Artículos de revistas sobre el tema "Icelandic language – grammar – textbooks"
Siga este enlace para ver otros tipos de publicaciones sobre el tema: Icelandic language – grammar – textbooks.
Crea una cita precisa en los estilos APA, MLA, Chicago, Harvard y otros
Consulte los 50 mejores artículos de revistas para su investigación sobre el tema "Icelandic language – grammar – textbooks".
Junto a cada fuente en la lista de referencias hay un botón "Agregar a la bibliografía". Pulsa este botón, y generaremos automáticamente la referencia bibliográfica para la obra elegida en el estilo de cita que necesites: APA, MLA, Harvard, Vancouver, Chicago, etc.
También puede descargar el texto completo de la publicación académica en formato pdf y leer en línea su resumen siempre que esté disponible en los metadatos.
Explore artículos de revistas sobre una amplia variedad de disciplinas y organice su bibliografía correctamente.
1
Shaw, Steven L. "Grammar Textbooks". TESOL Quarterly 26, n.º 4 (1992): 753. http://dx.doi.org/10.2307/3586873.
Texto completo
2
Dehé, Nicole. "An intonational grammar for Icelandic". Nordic Journal of Linguistics 32, n.º 1 (junio de 2009): 5–34. http://dx.doi.org/10.1017/s0332586509002029.
Texto completoResumen
The aim of this paper is to shed new light on the tonal grammar of Icelandic and to complement the tone inventory as previously described in the literature (Árnason 1998). Specifically, types of pitch accents and edge tones and their combinations in neutral declaratives and questions, and in utterances containing narrow focus are addressed. Two pitch accent types (H* and L*) and two edge tones (H- and L-) are identified, for which evidence has not been found in previous research. Moreover, the paper shows for declaratives, that along with downstep, Icelandic has upstep across Intonational Phrases. Upstep applies to a series of pitch peaks. It may occur in neutral declaratives and in utterances with final narrow focus. Overall, the results of this study provide a substantial addition to our knowledge of Icelandic intonational phonology.
3
Möller, Alda Bryndís. "Íslenskukennsla í Bessastaðaskóla 1806–1846 og á fyrstu árum Reykjavíkurskóla". Orð og tunga 19 (1 de junio de 2017): 1–40. http://dx.doi.org/10.33112/ordogtunga.19.2.
Texto completoResumen
The school at Bessastaðir in Iceland (1805‒1846) prepared students for the clergy and further studies at the University of Copenhagen. Despite its emphasis on classical languages and theological studies it is considered to have had considerable influence on the development of the Icelandic language and language norms in the 19th century. The article discusses the status of the Icelandic language in the school curriculum but it also highlights the multi-disciplinary nature of language instruction through translations from Greek and Latin under the supervision of renowned experts in Old Icelandic who also were keen supporters of Icelandic language vocabulary development. Many able students built on this experience to pioneer the development of Modern Icelandic.Icelandic lessons in the Bessastaðir School timetable consisted of translations from Latin and Danish with less emphasis on literature; some attention was paid to grammar while orthography varied. The school was cramped and the building not fi t for purpose. This state of affairs prevailed until the school moved to Reykjavik in 1846, which opened up great possibilities. Finally, teaching of modern languages, including Icelandic, could be developed in the curriculum.Timetables in the Reykjavik Grammar School show increased emphasis on the subject Icelandic, both in number of hours and variety of content. Teaching of the subject was prescribed by official regulations and included Icelandic grammar as well as modern and medieval literature. Standardised orthography was developed and firmly established in the early years of the school by rules that were largely based on Old Icelandic. These rules are still mostly applicable in modern day Icelandic texts. The article describes these developments in the first few years of the Reykjavik Grammar School, largely based on the school ̓s archives and significant essay mate-rial from students at the time.
4
Kanjevac, Simona. "Lingvometodical texts in teaching language language in fourth distance: Method aspect". Metodicka praksa 18, n.º 2 (2018): 53–62. http://dx.doi.org/10.5937/metpra1801053k.
Texto completoResumen
It is commonly and methodically functional to introduce the grammar of linguistic phenomena through the analysis of the starting or the linguistic text. In addition to having to be saturated with a certain language appearance, such texts sometimes needed to link content from different areas of Serbian language teaching. In this paper, we refer to the so-called related language textbooks found in grammar textbooks in the fourth grade of elementary school. These texts were studied from the point of view of the methodological principles and requirements, but also of the linguistic knowledge on which grammar and spelling is taught. The aim of the research was to determine the nature and function of the related linguistic texts and to present them in the selected textbooks for grammar teaching, as well as to determine the quality of a supporting methodology device that should link the concrete text and the definition of the concept.
5
Collins, Peter, Carmella Hollo y Juliet Mar. "English grammar in school textbooks". Australian Review of Applied Linguistics 20, n.º 2 (1 de enero de 1997): 33–50. http://dx.doi.org/10.1075/aral.20.2.03col.
Texto completoResumen
This paper reports findings from a project involving the critical analysis of English grammar books (and language books with grammatical content) used at Primary and Secondary levels in NSW schools. The books surveyed betrayed a low level of awareness of developments in contemporary linguistics, and in particular, of the ‘structural’ approach to grammatical description. Such an approach, it is argued, has the potential to build on the insights of traditional grammar and to remedy many of its major shortcomings.
6
Pittman, Iulia. "The disconnect between textbook and research: Inductive versus deductive approaches to grammar in first-year German college textbooks". Glottodidactica. An International Journal of Applied Linguistics 48, n.º 2 (30 de diciembre de 2021): 61–81. http://dx.doi.org/10.14746/gl.2021.48.2.04.
Texto completoResumen
Foreign language teaching methodologies have changed noticeably in the last hundred years. The emphasis on grammar has decreased, while the focus on communication has increased. Rather than quantitative in nature, these changes concern themselves more with the qualitative question of how grammar is taught. Two common approaches to grammar teaching are the inductive and deductive approach. While they both fall under the explicit grammar-teaching umbrella, research strongly points toward an advantage of the inductive grammar teaching approach. Therefore, a principal question that this article seeks to answer is which approach is more commonly found in current first-year German college textbooks. A detailed analysis of how eleven relevant textbooks present their grammar lessons reveals that the overwhelming majority (N=8) of the textbooks use the deductive approach. These findings indicate a significant disconnect between grammar presentation in textbooks and recent research on successful and effective foreign language teaching. It is strongly recommended that textbook authors and colleagues involved in the textbook selection process be more informed with the research findings in SLA and be instrumental in seeing that these changes are reflected in textbooks and language teaching curricula.
7
Антон Іващук. "CONTENT AND STRUCTURE OF FRENCH TEXTBOOKS USED IN GALICIA (1867–1890)". Collection of Scientific Papers of Uman State Pedagogical University, n.º 3 (4 de septiembre de 2020): 73–81. http://dx.doi.org/10.31499/2307-4906.3.2020.219094.
Texto completoResumen
The article under discussion deals with the textbooks for the French language learning used in the schools and gymnasiums of Galicia (1867–1890). The content and structure of textbooks by Jan Amborsky, August Svitkovsky and Stephanie Wechslerova have been analyzed in detail. Phonetic, grammatical and lexical material contained in the textbooks has been described. The historical and educational prerequisites that directly influenced the development of French language teaching in Galicy have been outlined. After having analyzed the textbooks for the French language learning in Galicia it was determined that during the indicated chronological period, there were three types of textbooks which were used in galician women’s schools, secondary schools and gymnasiums. Namely grammar reference books with or without exercises, readers with adapted or authentic texts and abstracts from well-known French literature and textbooks itself, which contained various texts, passages of literary works and which were used in order to teach grammar, reading, writing and translation. All found textbooks were analyzed according to the criteria created by N. Borysko. It was found that all analyzed textbooks were recommended for use in Galician women’s schools, secondary schools and gymnasiums by the Regional School Board. All the training material contained in the textbooks was in line with the main purpose of foreign language learning and the requirements of the Austro-Hungarian Ministry of Religion and Education. As a result of our research, it has been proved that in the selected period of time for teaching French language they used the grammar-translation method as evidenced by particular attention to the study of grammar theory, a large number of grammar-translation type of exercises and reading literary works in French.
8
Olthof, Marieke. "Transparency in Norwegian and Icelandic: Language contact vs. language isolation". Nordic Journal of Linguistics 40, n.º 1 (20 de abril de 2017): 73–115. http://dx.doi.org/10.1017/s033258651700004x.
Texto completoResumen
This research studies language contact as a possible cause of differences between languages in their degree of transparency. As transparency is assumed to facilitate intelligibility and learnability, especially for adult L2 learners, it is hypothesized that in particular contact settings with many such learners, languages tend to show increasing transparency. The study tests this hypothesis by investigating transparency in Norwegian, which has been exposed to extensive contact with Low German and Danish, and the relatively isolated Icelandic language. Based on a set of opacity features formulated in Functional Discourse Grammar, the degree of transparency of the two languages is compared. The results show that, as predicted, Norwegian is more transparent than Icelandic, which seems due to an increase in transparency in Norwegian and general opacity maintenance in Icelandic compared to their ancestor Old Norse. The study thus supports the hypothesized relation between language contact and transparency.
9
Jónsson, Jóhannes Gísli y Thórhallur Eythórsson. "Variation in subject case marking in Insular Scandinavian". Nordic Journal of Linguistics 28, n.º 2 (21 de noviembre de 2005): 223–45. http://dx.doi.org/10.1017/s0332586505001435.
Texto completoResumen
The Insular Scandinavian (IS) languages, Icelandic and Faroese, exhibit variation in subject case marking, primarily pertaining to an older idiosyncratic case and an innovative case that instantiates a regular pattern. This variation occurs to a considerable degree at the level of the individual speaker. We argue that this intra-speaker variation in IS involves optionality within one grammar and not competition between two different grammars or dialects in the sense of Kroch (1989, 1994). Mainly on the basis of data from the so-called Dative Substitution (DS) in Icelandic, we show that this variation does not involve any kind of parameter, and that it is not the result of dialect contact, as the grammar competition analysis would entail.
10
Nemeth-Jajić, Jadranka y Petra Božanić. "Linguistic terms in contemporary textbooks of Croatian language". Školski vjesnik 71, n.º 1 (2022): 139–55. http://dx.doi.org/10.38003/sv.71.1.1.
Texto completoResumen
Since 2019, when the Croatian language subject curriculum was introduced, until today, new textbooks of Croatian have been written, and the aim of this paper is to investigate how consistent they are in the use of linguistic terminology. Previous research has pointed to the lack of uniformity and consistency in the use of linguistic terminology in Croatian language textbooks, which is reflected, among other things, in many pairs and sequences of synonyms, causing difficulties in school practice. In the first phase of the research, which is presented in this paper, all primary school textbooks for grades 5-8 were analyzed, focusing on the terms at the phonological, morphological, syntactic, lexicological, and orthographical levels. The results of the textbooks analysis were compared with the terminology in contemporary school grammar books and Croatian orthography and spelling books, with the 2006 Primary School Curriculum, and with the 2019 Croatian language subject curriculum entitled the Curriculum of the Subject Croatian Language for Primary Schools and Grammar Schools. Although certain different linguistic terms can be found in new textbooks at all mentioned levels, it can still be concluded that contemporary textbooks are more consistent than previous textbooks regarding the use of linguistic terms.
11
Nemeth-Jajić, Jadranka. "Grammar and Spelling Choices in Contemporary Croatian Language Textbooks". Zbornik radova Filozofskog fakulteta u Splitu, n.º 15 (17 de diciembre de 2022): 147–67. http://dx.doi.org/10.38003/zrffs.15.8.
Texto completoResumen
The language in textbooks should comply with the standard language norm more strictly, which results from the requirement to respect functional and stylistic features of textbook style, which is a substyle of scientific functional style, and from laws and bylaws regulating the requirements and standards for the development of textbooks as teaching resources. Different reasons, however, sometimes lead to different, yet normatively allowed linguistic and spelling solutions, that is, there is a possibility of choice. This paper discusses such, normatively allowed choices, which have been confirmed in contemporary Croatian language textbooks, developed according to the new curriculum since 2019. We tried to determine which certified grammar and spelling choices were confirmed in the textbooks and how much they follow the normative recommendations found in the grammar and spelling manuals published by the Institute of Croatian Language and Linguistics, given that these manuals were approved for school use. Attention is paid to the use of movable/optional vowel (‘navezak’) in the declension of adjectival words (words functioning as adjectives), the use of enclitics ju/je, non-contracted and contracted forms of possessive pronouns and the reflexive-possessive pronoun, the declension of the numbers dva, tri and četiri, the position of enclitics in a sentence, writing the diphthong after a consonant group ending in r (‘pokriveno r’), writing nouns ending in dac, -dak, -tac, -tak, -tka and writing the negative particle ne with the enclitic form of the verb htjeti, Although the analyzed textbooks, as expected, to a large extent include the recommended choices complying with the norm, there are still differences in the consistency of the application of the rules, even within the same textbook, with occasional deviations from the prescribed norm. This points to the need for a more careful design of textbook language layer, especially if considering that the language of textbooks also contributes to the adoption of the standard and the acquisition and development of the student’s linguistic culture.
12
Sigurjónsdóttir, Sigríður y Iris Nowenstein. "Language acquisition in the digital age: L2 English input effects on children’s L1 Icelandic". Second Language Research 37, n.º 4 (15 de abril de 2021): 697–723. http://dx.doi.org/10.1177/02676583211005505.
Texto completoResumen
This article reviews prominent research on non-English-speaking children’s extramural acquisition of English through digital media, and examines the understudied scenario of possible effects of such second language (L2) English input on domestically dominant but globally small first languages (L1s), with Icelandic as the test case. We outline the main results of the children’s part of the Modeling the Linguistic Consequences of Digital Language Contact (MoLiCoDiLaCo) research project, which targeted 724 3–12-year-old Icelandic-speaking children. The focus is on English input and its relationship to the children’s Icelandic/English vocabulary and Icelandic grammar. Although a causal relationship between digital English and reduced/incompletely acquired Icelandic is often assumed in public discourse, our results do not show large-scale effects of L2 digital English on L1 Icelandic. English still seems to be a relatively small part of Icelandic children’s language environment, and although we find some indications of contact induced/reinforced language change, i.e. in the standard use of the subjunctive, as well as reduced MLU/NDW (mean length of utterance/number of different words) in the Icelandic language samples, we do not find pervasive effects of L2 English on L1 Icelandic. On the other hand, the results show contextual L2 learning of English by Icelandic-speaking children through mostly receptive digital input. Thus, the results imply that English digital language input contributes mainly to L2 English skills without adversely affecting L1 Icelandic.
13
Tammenga-Helmantel, Marjon y Minna Maijala. "Sequences in German grammar teaching: An analysis of Dutch, Finnish, and global textbooks". International Review of Applied Linguistics in Language Teaching 56, n.º 1 (23 de febrero de 2018): 45–78. http://dx.doi.org/10.1515/iral-2015-0070.
Texto completoResumen
AbstractThis study investigates whether sequences in which grammar topics are presented in textbooks for German as a foreign language (henceforth GFL) match empirically determined, universal acquisition sequences. Moreover, it explores what patterns course books display regarding a set of grammar structures that are particularly interesting from an L1-perspective. From the literature we know that some grammar phenomena such as verb placement display a general acquisition pattern irrespective of the learners’ L1. In addition, we find L1-specific research such as studies on the acquisition of case assignment for Dutch learners of German. The current study considers a range of Dutch, Finnish, and global textbooks for young adolescent learners (13–15 years) at a beginner level to identify the sequence in which they introduce simple and complex verbal structures, tense, case, and pronouns. Across all these domains, the results display mainly similarities. When differences are found, these are often related to language-specific characteristics of the L1 and the typological distance between the L1 and L2 German, namely when Finns learn German pronouns and separable verbs. Overall, the analyzed teaching materials introduce the majority of the grammar issues in accord with the acquisition sequences but more L1-specific empirical research is necessary. We argue that analyses of grammar sequences in textbooks can be used as input for both SLA/FLA empirical research and theory development, especially concerning the teachability of grammar.
14
Thráinsson, Höskuldur. "Full NP Object Shift: The Old Norse Puzzle and the Faroese Puzzle revisited". Nordic Journal of Linguistics 36, n.º 2 (13 de septiembre de 2013): 153–86. http://dx.doi.org/10.1017/s033258651300022x.
Texto completoResumen
This paper argues that there is no reason to believe that full NP Object Shift (NPOS) was not found in Old Norse (Old Icelandic) nor that it is more common in Modern Icelandic than in earlier stages of the language. In addition, it is claimed that NPOS is also an option in Modern Faroese, contrary to common belief, although it is much more restricted in Faroese than in Icelandic. These results demonstrate the usefulness of systematic corpus studies while at the same time reminding us of their limits. In addition, they shed a new light on the status of Faroese among the Scandinavian languages and on the nature of intra-speaker variation and grammar competition.
15
Van, Hoang Van. "THE PLACE OF GRAMMAR IN THE GENERAL EDUCATION ENGLISH CURRICULUM AND THE PROBLEMS OF TRANSLATING GRAMMAR CONTENTS FROM CURRICULUM TO TEXTBOOKS". VNU Journal of Foreign Studies 39, n.º 3 (30 de junio de 2023): 1–20. http://dx.doi.org/10.63023/2525-2445/jfs.ulis.5153.
Texto completoResumen
This paper is concerned with two important issues but seem to have been neglected in foreign language curriculum development and textbook writing research: the place of grammar in a modern foreign language curriculum and the problems of translating grammar contents designed in the curriculum to textbooks for effective learning and teaching. Two specific questions raised for exploration in this study are: (1) What is the place of grammar in the Vietnamese Ministry of Education and Training (MoET)’s 2018 General Education English Curriculum (GEEC)?”, and (2) What are the main problems textbook writers often experience in translating grammar contents from the GEEC to textbooks? These questions constitute the foci of the paper and will be addressed in detail throughout.
16
Якупова, Ш. "The importance of grammar in language learning". Ренессанс в парадигме новаций образования и технологий в XXI веке 1, n.º 1 (21 de noviembre de 2023): 454–56. http://dx.doi.org/10.47689/xxia-ttipr-vol1-iss1-pp454-456.
Texto completoResumen
This article deals that a strong understanding of grammar is essential for effective communication, as it enables learners to convey subtle nuances in meaning and to comprehend spoken and written language. Whether through online courses, textbooks, or real-world language exchange programs, investing time and effort into improving grammar skills is a vital part of the language learning process.
17
Rochman, Muhammad. "Approaches and Methods to Teaching Grammar in Textbooks Used in First Semester of English Department Students at ABA Balikpapan". Journey: Journal of English Language and Pedagogy 6, n.º 1 (18 de marzo de 2023): 99–112. http://dx.doi.org/10.33503/journey.v6i1.2594.
Texto completoResumen
This study aims to describe, compare, and contrast approaches and methods to teaching grammar in textbooks used in First Semester of English Department Students at ABA Balikpapan. It chooses, as samples for analysis, textbooks of one particular class to focus on the approaches to teaching grammar in these textbooks. These textbooks are taught for first intermediate class and belong to two different series titled First Semester of English Department Students at ABA Balikpapan opportunities and English for First Semester of English Department Students at ABA Balikpapan. Each of these textbooks follows essentially different approaches to teaching grammar. This study aims to highlight the similarities and differences between the books and reveals the weaknesses and strengths of the approaches in these books. The purpose of the study is changing these textbooks and to reveal the similarities and differences between the old and new textbooks. The data collection method of this research is the collation texts for analysis. The information is breaking down subjectively and quantitatively. The study considerably contributes to the field of language teaching in First Semester of English Department Students at ABA Balikpapan especially grammar teaching through drawing attention of language lecturers, textbook writers, as well as learners to a certain degree, to the weaknesses and strengths of the PPP method (Presentation Practice Production) in the First Semester of English Department Students at ABA Balikpapan opportunities textbook and task-based approach in the English for First Semester of English Department Students at ABA Balikpapan textbook.
18
Dongseok Lee. "Descriptive Grammar and School Grammar on Korean Language History - Focus on Reading and Grammar Textbooks". Journal of Korean Linguistics ll, n.º 69 (marzo de 2014): 283–329. http://dx.doi.org/10.15811/jkl.2014..69.010.
Texto completo
19
Jónsson, Jóhannes Gísli. "Two types of case variation". Nordic Journal of Linguistics 36, n.º 1 (mayo de 2013): 5–25. http://dx.doi.org/10.1017/s0332586513000103.
Texto completoResumen
Building on data from Icelandic, this article argues that there are two kinds of case variation, formal and semantic. The first type features lexical case as one of the variants whereas the second type involves structural vs. inherent case. The semantic effect found with the latter kind of variation follows from the semantic requirements associated with inherent case and these may cut across different uses of the same verb. It is also shown how the weak status of disappearing lexical case manifests itself in the grammar of Icelandic and Faroese.
20
Lukin, Oleg V. "«GERMAN GRAMMAR» BY JACOB GRIMM AND SCHOOL GERMAN GRAMMAR BOOKS IN THE NINETEENTH-CENTURY GERMANY". Verhnevolzhski Philological Bulletin 23, n.º 4 (2020): 121–27. http://dx.doi.org/10.20323/2499-9679-2020-4-23-121-127.
Texto completoResumen
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).
21
Li, Chenxiao. "An Evaluation of Grammar Settings in Textbooks—Take Junior High School English Textbooks Published by FLTRP for Example". Journal of Advanced Research in Education 2, n.º 3 (mayo de 2023): 56–60. http://dx.doi.org/10.56397/jare.2023.05.09.
Texto completoResumen
Under the background of the new curriculum standard, grammar is still an important part of English basic education, which lays a solid foundation for the improvement of students’ core literacy. Many second language acquisition researchers have proposed that there is a relatively fixed natural route for second foreign language learners, but textbook editors and in-service teachers in China often ignore this sequence. Based on the natural order hypothesis and the input and output hypothesis, it is found in this thesis that English textbooks published by Foreign Language Teaching Research Press for junior high school students do not intend to follow the natural order but maintain a good balance in the design of grammar input-output activities.
22
Younghee Yang. "A Discussion on Grammar Units in Korean Language Textbooks". Grammar Education 31, n.º ll (diciembre de 2017): 157–79. http://dx.doi.org/10.21850/kge.2017.31..157.
Texto completo
23
Vladeva, Pavlina. "The Revival Textbooks from the Old-fashioned Collection of the Centre Community "Nadejda-1869"". Cultural and Historical Heritage: Preservation, Representation, Digitalization 5, n.º 2 (2019): 208–32. http://dx.doi.org/10.26615/issn.2367-8038.2019_2_019.
Texto completoResumen
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
24
Akyel, Ayse. "Form-Focused Instruction in Communicative Language Teaching: Implications for Grammar Textbooks". TESL Canada Journal 18, n.º 1 (31 de octubre de 2000): 47. http://dx.doi.org/10.18806/tesl.v18i1.899.
Texto completoResumen
This article examines a number of adult ESL grammar textbooks via an author designed checklist to analyze how well they incorporate the findings from research in communicative language teaching (CLT) and in form1ocused instruction (FFI). It concludes that although a few textbooks incorporate some of the research findings in CLT and FFI, they are not necessarily those chosen by the teaching institutions.
25
Jaworska, Anna. "Dokładna nauka języka i stylu polskiego w dwóch częściach. Cz. 1 Tomasza Szumskiego ." Poradnik Językowy, n.º 7/2022(796) (8 de noviembre de 2022): 90–103. http://dx.doi.org/10.33896/porj.2022.7.7.
Texto completoResumen
Tomasz Szumski (1778–1840) was a polyglot, teacher, bookseller, author of school textbooks, associated with Greater Poland. His grammar book, released in 1809, is the first Polish-language grammar book of the Polish language published in the 19th century where the grammatical description of Polish is made independent of the description of Latin. It is at the same time the first known 19th-century grammar of Polish where the author dared to polemicise with Onufry Kopczyński’s ideas contained in the Polish–Lati n Grammatyka dla szkół narodowych (Grammar for national schools). Keywords: school grammar books – Polish linguistics – 19th century – Tomasz Szumski – Onufry Kopczyński
26
Alqahtani, Asma. "Review and Analysis of Theories Underlying Grammar Teaching Methodologies". Arab World English Journal 13, n.º 4 (15 de diciembre de 2022): 80–91. http://dx.doi.org/10.24093/awej/vol13no4.6.
Texto completoResumen
Grammar is significant in learning other language skills, such as speaking and writing. Theories of teaching grammar in a foreign language are vital as they allow EFL teachers to build a frame for language learners. Grammar instruction is a bridge that links learners with other skills and if their grammar competence is vulnerable, the whole language production will be weak too. This study seeks to understand and review language theories that underlie daily grammar teaching. Many of EFL/ESL teachers teach grammar without a solid understanding of the language theories that inform their actual teaching practices and methodologies. This paper sheds light on the linguistics theories underlying grammar teaching methodologies in most English as foreign language classes and textbooks. It is significant for English teachers to have a basic knowledge of language acquisition theories as it directly influences their ability to provide appropriate content-area instructions.
27
Benediktsson, Artëm Ingmar y Hanna Ragnarsdóttir. "Icelandic as a second language: university students’ experiences". Tímarit um uppeldi og menntun 29, n.º 1 (23 de junio de 2020): 1–20. http://dx.doi.org/10.24270/tuuom.2020.29.1.
Texto completoResumen
The aim of this paper is to present and analyze how university students experience teaching methods of Icelandic as a second language and communication with teachers during the learning process. The theoretical framework includes multicultural education theory and second language teaching and learning theories. The findings are based on qualitative interviews with twelve students who study Icelandic as a second language at the University of Iceland. The analysis of the interviews revealed that the participants were generally satisfied with the learning environment and had positive experiences of communication with the majority of the teachers. Nevertheless, the participants described themselves as being rather passive recipients of knowledge in the courses where explicit teaching of grammar was applied, and lacking active participation in the learning process. Additionally, the participants encountered several challenges during the learning process such as issues related to task-based and group assignments and, in some cases, teachers lacked understanding of different students’ needs, such as that of providing extra learning materials.
28
Ščuka, Nuša y Simona Kranjc. "Gender Sensitive Language Perspective in Textbooks for Slovene Language". Revija za elementarno izobraževanje 16, Spec. Iss. (2023): 173–84. http://dx.doi.org/10.18690/rei.16.spec.iss.2991.
Texto completoResumen
In the discussion, we are dealing with a sample of textbooks for Slovene language as school subject in elementary school from the point of view of critical discourse analysis and the visual grammar of Kress and van Leeuwen (2020), focusing primarily on the use of gender sensitive language. Despite the fact that in the Slovene (school subject) the emphasis is on the verbal, school texts are multimodal. It means that they consist of verbal and pictorial codes, and make meaning in the interaction of both. The signs of both semiotic codes connect with each other and the reader of the school texts can easily undersand the meaning and the message. The analysis focuses on the concept of genders and the relationship between them.
29
Fauzi, Ashar y Kristian Adi Putra. "Reconstructing Grammar Exercises: A Systemic Functional Grammar Approach". Tadris: Jurnal Keguruan dan Ilmu Tarbiyah 7, n.º 2 (29 de diciembre de 2022): 397–407. http://dx.doi.org/10.24042/tadris.v7i2.14051.
Texto completoResumen
Despite the sufficient amount of language textbook analysis studies that have been conducted, little attention focused on grammar exercises analysis presented in the Indonesian junior high school English textbooks that facilitated the students to make meaning where functional grammar principles were adopted. This current study nuanced education artifacts analysis. The researchers intended to reveal to what extent the English grammar exercises present functional grammar exercises. Moreover, The study provided a practical suggestion to teachers, textbook developers, and language practitioners to revise and include the functional grammar approach in designing English grammar exercises. Anchored into critical document study, this study focused to find the representation of functional grammar exercises portrayed in an English language textbook where the mandated English language curriculum endorses genre-based and text-based language pedagogy in an Indonesian secondary school context. Two analytical tools were combined (i.e. transitivity analysis and critical discourse study) to reveal the existing English grammar exercises. The findings present a total of 88 English grammar exercises found in the textbook. However, 28 English grammar exercises indicated activities for the student to make meaning. The result provided a critical suggestion for grammar exercises revision that facilitates students to make meaning and understanding the social practices of the language. However, this study only provided a textbook analysis, further studies possibly focus on action studies where the functional grammar exercises were implemented in classroom activities.
30
Terrell, Tracy David. "Trends in the Teaching of Grammar in Spanish Language Textbooks". Hispania 73, n.º 1 (marzo de 1990): 201. http://dx.doi.org/10.2307/343008.
Texto completo
31
Mirchev, Dimitar. "NEW LATIN LANGUAGE TEXTBOOK FOR MEDICAL SPECIALTIES". Knowledge International Journal 32, n.º 4 (26 de julio de 2019): 447–50. http://dx.doi.org/10.35120/kij3204447m.
Texto completoResumen
For a long time in Bulgaria, there has been a need for a suitable Latin textbook for medical specialties with a 30-hour course, such as nursing, obstetrics, dental assistance, etc. The authors Dimitar Mirchev, PhD and Assoc. prof. Rossen Milanov aim to fill this niche through the preparation of the presented textbook. The textbook is based on the existing Latin-language textbooks in Bulgaria, while at the same time the authors strive to improve the available methodical systems for the education of students with a schedule of 30 hours per term. The main feature of the textbook is the separation of the grammar into 15 topics, according to the number of study weeks for the specialties mentioned. The authors’ purpose is to offer a balanced amount of exercises corresponding to the limited amount of time for the students to acquire the desired knowledge. This is also one of the main differences between the existing textbooks for а 60-hour schedule and the current textbook. The selection and synthesis of these exercises and the achievement of the final goal, namely the acquisition of sufficient Latin terminology corresponding to the actual needs in the students’ practical field, proved to be a difficult task and a great challenge for the authors. In Bulgaria, before 1989, there are relatively few Latin-language textbooks for medical specialties. Then the nursing and obstetrics are outside the higher education system and study in special secondary schools or colleges, while in the higher schools they prepare specialties of medicine, dentistry and pharmacy. For this reason, Latin textbooks are divided respectively for higher education institutions and for secondary school specialties. Since 2007 the nursing and obstetrics enter the higher education system and receive a Bachelor's degree. These specialties are taught in Latin, usually with textbooks prepared for medicine and dentistry. Basically this is not a problem, but gradually textbooks that are appropriate for these specialties have been prepared, according to their academic workload. Nowadays , there are no more than 3-4 textbooks in Bulgaria for classes of 30 hours. In this article, the above-mentioned textbook will be presented, highlighting its advantages and benefits on the basis of existing ones. Nurses, obstetrics and other specialties with similar workload in latin language have chiefly difficulties in learning the grammar that is absolutely necessary for the proper use of anatomical and clinical terminology. At the same time, the practice shows that all medical specialists are hampered by the correct pronunciation of medical terms, which is also a major challenge for the teachers. The textbook is divided into a grammar part with exercises according to the teaching material, greek terminology and Latin-Bulgarian and Bulgarian-Latin dictionary.
32
Barðdal, Jóhanna, Thórhallur Eythórsson y Tonya Kim Dewey. "The alternating predicate puzzle". Constructions and Frames 11, n.º 1 (3 de julio de 2019): 107–70. http://dx.doi.org/10.1075/cf.00025.bar.
Texto completoResumen
Abstract A long-standing divide between Icelandic and German in the literature takes for granted that there are non-nominative subjects in Icelandic, while corresponding arguments in German have been analyzed as objects (Zaenen et al. 1985; Sigurðsson 1989). This is based on two differences between these languages: (a) differences with regard to control and conjunction reduction and (b) apparent subject behavior of the nominative in dat-nom constructions in German. This article focuses on the latter, introducing into the discussion the concept of alternating predicates, that is, dat-nom predicates that systematically alternate between two diametrically-opposed argument structure constructions, dat-nom and nom-dat. A comparison between Icelandic and German shows that Icelandic dat-nom predicates are of two types, a non-alternating líka type and an alternating falla í geð type, whereas German seems to exhibit only the alternating type. On this assumption, the apparent subject behavior of the nominative in German is easily explained, since such occurrences in fact involve the nom-dat construction and not the dat-nom construction. Therefore, the subject behavior of the nominative in nom-dat constructions does not invalidate a subject analysis of the dative in dat-nom constructions in German. The analysis is couched in the framework of construction grammar.
33
Budzyńska, Paula. "How authentic is language included in English and German language textbooks for primary education in Poland? A case study". Glottodidactica. An International Journal of Applied Linguistics 45, n.º 1 (10 de septiembre de 2018): 27–40. http://dx.doi.org/10.14746/gl.2018.45.1.02.
Texto completoResumen
This study aims at investigating the authenticity of vocabulary and grammar structures included in two selected English language textbooks (hereafter ELTs) and two German language textbooks (hereafter GLTs) for the first stage of education in Poland. In order to achieve the assumed objective, the author examined literary materials, that is, songs, rhymes, or short stories, included in selected ELTs and GLTs in accordance with the principles of the corpus stylistics method developed, for example, by Semino & Short (2004), Mahlberg (2014), or McIntyre (2015). With the support of BYU-BNC and DWDS corpora, the performed analysis indicated, for instance, that in the case of both types of textbooks studied, the number of authentic words that children are to learn seems to be rather insufficient. The outcomes of the study enable suggesting certain modifications targeted at the increase of the authenticity of language that the analysed textbooks include.
34
Ait-Bouzid, Hassan, Erguig Reddad y Yeou Mohamed. "An Evaluation of Grammar Lessons in Selected Moroccan ELT Textbooks". IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 3, n.º 2 (15 de mayo de 2019): 249. http://dx.doi.org/10.21093/ijeltal.v3i2.197.
Texto completoResumen
This paper is built on the assumption that there are no perfect language teaching textbooks; therefore, it hopes to draw the attention of Moroccan ELT practitioners to the viability of using textbook evaluation to improve the quality of these teaching-learning materials. It aims to investigate ways in which grammar lessons are presented in three Moroccan second year Baccalaureate ELT textbooks currently used in public high schools. It examines the extent to which these lessons help both teachers and students meet the teaching-learning objectives. The study adopts a mixed methods approach and uses content analysis that combines both quantitative and qualitative data analysis techniques. Findings reveal that, although the three textbooks present their grammatical content in different ways, they succeeded in providing challenging grammar contents that suit the needs and interests of the learners. On the other hand, they demonstrate that these textbooks contain problems related to relevance of visual aids, gradation of grammar lessons and authenticity of grammatical examples. Finally, the study concludes with a number of implications that inform future EFL textbook design in Morocco.
35
Kodan, Hülya y Kürşad Kara. "Grammar Teaching in the Turkish Language Course Curriculum: An Examination in the Context of Acquisitions, Activity, and Teachers’ Opinions". Journal of Curriculum and Teaching 10, n.º 2 (18 de mayo de 2021): 28. http://dx.doi.org/10.5430/jct.v10n2p28.
Texto completoResumen
This research aimed to reveal teachers’ opinions about how the grammar-teaching process is related to the acquisitions in the curriculum, activities, and acquisitions presented in the textbooks teaching in mother tongue, the study reviewed different textbooks from four publishers, Cem, Sonuç, Koza, and Ministry of National Education (MEB) publications prepared for the 2018 primary school Turkish language course curriculum and Education Information Network (EBA) of the Turkish Ministry of Education. Moreover, opinions of ten primary school teachers who have taught all grades regarding the teaching process for grammar acquisition were investigated. The study conducted a case study method, which is one of the qualitative research techniques. Besides, a document analysis was conducted to obtain the research findings. Structured interview protocol and document review were used as the data collection tool. The findings of the study revealed that acquisition in the learning areas of reading and writing for grammar in the curriculum was not clearly and transparently identified, and the limits of the teaching framework were not specified. The study findings also revealed that information was transferred only in the majority of the grammar activities in the textbooks. Also, classroom teachers reported that they used different methods on the subjects they could embody in the teaching process, but they claimed to have difficulties in teaching abstract concepts.
36
Шухратовна, Дурдонахон. "The importance of inductive approach in teaching grammar". Арабский язык в эпоху глобализации: инновационные подходы и методы обучения 1, n.º 1 (25 de diciembre de 2023): 364–67. http://dx.doi.org/10.47689/atgd:iyom-vol1-iss1-pp364-367-id28508.
Texto completoResumen
Grammar plays an important role in teaching foreign languages. In the near past, teaching grammar was seen as the basic way of acquiring foreign language especially at schools. This field was taught mostly using GTM (Grammar Translation Method) by the teachers. If we look at recent years, we can see that Grammar structures were presented directly in textbooks so that the learners obtained the rules of language first before using it in their speech. However, today new updated teaching process requires the teachers to come up with the new strategies in teaching foreign language grammar. In this way the two fundamental approaches are revealed in teaching process, inductive approach and deductive approach. This scientific article defines these approaches throughly and outlines the influence of inductive approach in FLT, namely, to presenting grammar.
37
Saifutdinova, Olena. "ON THE DISCOURSES OF SPANISH LANGUAGE TEXTBOOKS". PROBLEMS OF SEMANTICS, PRAGMATICS AND COGNITIVE LINGUISTICS, n.º 43 (2023): 109–15. http://dx.doi.org/10.17721/2663-6530.2023.43.10.
Texto completoResumen
This article is devoted to the topics that appear in the textbooks of the Spanish language written by Spanish authors. Special attention to the traditional discourses is paid. The textbooks are studied considering its didactic orientation, and it is observed that the topics represented in the textbooks change depending on its components: the texts and the tasks offered. It is shown that the text, the tasks and the exercises of the Spanish textbooks represent the cultural and mental characteristics of the Spanish nation along with the language. It is discovered that Spanish textbooks of Spanish language reflect traditional stereotypes and axiological points of the Spanish nation. It is especially characteristic of grammar books that, at first sight, seem to be far from the topics of Spanish day-to-day life, civilization, culture, and history. The discourse of the textbooks is described from the focus on the communicative, emotive, and metalinguistic functions of the language. The research has revealed that, in some cases, Spanish textbooks represent valuable sources for studying civilization and culture or even the history of Spain. As far as further research is concerned it is recommended to use the methods of the corpus linguistics. Free and directed associative experiments would be useful too as well as quantitative and statistical methods for their procession.
38
De Cuba, Carlos y Poppy Slocum. "Standard language ideology is alive and well in public speaking textbooks". Proceedings of the Linguistic Society of America 5, n.º 1 (23 de marzo de 2020): 369. http://dx.doi.org/10.3765/plsa.v5i1.4715.
Texto completoResumen
For more than 50 years, the field of linguistics has recognized the equality of human languages, including all dialects of all languages. In this study we examine how current popular public speaking textbooks handle issues of linguistic variation in English. We looked specifically at textbook discussions of accent, grammar and pronunciation. Unfortunately, we have found that the majority of textbooks we examined serve to maintain the outdated “deficit” model of language variation, to the detriment of students.
39
Gedik, Tan Arda. "An analysis of lexicogrammatical development in English textbooks in Turkey: A usage-based construction grammar approach". ExELL 9, n.º 1 (1 de octubre de 2021): 26–55. http://dx.doi.org/10.2478/exell-2022-0002.
Texto completoResumen
Abstract This article measures the syntactic development indices in grade 5-12 English textbooks in Turkey. Through a usage-based construction grammar approach, it argues that the textbooks show an inconsistent development in verb-argument constructions (VAC) and other usage-based indices. The study employs an automatic software tool that detects variations in these indices and runs a statistical analysis on a corpus compiled by the author. Statistically significant results demonstrate that textbooks lack lexicogrammatical variation. As such, learners who use these textbooks are likely to experience a limited array of VACs that are limited in lemma-construction combinations. Findings also indicate that learners may not be exposed to the conventional usage patterns and frequencies of VACs when compared against a reference corpus. These findings may have an influence on the learners’ generalization process, their low-proficiency level in English, and poor idiomatic uses of the language.
40
Kwak, Jeongran. "Sign Language Education as Cognitive Academic Language: Focusing on the ‘Japanese Sign Language(JSL)’ Curriculum and Textbooks of Meisei Gakuen in Japan". Korean Association For Learner-Centered Curriculum And Instruction 22, n.º 20 (31 de octubre de 2022): 611–29. http://dx.doi.org/10.22251/jlcci.2022.22.20.611.
Texto completoResumen
Objectives The purpose of this study is to present implications for deaf education of Korea by analyzing the ‘Japanese Sign Language(JSL)’ curriculum and textbooks of Meisei Gakuen in Japan, which provides bilingual and bicultural deaf education from the perspective of cognitive academic language. Methods For this purpose, the characteristics of Meisei Gakuen's kindergarten, elementary, and middle school ‘JSL’ curriculum and textbooks were analyzed from the perspective of cognitive academic language. Results First, the ‘JSL’ curriculum in kindergarten was designed to develop sign language skills as a basic communicative skills by considering the differences in sign language proficiency of deaf children. Sign language textbooks were designed to develop a sense of language for sign language through sign shapes cards and classifier textbooks. Second, the elementary school ‘JSL’ curriculum was designed to comprehensively develop the cognitive academic sign language ability in linguistic, cognitive, and socio-cultural aspects. Sign language textbooks are structured to systematically develop deaf culture and sign language’s grammar. Third, the ‘JSL’ curriculum of the middle school was structured to deepen the cognitive academic sign language ability in linguistic, cognitive, and socio-cultural aspects. Sign language textbooks were designed to deepen awareness of sign language by learning sign language linguistics. Fourth, as a limitation, there was an aspect that the sign language curriculum and sign language textbooks did not sufficiently consider the level difference by age and grade. Conclusions The direction of the development of the cognitive academic sign language curriculum for using Korean sign language as a teaching-learning language was suggested.
41
Eyþórsson, Þórhallur, Janne Bondi Johannessen, Signe Laake y Tor A. Åfarli. "Dative case in Norwegian, Icelandic and Faroese: Preservation and non-preservation". Nordic Journal of Linguistics 35, n.º 3 (diciembre de 2012): 219–49. http://dx.doi.org/10.1017/s0332586513000036.
Texto completoResumen
This article investigates the morphosyntactic status of dative case in Norwegian, Icelandic, and Faroese. We hypothesize that these three languages represent three diachronic stages signalled synchronically by the degree of preservation or non-preservation of dative under movement. Thus, we explore the synchronic status of dative under passive movement and topicalization in the three languages, while simultaneously paying attention to the larger questions of diachronic preservation and non-preservation of dative. We suggest that our findings have interesting ramifications for the categorization of case as structural and non-structural in generative grammar.
42
Arindora, Tampil, Sudarsono Sudarsono y Regina Regina. "Developing Poetry-based Grammar Teaching Materials". Journal of English as a Foreign Language Education (JEFLE) 2, n.º 1 (5 de marzo de 2024): 12. http://dx.doi.org/10.26418/jefle.v2i1.48274.
Texto completoResumen
Critics have been made regarding grammar teaching using the conventional Present-Practice-Production (PPP) approach. Second language acquisition research has also provided evidence that the above approach might not be the best approach to teach grammar, especially with now communicative competence being the goal of learning a foreign language. Despite the critics, many textbooks still adopt the PPP approach in grammar activities, leading the teacher to apply this method, as well. Therefore, this study aims at developing grammar materials that can provide grammar teaching with authenticity and encourage language awareness by adapting content-based instruction, in this case through a poem. Need analysis results from questionnaire and interview were used as a foundation to design the teaching materials. The result of this study offers ready-use a teaching material that is relatable, practical and authentic, developed based on target students’ need analysis. It may also help students study grammar focusing on meaning rather than form.Keywords: poetry, grammar, teaching materials.
43
Shavtvaladze, Nana. "Linguistic formulas - a priority of modern teaching "In the universe of grammar I"". International Journal of Multilingual Education X, n.º 3 (11 de noviembre de 2021): 147–51. http://dx.doi.org/10.22333/ijme.2021.190017.
Texto completoResumen
We have the variety of forms, ways, methods, strategies of teaching in the 21st century. It`s important to achieve the goal, to gain the result, to perceive the given materials. Everyone is free to choose any ways from the given approaches. Most of the textbooks are dedicated to English language. English is dominated worldwide and it`s not only foreign language but a second language as well in many countries. There are different visions and approaches in teaching a language as a foreign or as a second one. Textbooks are mades based on the four skills: reading, writing, speaking, listening. Demand of Georgian as a foreign language has increased. Many philologists have occupied themselves with teaching Georgian as a Foreign language. Plus, they have means of teaching, once there are many textbooks already created, especially for the beginner levels. Online teaching has also increased these demands. Every author forms his/her own style, approach and vision when creating a textbook. In my opinion, it`s important to first calculate the common methodical view from the beginning to the end and only then start working on the new textbook. This kind of approach helps instructor gain the results and consistent logical motion is encouraging hopeful for the student.
44
Mndawe, Isaac. "A step-by-step integration of isiZulu mood as a grammatical feature into secondary school level creative writing". Journal for Language Teaching 54, n.º 1 (4 de marzo de 2021): 215–33. http://dx.doi.org/10.4314/jlt.v54i1.6.
Texto completoResumen
This article proposes how to infuse grammatical features, isiZulu moods in particular, into the creative writing processes at Senior and Further Education and Training (SP and FET) Phases. IsiZulu moods are grammatical features that are underused by teachers in the teaching of isiZulu creative writing. This study would help isiZulu teachers to acquire adequate language teaching skills and techniques, thus learning the proper application of grammatical feature. IsiZulu teachers would shift from teaching grammar as a standalone to communicative language teaching. The main method of investigation was the review of literature on the teaching of grammar, such as the works of Harry Noden, Image Grammar, isiZulu textbooks and methodology books used for language teaching. The Departmentof Education curriculum documents were analysed and discussed systematically. We have observed that the presentation of moods in most isiZulu of school textbooks is technical in that it focuses on their morphological structure and less on their semantic and syntacticstructures. The syllabus is not explicit why grammatical feature, such as mood, should be studied and how learners can apply the different moods in their creative writing activities. We argue that learning how to use isiZulu moods could improve learners’ quality of writing and enable them to write effective texts.
Keywords: Creative writing; writing skills; isiZulu grammar; sentences; moods
45
Twardzisz, Piotr. "Virtual and Actual Existentials in English, Swedish and Icelandic". Nordic Journal of Linguistics 23, n.º 2 (diciembre de 2000): 163–90. http://dx.doi.org/10.1080/033258600750061509.
Texto completoResumen
The focus of my analysis is the so-called existential construction. The languages examined are English, Swedish and Icelandic. The present article assumes the perspective of Ronald W. Langacker's cognitive grammar as the theoretical background. First of all, the assumption is that the unstressed, initial pronoun there, or its Scandinavian equivalents, are semantically definable as abstract-setting subjects of their respective sentences, with, possibly, the exception of Icelandic það. Secondly, the conceptualization of the existential scenes in the three languages is a dynamic process in each case. The dynamicity of the semantics of existential scenes is the result of assuming two planes, the actual and a virtual one, and establishing correspondences between them. The actual plane reflects our direct apprehension of reality. A virtual plane consists in the dynamic re-assignment of roles to the actual elements introduced by means of the virtual abstract-setting subject.
46
Nesi, Antonius, Yosefina Rosdiana Su y Rahayu Pristiwati. "Redesign of Indonesian Language Textbooks Based on Student Needs Analysis". AL-ISHLAH: Jurnal Pendidikan 14, n.º 2 (16 de junio de 2022): 2369–80. http://dx.doi.org/10.35445/alishlah.v14i2.1611.
Texto completoResumen
The available Indonesian language textbooks, both compulsory and commercial, might not fully meet the students' future needs and industrial demands. This study examines the concept of redesigning Indonesian language textbooks based on students' needs analysis, presenting a critical review of several relevant studies from journals, conference articles, and other permanent references. This study reveals three primary results. First, teachers are responsible for evaluating the textbooks' content and determining how they can contextually adapt and modify it without losing the essence of curriculum demands. Secondly, teachers are supposed to be aware of the students' needs to facilitate the demands of the current context. A need analysis will help the teachers to get an overview of the aspects that must be adapted in Indonesian language textbooks. Thirdly, through a critical and in-depth review of the textbooks, it was found that it is necessary to redesign a model of Indonesian language textbooks, particularly the grammar textbook model, the listening and speaking skills textbook model, and the reading and writing skills textbook model. The expected product should be organized as an integrative textbook package and designed in a digital model that can be easily accessed through the network.
47
Kim, Uisu y Eunhye Heo. "An Analysis of Korean Language Textbooks by Dimensions of Complex Grammar". Journal of Linguistics Science 81 (30 de junio de 2017): 1–19. http://dx.doi.org/10.21296/jls.2017.06.81.1.
Texto completo
48
Vold, Eva Thue. "Meaningful and contextualised grammar instruction: what can foreign language textbooks offer?" Language Learning Journal 48, n.º 2 (11 de septiembre de 2017): 133–47. http://dx.doi.org/10.1080/09571736.2017.1357745.
Texto completo
49
Murphy, Andrew. "Dative intervention is a gang effect". Linguistic Review 35, n.º 3 (25 de septiembre de 2018): 519–74. http://dx.doi.org/10.1515/tlr-2018-0004.
Texto completoResumen
Abstract This paper addresses two restrictions regarding agreement with nominative arguments in Icelandic DAT-NOM constructions. The first is the reported asymmetry in intervention effects in mono-clausal versus bi-clausal environments. The second regards the well-known Person Restriction that prohibits agreement with non-3rd person arguments. It is argued that both of these phenomena can be viewed as instances of cumulative constraint interaction, where less important constraints in the grammar ‘gang up’ to block some higher constraint. In order to account for this, I adopt a model of syntax with both weighted constraints and serial optimization that is known as Serial Harmonic Grammar in the phonological literature. It will be demonstrated that such a system can offer a more principled analysis of the construction-specific nature of the aforementioned phenomena.
50
Vana, Rosti y Lillie Padilla. "Tales of (Under)Representation: Afro-Latinx in Spanish as a Heritage Language Textbooks". Hispania 107, n.º 2-3 (junio de 2024): 255–72. http://dx.doi.org/10.1353/hpn.2024.a929127.
Texto completoResumen
Abstract: The present study examines the lack of representation of minority communities in the existing literature by examining the representation of Afro-Latinxs in texts and visuals in seven Spanish as a Heritage Language (SHL) textbooks, and the ideologies behind these representations. Drawing upon Norman Fairclough's (1995) model for conducting Critical Discourse Analysis (CDA) and Gunther Kress and Theo van Leeuwen's (2001, 2006) grammar of visual design, this current study analyzes text (readings, descriptions, labels, among others) and visuals (people, pictures, buildings, artifacts, among others) in these textbooks. The findings suggest that Afro-Latinx are hardly represented in SHL textbooks. There were only 38 textual representations in the seven SHL textbooks examined and only 18 images clearly referencing Afro-Latinx. This underrepresentation is in line with the ideology of erasure. In addition, ideologies of collectivization and tourism discourse were found throughout the textbooks analyzed. The present study's findings confirm the invisibility of Afro-Latinx in educational discourse and emphasizes the need to examine representations in Spanish language textbooks and teaching materials.