.org/10.1111/j.1748-5959.2002.tb00107.x.
Full textAbstract:
In a letter to his Jesuit superior in the spring of 1558, John Paul Nicolas, S.J., described a recent argument with the bishop of Perugia:The other day, Tuesday, I breakfasted with his Reverence the Bishop of Perugia; and he said to me that it was important to him and to everyone in Perugia that our school read the Latin grammar book of Christopher Sasso [a professor of rhetoric at the University of Perugia], because when they had seen that we read this and other grammars, they would be very friendly to us and in this way much rancor would be avoided. I responded to him: “Monsignor, being that there are so many grammar books as good as that of Sasso, it does not seem necessary to me to change, especially if Sasso's is no different than the others.” He said: “So much the better that they are not different, it will not be troublesome to you.” I repeated to him that such changes did not seem to me to be a good idea. He said: “Look, it will not be disliked,” adding that he had had experience with it in the past.
31
Puhach, V. "Prominent Figures of the Nizhyn Higher School in the Context of the History of Ukrainian Ethnolinguistics." Literature and Culture of Polissya 106, no. 20f (December 12, 2022): 103–18. http://dx.doi.org/10.31654/2520-6966-2022-20f-106-103-118.
Full textAbstract:
The paper deals with three outstanding figures from the history of Ukrainian culture of the 19th – early 20th centuries. This is Oleksiy Pavlovsky, the author of the first in history scientific grammar of the Ukrainian language (1818); Pylyp Morachevsky, the author of the first translation of the Gospel into Ukrainian (1859–1864); Fedir Vovk, the author of the first thorough ethnocultural monograph about the Ukrainian people in the European context (1918). Significant self-sacrificing work in the name of the future Ukrainian people and involvement in the Nizhyn Higher School unite their names. Their visions of Ukraine, understanding of the world context of Ukrainian culture determined their civic choice. The scientific and creative output of students and teachers of Nizhyn Higher School is changing the boundaries of philological regional studies. The significance of the Nizhyn ethnolinguistic scientific school in the context of the history of Ukrainian ethnolinguistics is revealed in the article.
32
Gronn, Peter. "‘Will anything ever be done?’: Geelong grammar school and the associated public schools head of the river in the 1930s1." Australian Historical Studies 26, no. 103 (October 1994): 242–61. http://dx.doi.org/10.1080/10314619408595962.
Full text
33
Morgan, Michelle M. K. "A Field of Great Promise: Teachers' Migration to the Urban Far West, 1890–1930." History of Education Quarterly 54, no. 1 (February 2014): 70–97. http://dx.doi.org/10.1111/hoeq.12047.
Full textAbstract:
In 1901, Miss M. C. French contacted Hawai‘i's superintendent and inquired about teaching positions in the islands. “As the prospect for a principalship seems possible only upon removal by death and that at an extreme age in most of the middle west towns,” she wrote, “I look to the west as a field of great promise.” Not only, in French's estimation, did teaching positions in the West offer opportunities for career advancement, but she also observed, “the west remunerates well for modern school work.” French's letter of application indicated that she had normal school training and teaching experience totaling nine years in Chicago, Salt Lake, and Des Moines, the last under future Seattle Superintendent Frank Cooper. She highlighted skills in “geography, language, and grammar.” In closing her application, she remarked, “My strong point has seemed to be discipline, which however is a natural, not acquired, talent.”
34
Erl Šafar, Marija, Tihana Lubina, and Izabela Mlinarević. "Digitization of Osijek grammar school reports at the library department of the Museum of Slavonia." Informatologia 52, no. 1-2 (June 30, 2019): 55–64. http://dx.doi.org/10.32914/i.52.1-2.6.
Full textAbstract:
In the second half of the 19th century, the preconditions for the establishment of standardized school infrastructure were created in Croatia, which also had an impact on the appearance of school libraries. Ever since the onset, the school libraries have played an enlightenment and educational role in their areas and have been maintained as such until present time. Observing the future from a past perspective, it may be noticed that cultural institutions - archives, libraries and museums – in addition to their traditional function, have been developing new types of service under the influence of global information changes that determine new ways of knowledge mediation and management. The annual school reports of end of 19th century Osijek grammar schools, owned by the Library Department of the Museum of Slavonia in Osijek, are an invaluable and indispensable resource for studying the history of schooling, as well as monitoring the development of school librarianship. In this regard, having inspected the contents of the reports of Realna gimnazija (Realgymnasium) and Kraljevska velika gimnazija (Royal Grammar School) of Osijek, it has become evident that there is a need for the creation of a digital repository with the aim of providing protection and a simplified access to and the usage of the aforementioned originals. Such an approach would at the same time enhance the research process of linking metadata from the available historical records, and putting it in the wider context of cultural and historic resources of the City of Osijek
35
Kornilov, N. V. "From the History of Teaching Spelling at School: Method of «Сacography» in the Methodological Heritage of P. M. Perevlessky." Russian language at school 81, no. 1 (January 22, 2020): 45–52. http://dx.doi.org/10.30515/0131-6141-2020-81-1-45-52.
Full textAbstract:
In this article, the author refers to the methodological heritage of a Russian philologist of the 19th century P. M. Perevlessky. In his book «Practical orthography with preliminary comments» (1842), P. M. Perevlessky proposed a “proofreading exercises” (carefully checking a text for errors) as practice techniques for learning orthography for schoolchildren. He emphasized the close relationship between spelling and grammar. After the publication of his book, the term «cacography» was introduced into scientific parlance, which is also used in modern methodology of teaching the Russian language. The author notes that there are still supporters and opponents of “proofreading practice”.
36
Bossong, Georg. "The Typology of Tupi-Guarani as Reflected in the Grammars of Four Jesuit Missionaries: Anchieta (1595), Aragona (c.1625), Montoya (1640) and Restivo (1729)." Historiographia Linguistica International Journal for the History of the Language Sciences 36, no. 2-3 (2009): 225–58. http://dx.doi.org/10.1075/hl.36.2-3.04bos.
Full textAbstract:
Some fundamental typological peculiarities of Guarani, namely the inclusive-exclusive distinction, transnumerality, the nominal tense, the (non)-distinction of subjects and objects, and duality (active-stative alignment) are presented and analyzed from both a modern and a historical perspective: first, to better understand the features of Guarani; second, to illuminate the difficulties missionaries faced when trying to cope with language structures that drastically differed from their training in Latin grammar. Using the missionaries’ grammars as first-hand testimony, the conclusion is reached that we have not significantly advanced beyond these works from the 17th and 18th centuries. Although none of the Jesuit padres arrived at a clear understanding of all the peculiarities of Tupi-Guarani that are dealt with in this paper, they made substantial contributions to describing the unusual features of this language family adequately, and thus went deliberately beyond the framework of Latin school grammar.
37
Bossong, Georg. "The Typology of Tupi-Guarani as Reflected in the Grammars of Four Jesuit Missionaries." Quot homines tot artes: New Studies in Missionary Linguistics 36, no. 2-3 (December 1, 2009): 225–58. http://dx.doi.org/10.1075/hl.36.2.04bos.
Full textAbstract:
Summary Some fundamental typological peculiarities of Guarani, namely the inclusive-exclusive distinction, transnumerality, the nominal tense, the (non)-distinction of subjects and objects, and duality (active-stative alignment) are presented and analyzed from both a modern and a historical perspective: first, to better understand the features of Guarani; second, to illuminate the difficulties missionaries faced when trying to cope with language structures that drastically differed from their training in Latin grammar. Using the missionaries’ grammars as first-hand testimony, the conclusion is reached that we have not significantly advanced beyond these works from the 17th and 18th centuries. Although none of the Jesuit padres arrived at a clear understanding of all the peculiarities of Tupi- Guarani that are dealt with in this paper, they made substantial contributions to describing the unusual features of this language family adequately, and thus went deliberately beyond the framework of Latin school grammar.
38
Zupančič, Tomaž, Annely Köster, and Teresa Torres de Eça. "Grammar School Students’ Opinions on the Art Curriculum: An Estonian, Portuguese and Slovenian Comparative Study." Center for Educational Policy Studies Journal 5, no. 3 (September 30, 2015): 33–50. http://dx.doi.org/10.26529/cepsj.126.
Full textAbstract:
The article presents the attitude of grammar school students towards the art curriculum. It first provides an overview of the characteristics of contemporary art education, with an emphasis on the postmodern art curriculum and on linking course content with students’ interests. The study is based on the descriptive and causal non-experimental method,with a sample comprising 387 Slovenian, Estonian and Portuguese students. It was established that the students place the highest value on developing creativity, and are less interested in art history content and learning about the basics of the formal art language. They are attracted to contemporary topics, such as graffiti, multicultural art, the use of new media, and digital technologies. The results of the study provide opportunities for future comparative analyses and starting points for updating art curricula.
39
Saehudin, Akhmad, and Hilman Ridha. "Coursebook-Based ISIS’ Propaganda: A Critical Discourse Analysis of Arabic History Texts in ISIS’ School Environments." Insaniyat : Journal of Islam and Humanities 6, no. 2 (May 31, 2022): 89–104. http://dx.doi.org/10.15408/insaniyat.v6i2.25036.
Full textAbstract:
This research aims to investigate forms of propaganda spread by the Islamic State of Iraq and Syria (ISIS) as represented in an Arabic History Coursebook they prepare for ISIS’ school environments. It utilizes Critical Discourse Analysis (CDA) as its research method to examine and reveal values and ideologies behind choices of words, grammar, and text structures. Using an ISIS’ Arabic History Coursebook entitled Al-Tarikh: li al-Shaff al-Khamis al-Ibtida'i (published in 2016/1437H) as the data source, this research is primarily focused on the analysis of clauses and phrases which contain words of daulah and qital. The data were analysed utilizing functional linguistics and propaganda techniques as its analytical framework. Results of analyses show that as an organization ISIS fights for ideologies which underlie the idea of the Islamic State and spreads values of radicalism to its targeted communities. Propaganda techniques such as name calling, glittering generality, transfer, plain folk and bandwagon are found to be dominant in ISIS’ propaganda projects.
40
Cushing, Ian. "Stylistics goes to school." Language and Literature: International Journal of Stylistics 27, no. 4 (November 2018): 271–85. http://dx.doi.org/10.1177/0963947018794093.
Full textAbstract:
Stylistics offers a wealth of benefits to English teachers who wish to integrate aspects of language and literature together, and to engage their students in a text-driven, reader-response informed grammar pedagogy. Recently, there has been a growing interest in how stylistics can be re-contextualised to schools, with academics working collaboratively with teachers in teacher workshops, school curriculum reform and classroom-based research. In this paper, I aim to provide a picture of what this work looks like, and I argue that it presents an important moment in the history of stylistics, both as a discipline and as a pedagogical method. The re-contextualisation of stylistics to schools has the potential to further validate academic research findings, as well as offering English teachers an enabling and accessible toolkit for teaching about language and literature that is likely to sit comfortably with their own beliefs about the subject. However, there are various logistical and political complexities involved, such as access to training, teacher subject knowledge and teacher attitudes towards linguistics. In light of these complexities, I discuss the design and implementation of a training course about stylistics for teachers, and how course participants have taken the knowledge acquired and actualised it in their own practice. I also present some of the barriers that teachers have faced in trying to do so. I argue that stylistics is beneficial for teachers, and that the present moment presents an important and potentially fruitful time for the discipline.
41
Abdel-Haleem, M. A. S. "Early Islamic theological and juristic terminology: Kitāb al-Ḥudūdfi 'l-uṣūl, by Ibn Fūrak." Bulletin of the School of Oriental and African Studies 54, no. 1 (February 1991): 5–41. http://dx.doi.org/10.1017/s0041977x00009587.
Full textAbstract:
In our very first grammar lesson at the primary school of al-Azhar we were introduced to al-mabādi’ al-‘ashara, ‘The Ten Introductory Aspects’ with which the textbook began. We learnt then that these ten aspects, as handed down by the ancient tradition, were points to be considered when embarking on each fann (branch of knowledge). ‘They said: it is incumbent upon him who sets out to expound a book to deal in the introduction with certain things before he begins with the intended subject matter’ Such was the importance of ‘The Ten ’ in traditional Islamic education that they were formulated in two lines of verse, in more than one version, to aid the memory of learners.
42
Lukoff, Fred. "H. B. Lee: Korean grammar, xiii, 216 pp. (School of Oriental and African Studies.) Oxford, etc.: Oxford University Press, 1989." Bulletin of the School of Oriental and African Studies 53, no. 3 (October 1990): 561–62. http://dx.doi.org/10.1017/s0041977x00151870.
Full text
43
Emelyanova, Natalia. "Outstanding Contemporaries on the Formation of School Education in Russia of the Second Half of the XIX Century." Bulletin of Kemerovo State University. Series: Humanities and Social Sciences 2019, no. 3 (December 13, 2019): 214–22. http://dx.doi.org/10.21603/2542-1840-2019-3-3-214-222.
Full textAbstract:
The research featured some trends in the formation of the Russian school during the second half of the XIX century in the interpretation of the contemporary representatives of pedagogy, science, and journalism. The paper also focuses on their participation in the formation of the educational system and female education. The author identified directions in the formation of school during that period, as well as revealed the attitude of academia and improvements they suggested. The methodological basis was provided by previously unstudied material. Its theoretical and comparative analysis made it possible to reveal the opinions of celebrated authors of that time about the organization of the educational process in male and female grammar schools that belonged to various departments. Grammar schools for girls seemed to play a special role in Russia as they were connected with teacher training and contributed to the formation of elementary schools. The opinions of the famous contemporaries made it possible to draw certain conclusions regarding the organization of the educational process, the specifics of the educational situation, and the problems that had to be addressed in order to develop the Russian system of education. The results can be used in the syllabus of History of Pedagogy and Education, various elective courses, and research work of students.
44
Çetinkaya, Dildar, and Doğan Yücel. "Yabancı Dil Türkçe Dilbilgisi Öğretiminde 6. Sınıf Öğrencilerinin Yaşadıkları Bazı Güçlükler: Irak Örneği." International Journal of Social Sciences 6, no. 24 (February 25, 2022): 274–92. http://dx.doi.org/10.52096/usbd.6.24.16.
Full textAbstract:
With the existence of human beings on earth, certain needs have emerged. In addition to basic needs such as nutrition and shelter, communication has become one of the biggest needs. People living in different geographies communicated with each other for many reasons and started to learn each other's languages in order for this communication to be healthy and understandable. Thus, the number of foreign language learners has increased day by day. In fact, factors related to the structural and socio-cultural differences between languages make learning difficult at the stages of foreign language learning. It has been observed that students whose mother tongue is Kurdish also experience problems in learning Turkish as a foreign language. The aim of the study is to investigate the reasons for the difficulties experienced by these students, to compare the structural features between languages and to determine where the students have difficulties while learning Turkish as a foreign language. The evaluation was prepared with a descriptive method as a result of a holistic literature review and the findings. As a result of this method applied, the population of the research is Irak Duhok Stirling Primary School students who learn Turkish as a foreign language. The sample group was determined as 72 students in the 6th grade of Stirling School. An open-ended exam was administered to the students. Exam results of the students prove that they have difficulties in grammar. Keywords: Turkish, Kurdish, foreign language, grammar, learning difficulities.
45
Teleshov, Sergey. "CHEMICAL QUESTIONS AND PROBLEMS FOR THE CADETS, GRAMMAR-SCHOOL BOYS AND REALISTS IN PRE-REVOLUTIONARY RUSSIA." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 7, no. 1 (April 5, 2010): 42–47. http://dx.doi.org/10.48127/gu-nse/10.7.42.
Full textAbstract:
Studying questions of application of various tutorials in practice of work of the school teacher of chemistry, we have addressed to educational texts XIX – beginnings ХХ centuries It is translation both original textbooks and books of problems not only in chemistry, but also on the physics. The matter is that the independent subject "chemistry" existed no more than in 25 % of average educational institutions of the Russian empire. For this reason chemical data inevitably joined in physics textbooks. Still in the end of XYIII centuries P.Gilarovsky, the professor of the Petersburg teacher's seminary, in the preface to his textbook of physics has noticed that it "has added" data from chemistry as it is necessary for the physicist. There upon by us have been considered over 200 textbooks and books of problems of physics and chemistry which found application in various types of average educational institutions of Russia. The most interesting are chosen from them 40 in the methodical plan and questions and problems which were offered in these texts to pupils are considered. The file of educational texts studied by us allows, on the one hand, when also what questions and settlement problems in chemistry have appeared in high school. Simultaneously we enrich a modern technique of training by those approaches and receptions which were applied by our predecessors since problems simultaneously are both tutorial and a training method. Possibility to estimate use of the mathematic device by the schoolboys who have passed a course more hundred fifty years ago is useful also. Comparison, by the way, unfortunately, is obvious not in our advantage. Key words: tutorials, history of a technique of training, settlement problems.
46
Klifman, Harm. "Dutch language study and the trivium." Historiographia Linguistica 15, no. 1-2 (January 1, 1988): 63–83. http://dx.doi.org/10.1075/hl.15.1-2.05kli.
Full textAbstract:
Summary In the history of European linguistics the 16th century is known as the century in which the vernacular languages of the countries above the Alps and the Pyrenees were discovered as objects of language study. The first grammars of the Dutch language appeared in this period. The study of grammar of the Dutch language took place within the context of a continuation of the Latin trivium tradition in the vernacular. As a consequence the historiographer must take into account this context and the traditional relation of grammar to dialectic and to rhetoric respectively. The first complete trivium in Dutch appeared during 1584–87, the last one in 1648–49. In the period in between, several reprints and editions in the separate disciplines, appeared. The reason for continuation of the Latin trivium tradition in the vernacular should be explained from various circumstances. First, it was the only intellectual tradition on which the contributors to the Dutch trivium could draw. This explains for instance that the structure of the Dutch grammars is based on that of the Latin grammars. Second, Latin grammar was taken to fulfill a heuristic function in the exploration of the vernacular. Not only is the formal context of the Latin trivium model important, but also the historical pedagogical triad of ars, natura and exercitatio played an important role, especially with respect to the criteria of grammaticalness in the Dutch language. The history of the trivium was always strongly connected with the history of education. For this reason it is not surprising to see that the contributors to the Dutch trivium hoped that their work would replace the Latin school curriculum. This did not happen, however. Nevertheless, their work laid the foundations for the study of the Dutch language on which the 18th century grammarians were to build their monumental studies.
47
Guo, Jingyi. "Study of Influence of Negative Transfer of L1 Thinking on Second Language Acquisition." Learning & Education 9, no. 2 (November 10, 2020): 37. http://dx.doi.org/10.18282/l-e.v9i2.1393.
Full textAbstract:
Language transfer is always the hot topic in the history of Linguistic researches. The influence of L1 thinking absolutely exists in the process of second language acquisition and varies with second language learners’ personal language acquisition ability. According to Piaget, junior high school students are in the transitional stage from the Concrete Operation to the Formal Operation, and some of them may belong to the later. Also, the learning years in junior high school is the initial time to study English grammar and write compositions, so this research takes junior high school students of Grade-one as research participant, and mainly focuses on the errors occur in their English compositions. Through the analysis of the reason why they made such errors, the author aims at revealing the influence of L1 thinking on Chinese students’ second language acquisition, also, the author intends to help educators to have clearer thoughts when sorting out educational plans and strategies, and enable both teachers and students to realize the importance of cultivating students’ second language thinking in junior high school.
48
Pantic, Miroslav. "Pavle Popovic." Prilozi za knjizevnost, jezik, istoriju i folklor, no. 86 (2020): 7–32. http://dx.doi.org/10.2298/pkjif2086007p.
Full textAbstract:
The article presents the opening chapter of Miroslav Pantic?s monograph on Pavle Popovic (Chapter One, which has remained unpublished). Based on a thorough study of the recorded material, the monograph is a broad overview of Pavle Popovic?s ancestry; it emphasises that Branko Radicevic was his paternal relative, while his maternal grandfather was Stefan Markovic, an esteemed writer of that period and member of The Society of Serbian Letters. All members of his nuclear family are described, especially the writer Bogdan Popovic and the diplomat Dimitrije Popovic, who later on studied Serbian diplomatic history. The years spent in second?ary school (as a student of the First Belgrade Grammar School, he was a member of the Nada student company) are described, as well as his earliest interest in science and meetings with the professors whose influence on him was visible later in his life (Ivan Djaja, Andra Nikolic and Svetislav Vulovic). The period Popovic spent as a student at the Department of History and Philology of Belgrade Higher School?s Faculty of Philosophy is described in detail, mostly on the basis of Pavle Popovic?s personal reminiscences.
49
Dickson, Vernon Guy. "“A pattern, precedent, and lively warrant”: Emulation, Rhetoric, and Cruel Propriety inTitus Andronicus." Renaissance Quarterly 62, no. 2 (2009): 376–409. http://dx.doi.org/10.1086/599865.
Full textAbstract:
AbstractShakespeare'sTitus Andronicuscritically engages and enacts teachings and patterns of emulation, including those of Quintilian, Roger Ascham, and other contemporary humanists and playwrights, pressing emulation's uses to extremes that suggest that imitative self-fashioning potentially results in monstrous or fragmented characters, decisions, and texts. The professed aim of the grammar-school education, the ability to judge well, is conflicted byTitus's exposure of judgment as itself a contested concept, locked within a circularity of intertextual precedents. Titus's excessive, even parodic, repetition of emulative strategies acts as a rebuttal of seemingly straightforward humanist models of character, judgment, self, and decorum.
50
Girolametto, Luigi, Megan Wiigs, Ron Smyth, Elaine Weitzman, and Patsy Steig Pearce. "Children With a History of Expressive Vocabulary Delay." American Journal of Speech-Language Pathology 10, no. 4 (November 2001): 358–69. http://dx.doi.org/10.1044/1058-0360(2001/030).
Full textAbstract:
Outcomes of 21 children who were previously identified as late talkers were investigated at 5 years of age. The model of service delivery used for these children included a parent program for preventive intervention when the children were 2 years old, followed by focused direct intervention for children whose gains in speech and/or language skills continued to be slow. Their outcomes at 5 years of age were investigated using general language measures as well as higher level language tasks designed to stress the language system. Late talkers’ results were compared to those of a comparison group of children with histories of typical language development. Scores on standardized tests of language development indicated that the majority of late-talking children (i.e., 86%) had ‘caught up’ to their age-matched peers in expressive grammar and vocabulary. However, weaknesses remained in a number of higher level language areas, including a standardized test designed to measure facility with teacher-child discourse, a novel task that examined the child's use of pragmatic cues for anaphora resolution of ambiguous sentences, and narrative tasks. The clinical implications of these findings include close monitoring of these children as they reach school age and intervention in key areas of weakness for children who continue to demonstrate language difficulties as they mature.