Littérature scientifique sur le sujet « Icelandic language – grammar – textbooks »
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Articles de revues sur le sujet "Icelandic language – grammar – textbooks"
Shaw, Steven L. « Grammar Textbooks ». TESOL Quarterly 26, no 4 (1992) : 753. http://dx.doi.org/10.2307/3586873.
Texte intégralDehé, Nicole. « An intonational grammar for Icelandic ». Nordic Journal of Linguistics 32, no 1 (juin 2009) : 5–34. http://dx.doi.org/10.1017/s0332586509002029.
Texte intégralMöller, Alda Bryndís. « Íslenskukennsla í Bessastaðaskóla 1806–1846 og á fyrstu árum Reykjavíkurskóla ». Orð og tunga 19 (1 juin 2017) : 1–40. http://dx.doi.org/10.33112/ordogtunga.19.2.
Texte intégralKanjevac, Simona. « Lingvometodical texts in teaching language language in fourth distance : Method aspect ». Metodicka praksa 18, no 2 (2018) : 53–62. http://dx.doi.org/10.5937/metpra1801053k.
Texte intégralCollins, Peter, Carmella Hollo et Juliet Mar. « English grammar in school textbooks ». Australian Review of Applied Linguistics 20, no 2 (1 janvier 1997) : 33–50. http://dx.doi.org/10.1075/aral.20.2.03col.
Texte intégralPittman, 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, no 2 (30 décembre 2021) : 61–81. http://dx.doi.org/10.14746/gl.2021.48.2.04.
Texte intégralАнтон Іващук. « CONTENT AND STRUCTURE OF FRENCH TEXTBOOKS USED IN GALICIA (1867–1890) ». Collection of Scientific Papers of Uman State Pedagogical University, no 3 (4 septembre 2020) : 73–81. http://dx.doi.org/10.31499/2307-4906.3.2020.219094.
Texte intégralOlthof, Marieke. « Transparency in Norwegian and Icelandic : Language contact vs. language isolation ». Nordic Journal of Linguistics 40, no 1 (20 avril 2017) : 73–115. http://dx.doi.org/10.1017/s033258651700004x.
Texte intégralJónsson, Jóhannes Gísli, et Thórhallur Eythórsson. « Variation in subject case marking in Insular Scandinavian ». Nordic Journal of Linguistics 28, no 2 (21 novembre 2005) : 223–45. http://dx.doi.org/10.1017/s0332586505001435.
Texte intégralNemeth-Jajić, Jadranka, et Petra Božanić. « Linguistic terms in contemporary textbooks of Croatian language ». Školski vjesnik 71, no 1 (2022) : 139–55. http://dx.doi.org/10.38003/sv.71.1.1.
Texte intégralThèses sur le sujet "Icelandic language – grammar – textbooks"
Zhou, Ting Ting. « Language socialization and ideological change in EFL textbooks in China : grammar, rhetoric, and genres ». Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/44305.
Texte intégralGrall, Christophe. « Présentations de la Grammaire et Représentations du Discours Dans les Manuels de Français Publiés aux États-Unis : une Étude Diachronique ». Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28423/.
Texte intégralTshotsho, Baba Primrose. « An investigation into English second language academic writing strategies for black students at the Eastern Cape technikon ». Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5702_1183703543.
Texte intégralThis study has been prompted by the negative remarks that lecturers make concerning the academic performance of students and the number of years they spend at the Eastern Cape Technikon before completing their diplomas. The aim of this study was to identify the kinds of strategies that English Second Language (ESL) students use to cope with English language writing tasks.
Academic writing requires a conscious effort and much practice in composing, developing, and analyzing ideas. Black students at tertiary institutions in South Africa face additional difficulty, especially when they have to deal with writing in English which is an unfamiliar language to them. This presents them with social and cognitive challenges related to second language acquisition. Since the black students do not often consider the social contexts in which L2 academic writing takes place, models of L1 writing instruction and research on composing processes are often found wanting in their L2 writing pedagogy. In this study, I argue that language proficiency and competence is the cornerstone of the ability to write in the L2 in a fundamental way. L2 writing instructors should take into account both strategy development and language skill development when working with black students. This is critical in South Africa considering the apartheid legacy and the deprived social conditions under which black students often live and acquire their education. Therefore, using critical discourse analysis and aspects of systemic functional linguistics, this study explores errors in written cohesion and coherence in relation to L2 writing strategies used by black students at the Eastern Cape Technikon. The study focuses on errors in the form of cohesive devices of referring expressions using topic development used by students. The aim was to explore the strategies used by black students to write coherent academic texts. Further, the study intends to scrutinize the grammatical devices of reference, through analyzing the forms of cohesive devices and theme development. A focus on the writing process as a pedagogical tool enables me to explore the relationship between the quality of studentsâ academic writing and coping strategies used, and come up with a model of L2 writing (coping) strategies for academic writing at the Eastern Cape Technikon. I investigate the L2 writing process adopted by competent and non-competent black students in the process of producing coherent academic texts by comparing strategies that the two groups of students adopt.
Elhindi, Yousif, et Theresa McGarry. « Gender-Linked Variation Across Languages ». Digital Commons @ East Tennessee State University, 2013. http://amzn.com/1612292224.
Texte intégralhttps://dc.etsu.edu/etsu_books/1040/thumbnail.jpg
Unsworth, Len. « How and why : recontextualizing science explanations in school science books ». Phd thesis, Department of Linguistics, 1995. http://hdl.handle.net/2123/9054.
Texte intégralSantos, Maria de Fátima dos. « Fiabilidade e relevância das opções dos autores dos manuais escolares de português do 10º ano em relação ao programa da disciplina ». Master's thesis, Universidade de Évora, 2010. http://hdl.handle.net/10174/15721.
Texte intégralNagy, Krisztina. « English language teaching in Hungarian primary schools with special reference to the teacher's mother tongue use ». Thesis, University of Stirling, 2009. http://hdl.handle.net/1893/1688.
Texte intégralBozzetti-Engstrom, Marie Linnea. « What's in a word ? : Connotation in teaching English to speakers of other languages ». CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2078.
Texte intégralVarga, Kate, et Ronja Cato. « A multimodal critical discourse analysis of Swedish teaching materials for English ». Thesis, Malmö universitet, Malmö högskola, Institutionen för kultur, språk och medier (KSM), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-41075.
Texte intégralGarcia, André Luiz Ming. « Progressão de tópicos gramaticais em cursos de alemão língua estrangeira : estudo empírico de processos de ensino-aprendizagem ». Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/8/8144/tde-24032015-113926/.
Texte intégralIn this work, from a proposed hybrid research method, by combining elements of the quantitative and qualitative-interpretative methods, and based on theoretical frameworks coming from the area of German as a foreign language, psycholinguistics etc., we seek to compare the products of teaching and learning German as a foreign language by Brazilian students, based on the proposals of the progression of synthetic and analytical grammatical topics, as described by Wilkins (1978). To this end, we collected data from learners who had contact with the German relative clauses in institutional environment, where two different textbooks were used, Schritte International 5 and studio d A2. It is considered that the teaching of grammar topics in blocks, with the transmission of large amounts of information at once, as in the analytical approach and by employing Schritte, can generate an overload of the working memory of the learners, while the grammar teaching in phases or cycles, from the syntetic approach, allows the gradual deposit of information in the limited working memory (short term), with the possibility that data be deposited in long-term memory and can be accessed when the deposit of new information occurs. The work confirms the initial hypothesis that both perspectives, in presenting their bonuses and burdens, lead to similar results in the teaching-learning process. Adopting the type of exercises of Neuner et al. (1981), influential in the area of German foreign language, we analyze the production of students in exercises ranging from the most reproductive and more productive, in order to verify if the performance of students is higher in the first, when evaluating sentences constructed appropriately in morphosyntactic and semantic- pragmatic terms. In summary, the collected and analyzed data, in general, do not point a supposed superiority of one of the two approaches to the progression of grammar topics in (German) foreign language courses
Livres sur le sujet "Icelandic language – grammar – textbooks"
Pétursson, Magnús. Lehrbuch der isländischen Sprache : Mit Übungen und Lösungen. 3e éd. Hamburg : Buske Verlag, 1992.
Trouver le texte intégralNeijmann, Daisy L. Colloquial Icelandic : The complete course for beginners. New York : Routledge, Taylor and Francis, 2001.
Trouver le texte intégralEinarsson, Stefán. Icelandic : Grammar, texts, glossary. Baltimore : Johns Hopkins University Press, 2000.
Trouver le texte intégralJónsdóttir, Hildur. Icelandic. London : Hodder Headline, 2004.
Trouver le texte intégralAndrea de Leeuw van Weenen. A grammar of Möðruvallabók. [Leiden] : Research School CNWS, School of Asian, African, and Amerindian Studies, Universiteit Leiden, The Netherlands, 2000.
Trouver le texte intégralBartoszek, Stanislaw. Icelandic for beginners. 2e éd. Reykjavík : Bréfaskólinn, 1992.
Trouver le texte intégralBonnetain, Yvonne S. Neuisländische Grammatik im Abriss. Trieste : Parnaso, 2002.
Trouver le texte intégralMagnússon, Jón. Grammatica islandica = : Íslenzk málfrædi. Reykjavík : Málvísindastofnun Háskola Íslands, Háskólaútgáfan, 1997.
Trouver le texte intégralSverrisdóttir, Oddný Guđrún. Land in Sicht : Eine kontrastive Untersuchung deutscher und isländischer Redensarten aus der Seemannssprache. Frankfurt am Main : P. Lang, 1987.
Trouver le texte intégralÞráinsson, Höskuldur. The syntax of Icelandic. Cambridge : Cambridge University Press, 2007.
Trouver le texte intégralChapitres de livres sur le sujet "Icelandic language – grammar – textbooks"
Saarinen, Taina, et Ari Huhta. « The Ideal Learner as Envisioned by Can Do Statements and Grammar Revisions : How Textbook Agency Is Constructed ». Dans New Materialist Explorations into Language Education, 151–72. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13847-8_9.
Texte intégralXiao, Yue. « An analysis of unit covers in English textbooks based on visual grammar theory ». Dans Proceedings of the 3rd International Conference on Education, Language and Art (ICELA 2023), 637–49. Paris : Atlantis Press SARL, 2024. http://dx.doi.org/10.2991/978-2-38476-214-9_75.
Texte intégralDunajeva, Jekatyerina. « From “Unsettled Fortune-Tellers” to Socialist Workers : Education Policies and Roma in Early Soviet Union ». Dans Social and Economic Vulnerability of Roma People, 65–77. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-52588-0_5.
Texte intégralHopkins, Kelsey P., et Branislav Bédi. « Immigrant families’ home use of electronic and online Icelandic L2 materials for children ». Dans CALL and professionalisation : short papers from EUROCALL 2021, 143–48. Research-publishing.net, 2021. http://dx.doi.org/10.14705/rpnet.2021.54.1323.
Texte intégralShelly, Sharon L. « Reinventing “Grammar” for Foreign Language Textbooks ». Dans The Foreign Language Classroom, 199–208. Routledge, 1995. http://dx.doi.org/10.4324/9780203820858-13.
Texte intégral« Grammar, Textbooks, and the Implementation of the National Language ». Dans The Kokugo Revolution, 133–55. Institute of East Asian Studies, University of California, Berkeley, 2009. http://dx.doi.org/10.2307/jj.7762616.10.
Texte intégralWalmsley, John. « ‘Language turned back on itself’ ». Dans The History of Grammar in Foreign Language Teaching. Nieuwe Prinsengracht 89 1018 VR Amsterdam Nederland : Amsterdam University Press, 2020. http://dx.doi.org/10.5117/9789463724616_ch09.
Texte intégralLegate, Julie Anne. « On theories of Case and Universal Grammar ». Dans The Place of Case in Grammar, 51–72. Oxford University PressOxford, 2024. http://dx.doi.org/10.1093/oso/9780198865926.003.0003.
Texte intégralOstapchuk, Oxana A. « Ukrainian Language in the Practice of Education : Textbooks of the (Post)Revolutionary Time (the Late 1910s and Early 1920s) ». Dans The “native word” : The Belarusian and Ukrainian languages at School (Essays on the history of mass education from the mid-nineteenth century to the middle of the twentieth), 255–72. Nestor-Istoriia, 2021. http://dx.doi.org/10.31168/4469-2043-3.11.
Texte intégralSchmied, Josef. « Second-Language Corpora ». Dans Comparing English Worldwide, 182–96. Oxford University PressOxford, 1996. http://dx.doi.org/10.1093/oso/9780198235828.003.0013.
Texte intégralActes de conférences sur le sujet "Icelandic language – grammar – textbooks"
Utami, Sintowati Rini, Emzir et Ninuk Lustyantie. « Language Dimension and Grammar Components in Textbooks ». Dans International Conference on Education, Language, and Society. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009036806360643.
Texte intégralÞorsteinsson, Vilhjálmur, Hulda Óladóttir et Hrafn Loftsson. « AWide-Coverage Context-Free Grammar for Icelandic and an Accompanying Parsing System ». Dans Recent Advances in Natural Language Processing. Incoma Ltd., Shoumen, Bulgaria, 2019. http://dx.doi.org/10.26615/978-954-452-056-4_160.
Texte intégralBedi, Branislav, et Annika Simonsen. « Using generative AI tools and LARA to create multimodal language learning resources for L2 Icelandic ». Dans EuroCALL 2023 : CALL for all Languages. Editorial Universitat Politécnica de Valéncia : Editorial Universitat Politécnica de Valéncia, 2023. http://dx.doi.org/10.4995/eurocall2023.2023.16994.
Texte intégralKoceva, Vesna, Dragana Kuzmanovska, Snezana Kirova et Ana Vitanova-Ringaceva. « ANALYSIS OF GRAMMAR VOCABULARY IN FOREIGN LANGUAGE TEXTBOOKS : ITALIAN, GERMAN, ENGLISH, AND MACEDONIAN ». Dans 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.1373.
Texte intégralZhang, Larry, et Yu Sun. « An Application that Combines Learning and Games to Make Learners Keep Interested in Learning ». Dans 12th International Conference on Advanced Information Technologies and Applications. Academy and Industry Research Collaboration Center (AIRCC), 2023. http://dx.doi.org/10.5121/csit.2023.130611.
Texte intégralFilippov, Konstantin A., Liubov’ N. Grigor’eva, Mikhail V. Koryshev, Kristina V. Manerova et Andrei K. Filippov. « REMARKS ON PHONETICS AND SPELLING OF M. LOMONOSOV’S GERMAN TEXTS ». Dans 49th International Philological Conference in Memory of Professor Ludmila Verbitskaya (1936–2019). St. Petersburg State University, 2022. http://dx.doi.org/10.21638/11701/9785288062353.08.
Texte intégralRapports d'organisations sur le sujet "Icelandic language – grammar – textbooks"
Ledermann, Anna Christine. Collective nouns in the Green Line and Access series : Comparing textbook language with natural usage data. Otto-Friedrich-Universität, 2023. http://dx.doi.org/10.20378/irb-95288.
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